The Federal No Child Left Behind (NCLB) Legislation provides an opportunity for state-
approved entities to provide additional instructional services to eligible students attending Title I
schools that have not made adequate yearly progress for three or more consecutive years.
Parents of eligible students may select a state-approved SES provider for their child to receive
after-school free tutoring paid for by the school district. In June 2006, the Florida Department of
Education announced the list of 170 state-approved providers for the 2006-2007 school year.
Florida law requires that each of these providers must begin serving students by October 15,
2006.
CHERI PIERSON YECKE, PH.D.
after-school free tutoring paid for by the school district. In June 2006, the Florida Department of
Education announced the list of 170 state-approved providers for the 2006-2007 school year.
Florida law requires that each of these providers must begin serving students by October 15,
2006.
CHERI PIERSON YECKE, PH.D.
325 W. GAINES STREET • SUITE 514 • TALLAHASSEE, FL 32399-0400 • (850) 245-0509 • www.fldoe.org
In order for the state to accommodate all eligible students and provide a diverse pool of
SES providers, the Department of Education is reopening the application process to
identify additional providers for the 2006-2007 school year with the goal of serving
additional students by November 30, 2006. The purpose of this memo is to provide
guidance and information relating to the opportunity to expand Florida’s current list of
state-approved SES providers for the coming school year.
The online application and instructions for this process are available on the Bureau of
Public School Option’s Web-site at http://www.firn.edu/doe/flbpso (Home page: select
). All applicants,
including those entities that may have applied during the original 2006-2007 process and
documents. Please read the instructions carefully before completing the application. It
is recommended that you create your application in a Word document prior to copying
and pasting into the online system.
All applications must be submitted online by 5:00 p.m. Eastern Daylight Saving Time on
Friday, August 18, 2006. In addition to the online submission of the application, all
applicants must mail or deliver a printed copy of all assurance pages with original
signatures and other required documents to the Department. These required documents
must be received by the Bureau of Public School Options no later than 5:00 p.m.
Eastern Daylight Saving Time on or before August 18, 2006.
If you have questions or need additional information, please contact Kay Caster or Anna
Moore at 850.245.0479 or via e-mail at kay.caster@fldoe.org or anna.moore@fldoe.org.
NO CHILD LEFT BEHIND
SUPPLEMENTAL EDUCATIONAL SERVICES
Public Law 107-110, Title I, Part A Section 1116(e)
REQUEST FOR APPLICATIONS
August 2006
2006-07 School Year
John L. Winn, Commissioner
Florida Department of Education
325 West Gaines Street, Suite 314
Tallahassee, Florida 32399-0400
Table of Contents/Check List
Subject Page
No.
√
For
Completion
1.0 BACKGROUND
1.1 Legislation
5
1.2 General Information
5
1.3 Purpose
5
2.0 APPLICATION INSTRUCTIONS
6
2.1 Submission Deadlines
6
2.1.1 On-line Application
6
2.1.2 Assurances and Printed Documentation
6
2.2 Technical Assistance
7
2.3 Method of Review
7
2.4 Method of Announcement
7
3.0 SPECIFICATIONS
7
3.1 Eligible Service Providers
7
3.2 Eligibility Requirements
8
3.3 Responsibilities
9
3.3.1 Responsibilities of
the Florida Department of
Education
9
3.3.2 Responsibilities of the School Districts
10
3.3.3 Responsibilities of
the Approved Providers
10
3.4 Funding
11
3.5 Duration
12
3.6 Monitoring
13
3.7 Evaluation
13
3.8 Removal from the State-Approved List
13
4.0 RESOURCES
14
5.0 TIMELINE OF SERVICES AND PROCEDURES
15
6.0 APPLICATION PROPOSAL
16
6.1 Contact Information
17
6.2 Applicant Status
17
6.3 School District(s) to be Served
18
6.4 Applicant Classification
18
6.5 ACADEMIC AND INSTRUCTIONAL INFORMATION
19
6.5.1 Subject Area(s)
19
6.5.2 Staff Qualifications
19
6.5.3 Type of Instruction
19
6.5.4 Grade Levels to be Served
20
- 2 -
Subject Page
No.
√
For
Completion
6.6 SES PROVISIONS
20
6.6.1 Student Capacity
20
6.6.2 Location of Services
20
6.6.3 Transportation
21
6.6.4 Operations
21
6.7 COST OF SERVICE
21
6.7.1 Rate For Provision of SES
22
6.8 FISCAL SOUNDNESS
22
6.8.1 Document Financial Soundness
22
DOCUMENTATION TO MAIL OR HAND DELIVER:
1. Copy of liability insurance cover page with the
company name and policy number
23
2. Copy of evidence of fiscal soundness:
¾
Most recent tax return
¾
Annual financial statements
¾
Fiscal audits
¾
Financial letters of credit
¾
Dunn and Bradstreet reports
¾
Profit/Loss statements
23
3. Evidence of legal qualification to do business
in Florida
23
4. Verification of business or non-profit status
23
5. Signed statement that organization has not
been suspended or disbarred from receiving
federal funding
23
6. Statement of lawsuits filed against
organization
23
7. Statement of denied approval or removed
approval status from another state
23
8. Statement of unresolved complaints with the
Better Business Bureau
23
7.0 APPLICATION NARRATIVE
23
7.1 Demonstrated record of effectiveness
23
7.2 Services consistent with instructional program of school
district and Florida Sunshine State Standards
24
7.3 High quality, research-based, instructional strategies
24
7.4 Set measurable achievement goals, adhere to
timelines, report student’s progress
25
7.5 Capacity and resources, compliance of applicable
federal, state, local health, safety, and civil rights laws
25
- 3 -
Subject Page
No.
√
For
Completion
8.0 REVIEW RUBRIC
27
8.1 Demonstrated record of effectiveness
27
8.2 Services consistent with instructional program of school
district and Florida Sunshine State Standards
28
8.3 High quality, research-based instructional strategies
30
8.4 Set measurable achievement goals, adhere to
timelines, report student’s progress
31
8.5 Capacity and resources, compliance of applicable
federal, state, local health, safety, and civil rights laws
34
DOCUMENTATION TO MAIL OR HAND DELIVER:
Cover Page for mail or hand delivered
documentation 36
ATTACHMENT A: General Assurances with original signature
37
ATTACHMENT B: Internet Statement of Assurances with original
signature
40
Letter Designating Signature Authority:
If signatures on Attachment A and/or Attachment B are not of the
head of the applying agency, attach letter signed by agency head or
documentation citing action of governing body authorizing the person
to sign on behalf of said official.
37, 40
- 4 -
SUPPLEMENTAL EDUCATIONAL SERVICES (SES) PROVIDERS
2006-07 REQUEST FOR APPLICATIONS (RFA) FOR SERVING STUDENTS
BEGINNING NOVEMBER 30, 2006
1.0 BACKGROUND
1.1 Legislation
Under the No
Child Left Behind (NCLB) Act, federal funding allows for the creation of
new education options for parents including the option of choosing supplemental
educational services (SES) for their child if the child attends a school that does not meet
state academic standards for at least three years.
The 2006 Florida Legislature passed Committee Substitute for Committee Substitute for
Senate Bill 772 (CS/CS/SB 772) which created section 15 related to SES in Title I
schools. This legislation became effective on July 1, 2006 (Ch. 2006-301) and provides
policy to the implementation of SES as required in section 1116 of the NCLB Act. The
law identifies the limitations of providers and school districts offering incentives to
students or to the parents of students, defines the responsibilities of school districts and
providers, specifies compliance and penalties for noncompliance in implementing SES,
provides the process for the reallocation of unspent funds, and authorizes the State
Board of Education to adopt rules for implementing and enforcing the provisions of this
law.
1.2 General Information
Supplemental educational services are defined as tutoring or other supplemental
academic enrichment services in reading/language arts and mathematics that are
provided beyond the normal school day and are of high quality, research based, and
specifically designed to increase academic achievement of students in schools in need
of improvement.
A Title I school that is in its second year of school improvement [a school that has not
met adequate yearly progress (AYP) for three years] or is in corrective action or
identified for restructuring must offer SES to eligible students. Students from low-
income families (participating in the Free or Reduced Price Lunch program) are eligible
for SES. If the school district determines that the amount of funds is insufficient to
provide these services to all eligible students whose parents requested the services, the
school district must develop a process to prioritize the services to the lowest-achieving
students.
1.3 Purpose
In June 2006, the Florida Department of Education (FDOE) announced the list of 170
state-approved providers for the 2006-07 school year. Florida law requires that each of
these providers must begin serving students by October 15, 2006.
- 5 -
In order for the state to accommodate all eligible students and provide a diverse pool of
SES providers, FDOE is opening this Request for Applications (RFA) to identify and
approve additional providers of SES to serve additional eligible students who are
enrolled in eligible Title I schools by November 30, 2006.
This document outlines the details regarding provider requirements, responsibilities, and
how the applications will be reviewed. Applications will be approved if they meet the
criteria as stated within this RFA. The list of Florida’s approved providers of SES will be
maintained and monitored by FDOE.
2.0 APPLICATION INSTRUCTIONS
2.1 Submission Deadlines
2.1.1 On-line Application
All applicants seeking to be including on Florida’s expanded 2006-07 SES provider list
to serve students starting November 30, 2006, must submit a complete application via
the web-based application system which can be accessed on the FDOE website for
Supplemental Educational Services at http://www.firn.edu/doe/flbpso. The deadline for
the online submission of an application is 5:00 p.m. Eastern Daylight Saving Time on
August 18, 2006
. Applications received by mail, electronic mail (email), or by facsimile
(fax) will not be considered.
2.1.2 Assurances and Printed Documentation
In addition to the online submission of an application, applicants must mail or hand
deliver a printed copy of all assurance pages (with original signatures on Attachment A
and Attachment B) and all other documentation required within this RFA. The
assurance pages must have no revisions, additions, or deletions and must bear an
original signature of the agency head in blue ink color to distinguish it from a copy.
Assurances signed by officials other than the head of the providing agency must have a
letter signed by the agency head, or documentation citing action of the governing body
delegating authority to the person to sign on behalf of said official. Attach the letter or
documentation with the signed assurance pages.
The assurance pages and required documents must be received by the FDOE office
below no later than 5:00 p.m. Eastern Daylight Saving Time on or before
August 18,
2006
.
Any missing, incomplete, or altered assurance pages or documents received
after
August 18
,
2006
, will result in an unapproved application. Applicants may wish to
mail the documents via certified, return-receipt mail. It is the responsibility of the sender
to ensure that all assurances and documentation are received by the stated deadline.
- 6 -
MAIL TO:
Florida Department of Education
Bureau of Public School Options
325 West Gaines Street, Room 314
Tallahassee, FL 32399-0400
2.2 Technical Assistance
Guidance and answered questions regarding this RFA or the procedures for submitting
a complete application will be posted on the FDOE website for SES at
http://www.firn.edu/doe/flbpso.
2.3 Method of Review
A committee of state and school district educational administrators, program specialists,
and instructors familiar in the selection of applications and with the NCLB, Title I, Part A
provisions and in SES instruction and delivery of services, will review each application
and make recommendations for the approval of additional providers of SES who will
begin serving students on November 30, 2006. Selection will be based on accurate
completion of requested information and data, compliance with all provider eligibility
requirements, and agreement with assurances set forth in the document. Successful
applications are those that obtain at least 70 points out of the maximum 100 points for
the application narrative. It is anticipated that the selection will be finalized in
September 2006.
2.4 Method of Announcement
All applicants will be notified of their approved or unapproved status of their application.
Additionally, the expanded list of the state-approved SES providers for the 2006-07
school year will be announced via FDOE’s Paperless Communications System and will
be posted on the FDOE website for SES.
3.0 SPECIFICATIONS
3.1 Eligible Service Providers
Eligible service providers may be non-profit entities, for-profit entities, or local
educational agencies. Entities eligible to apply to provide SES may include:
•
Individuals
•
For-profit companies
•
Non-profit organizations
•
Community-based/faith-based organizations
•
Institutions of higher education
- 7 -
Local educational agencies such as Florida public school districts, university laboratory
schools, Florida School for the Deaf and the Blind (http://www.fsdb.k12.fl.us/), and
Florida Virtual School (http://www.flvs.net/). Applicants must not be identified as in need
of improvement, or in corrective action, or restructuring
•
Public schools that are no identified as in need of improvement, or in corrective
action, or restructuring
•
Charter schools that are not identified as in need of improvement, or in corrective
action, or restructuring
•
Private schools
•
21
st
Century Community Learning Centers that are not affiliated with school districts
that are identified as in need of improvement, or in corrective action, or restructuring
•
Public libraries
•
Distance learning services (internet-based services)
•
In-home tutoring services
•
Family literacy programs/Even Start programs
•
Child care centers serving school-age students
•
Regional educational consortia
3.2 Eligibility Requirements
To be eligible to be state-approved SES providers, applicants must:
•
Demonstrate a record of effectiveness in providing academic programs for students
for at least three years, or be able to demonstrate the capacity to effectively provide
the services through qualified staff, appropriate research-based curriculum, and an
established infrastructure
•
Demonstrate high probability of increasing the academic achievement of eligible
students on state assessments and attaining proficiency in meeting Florida’s
academic content standards by providing instruction that is of high quality, research
based, and aligned with Florida’s academic content standards (Sunshine State
Standards)
•
Provide instruction in addition to that which is provided during the school day
•
Instruct with a tutorial staff who meet minimum standards for Title I
paraprofessionals such as
¾
an earned secondary school diploma or its recognized equivalent
¾
completed two years of study at an institution of higher education (equivalent to
60 semester hours)
¾
obtained an Associate Degree or higher degree, or
¾
have passed a local paraprofessional academic assessment
•
Instruct with a tutor/student ratio of no more than 1:10
•
Meet all applicable federal, state, and local health, safety, and civil rights laws
•
Provide SES that are secular, neutral, and nonideological
•
Demonstrate financial soundness and stability
•
Understand and agree to abide by the terms stated within this Request for
Applications.
- 8 -
3.3 Responsibilities
3.3.1 Responsibilities of the Florida Department of Education (FDOE)
FDOE must:
•
Define Annual Yearly Progress (AYP), which is the minimum performance that
school districts and schools must reach each year on state assessments and other
measures, and identify schools that do not make AYP
•
Notify annually potential providers of SES regarding the opportunity to provide
services and the procedures for applying to become state-approved to deliver SES
•
Develop and apply objective criteria in the application process for selecting providers
•
Promote maximum participation by providers to ensure that parents have as many
choices as possible
•
Identify providers that offer high-quality, research-based tutoring services that are
aligned with the state standards
•
Maintain an updated list of state-approved providers, sorted by school districts, from
which parents may select
•
Develop and implement standards and techniques for monitoring the quality and
effectiveness of the services to be offered by approved providers. Such standards
and techniques, as well as any findings resulting from such monitoring, must be
publicly reported.
•
Develop procedures for withdrawing approval from providers that fail for two
consecutive years to contribute to increasing the academic proficiency of the
students they serve under this program.
3.3.2 Responsibilities of the School Districts
School districts must:
•
Identify eligible students
•
Create a streamlined parent enrollment and provider selection process for
supplemental educational services and ensure that the process enables eligible
students to begin receiving supplemental educational services no later than October
15 of each school year
•
Notify parents prior to and after the start of the school year in an understandable and
uniform format, and to the extent practicable, in a language and translation that the
parents can understand regarding:
¾
the availability of SES
¾
the approved providers and their contact information, who are available to serve
within the school district
¾
the services, qualifications, and demonstrated effectiveness of each approved
provider
¾
the timeline for the selection of providers and commencement of services
•
Make the enrollment forms freely available to the parents of eligible students and
providers, with clear instructions, both prior to and after the start of the school year
- 9 -
•
Help parents choose a provider, if requested
•
Enter into a contractual agreement with providers selected by the parents on behalf
of their students. In the event that the contract is signed less than 20 days prior to
October 15, afford the provider at least 20 days from the date the contract is
executed to begin delivering services.
•
Enter into a Parent/District/Provider
Agreement (PDPA), with the parents and the
provider to develop and identify specific academic achievement goals for the
student, measures of student progress, and a timetable for improving achievement
•
Apply the same policies to SES providers that wish to use school sites for
supplemental educational services, as it does to other organizations that have
access to school sites
•
Provide incentives to a student for performance or attendance in the SES program
only, if the school district elects to provide such awards, and for which the total value
does not exceed $50 per student per year
•
Prioritize SES for the lowest-achieving eligible students, if parents’ requests for SES
exceed the available funds
•
Protect the privacy of students who receive SES.
3.3.3 Responsibilities of the Approved Providers
Approved providers of SES must:
•
Provide tutoring or other supplemental academic enrichment services in
reading/language arts and mathematics that are provided beyond the normal
school day that are of high quality, research based, and specifically designed to
increase the academic achievement of students. Homework assistance is not a
form of supplemental educational services.
•
Enter into a contractual agreement with school districts in which it is approved to
serve and have been selected by the parents on behalf of their students. In the
event that the contract is signed less than 20 days prior to October 15, the
provider will be afforded at least 20 days from the date the contract is executed to
begin delivering services. The contract with the local school district will include:
¾
provisions for termination of the contract
¾
provisions for payment for services
¾
an assurance that the identity of any student eligible for or receiving services will
not be disclosed without prior written consent of the student’s parents
•
Ensure that the instruction provided is aligned with Florida’s academic content
standards and in the case of a student with disabilities, is consistent with the
Individuals with Disabilities Education Act as amended in 2004
•
Enter into an agreement (PDPA) with the local school district and parents for
each student that includes:
¾
specific student achievement goals
¾
how the student’s progress will be measured
¾
timetable for improving achievement
- 10 -
¾
consistency with individualized educational program plans for students with
disabilities
¾
Regularly notify parents and the appropriate schools regarding the academic
progress of students receiving SES
•
Provide incentives to a student for performance or attendance in the SES program
only, if the provider elects to provide such awards, and for which the total value
does not exceed $50 per student per year
•
Meet all applicable federal, state, and local health, safety, and civil rights laws
•
Be financially sound
•
Ensure that all instruction and content are secular, neutral, and nonideological
•
Comply with the eligibility requirements and assurances set forth in this RFA
•
Comply with all reporting requirements and timelines for submitting reports to the
school district and FDOE
•
Deliver supplemental educational services to students as approved by the state.
If a provider withdraws from offering services to students in a school district in
which it is approved and in which it has signed either a contract to provide
services or a letter of intent, and the minimum number of students per site set by
the provider has been met, the school district must report the provider to the
Department. The provider will be immediately removed from the state-approved
list for the current school year for that school district. Upon a second such
withdrawal in any school district, the provider will be ineligible to provide services
in the state in the following year.
3.4 Funding
School districts must spend an amount equal to twenty percent (20%) of their Title I
funds for school choice, an amount equal to five percent (5%) of their allocation to
provide or pay for transportation; an amount equal to five percent (5%) of their allocation
to provide SES; and an amount equal to the remaining ten percent (10%) of their
allocation for transportation, SES, or both. Each school district must continue to enroll
students until it have obtained a written election to receive or reject services from
parents of at least a majority of the students receiving free or reduced-price lunch in
Title I schools that are eligible for parental choice of transportation or supplemental
educational services unless a waiver is granted by the State Board of Education.
If sufficient funds are not available to provide state-approved SES to all eligible students
whose parents request the services, school districts must give priority to the lowest-
performing eligible students. School districts must prioritize on the basis of the
academic achievement of individual students. School districts are required to pay the
per-student amount or the actual cost of the SES, whichever is less.
Each applicant must account for, in the rate per hour indicated in its approved
application, expenses that it will incur in the provision of SES. All budgeted expenses
must be detailed within the contract agreement between the school district and the
approved provider and must be consistent with the rate submitted within the approved
application.
- 11 -
Note:
School districts are
not required to provide transportation for students being
served. Also, school districts are not required to provide space or resources
(e.g., staff,
computers, copiers, facility). A school district or school may enter into an agreement, if
it so chooses, with the provider for the use of its resources and transportation services.
However, a school district
may require additional fees for this use, and the provider
must ensure that there will be on-site supervision of students at all times.
Consideration in determining the stated rate per hour should include:
•
Tutor/student ratio
•
Variation in per-student allocations among school districts in the state
•
Variation in the cost of doing business among school districts in the state
•
Number of instructional hours
•
Qualifications (and therefore cost) of the tutoring staff
•
Cost of personnel expenses
•
Cost of instructional materials and equipment such as books, computers,
manipulatives, etc.
•
Amount of rent charged by the school district and other landlords (including
variations throughout the state)
•
Cost for transportation,
if providing transportation
•
Cost of developing the PDPAs, including all assessment and evaluation costs that
precede any tutoring services
•
School district’s payment policies regarding attendance and missed sessions
•
Employee criminal background checks
•
Cost of liability insurance
•
Administrative expenses
•
Participation in a mandatory SES technical assistance summit sponsored by FDOE,
to be held annually after the regular school year has concluded. Non-attendance
may result in removal from the state-approved SES provider list.
3.5 Duration
Students are to begin receiving services as soon as possible in the school year.
However, state law requires school districts to continue to enroll students until school
districts have obtained a written election to receive or reject services from parents of at
least a majority of the students receiving free or reduced-price lunch in Title I schools
that are eligible for parental choice of transportation or supplemental educational
services unless a waiver is granted by the State Board of Education. To accomplish
this objective, SES providers who are approved in this expanded RFA, will contract with
school districts by November 2, 2006, for services to begin on November 30, 2006.
SES providers are to continue serving their enrolled students until the end of the school
year or until the per-student allocation is fulfilled.
- 12 -
3.6 Monitoring
FDOE, in cooperation with the applicable school district, is required to monitor the
quality and effectiveness of the services offered by each approved provider. All
approved providers must complete monitoring procedures by the school districts and
FDOE. Failure to comply with monitoring procedures may result in removal from the
state-approved SES provider list.
3.7 Evaluation
A formal evaluation will be conducted by FDOE of each provider to measure students’
progress in reading/language arts and mathematics. Effective supplemental
educational services mean that providers show significant academic progress with at
least eighty percent (80%) of the students who received SES. Academic progress will
be determined based on student learning gains on assessments identified by the state.
For example, learning gains for students in fourth through twelfth grade will be
determined using student learning gains on the Florida Comprehensive Assessment
Test (FCAT). The state will identify a state assessment instrument to be used to
determine student learning gains for students in kindergarten through third grade at no
cost to the provider. Any provider that fails for two consecutive years to meet the
threshold will be removed from the state-approved list. Evaluation results regarding the
quality and effectiveness of provided services will be publicly reported.
3.8 Removal from the State-Approved List
FDOE may remove a provider from the approved list if the provider fails for two
consecutive years to contribute to increasing the academic proficiency of students to
whom it provides services. Also, FDOE has the discretion to immediately remove a
provider from the approved list if the provider fails to meet provider eligibility
requirements, provider responsibilities, general and internet assurances, or for other
good cause such as refusing to deliver services to school districts in which the
provider is approved by the state. Providers must be able to deliver supplemental
educational services to school districts in which the provider is approved by the state.
If a provider withdraws from offering services to students in a school district in which
it is approved and in which it has signed either a contract to provide services or a
letter of intent, and the minimum number of students per site set by the provider has
been met, the school district must report the provider to the Department. The
provider will be immediately removed from the state-approved list for the current
school year for that school district. Upon a second such withdrawal in any school
district, the provider will be ineligible to provide services in the state in the following
year.
- 13 -
4.0 RESOURCES
Additional information can be found at:
•
Registration for the Florida Department of Education’s Paperless Communications
System: http://www.firn.edu/doe/menu/communications.htm
•
Bureau of Public School Options: http://www.firn.edu/doe/flbpso
•
U.S. Department of Education’s website for more information on the NCLB
regulations and requirements and Supplemental Educational Services:
http://www.ed.gov/nclb/choice/help/ses/index.html
•
NCLB Legislation Title I - Improving The Academic Achievement of the
Disadvantaged Part A - Improving Basic Programs Operated by Local Educational
Agencies, Section 1116: Academic Assessment and Local Educational Agency and
School Improvement. [see (e) Supplemental Educational Services]:
http://www.ed.gov/policy/elsec/leg/esea02/pg2.html#sec1116
•
NCLB Supplemental Educational Services Non-Regulatory Guidance
(issued June
13, 2005)
:
http://www.ed.gov/policy/elsec/guid/suppsvcsguid.doc
•
CS/CS/SB 772 (Section 15): Supplemental educational services in Title I schools;
school district and provider responsibilities as law identified under Ch. 2006-301:
http://election.dos.state.fl.us/laws/06laws/convframe.html
•
Sunshine State Standards: http://www.firn.edu/doe/curric/prek12/index.html
•
2005-2006 Title I Schools Identified In Need Of Improvement Data:
https://fldoe.org/nclb/district.asp
•
Federal No Child Left Behind - Adequate Yearly Progress (AYP) Report (by school,
school district, or state): http://schoolgrades.fldoe.org/default.asp
•
2006 Guide to Calculating Adequate Yearly Progress (AYP)Technical Assistance
Paper2005-06 http://schoolgrades.fldoe.org/pdf/2006AYPTAP.pdf
•
The Education Industry Association's Code of Professional Conduct and Business
Ethics for Supplemental Educational Services Providers
(amended November 15,
2005)
http://www.educationindustry.org/EIA/files/ccLibraryFiles/Filename/000000000066/C
ode_of_Standards_and_Ethics_final%20rev%2011-10-05.pdf
•
Florida Comprehensive Assessment Test®:
http://myfloridaeducation.com/doe/sas/fcat.htm
•
Just Read, Florida!: http://www.justreadflorida.com/
•
The Florida Center for Reading Research: http://www.fcrr.org/
•
State adopted and research base instructional materials:
http://www.firn.edu/doe/instmat/catalog1.htm
- 14 -
5.0 TIMELINE OF SERVICES AND PROCEDURES
Date/Timeframe
Major Activity
August 3
August 18
September 15
By September 22
By October 6
By November 30
FDOE announces the RFA to expand the approval of providers of
SES to additional eligible students who are enrolled in eligible Title I
schools with services beginning November 30, 2006.
Application deadline for applications to be considered for state
approval to begin serving students November 30, 2006.
FDOE releases the expanded list of state approved SES providers.
School districts send contracts to the SES providers who are
approved to serve students beginning November 30, 2006.
Contracts are completed between approved SES providers who will
serve students beginning November 30, 2006 and school districts in
which they will serve students.
SES providers, approved in September 2006, begin providing
supplemental educational services to students. School districts must
provide SES providers 20 days from the date the contract was
executed to begin delivering services to eligible students.
August -
November
School districts notify all parents of eligible students the availability of
SES for the November start date, SES provider information,
available assistance, and an enrollment form.
School districts release student information to SES providers after
the contracts have been completed and parents have selected their
choice of provider for eligible students.
SES providers hire and train employees, complete background
screening procedures and develop infrastructure to serve students
SES providers coordinate with school districts to develop parent
outreach, such as provider fairs
SES providers assess enrolled students and develop the
Parent/District/Provider Agreement (PDPA) with parents and school
districts
- 15 -
Date/Timeframe
Major Activity
Ongoing
School districts have SES enrollment forms freely available to the
parents of eligible students and providers prior to and after the start
of the school year.
School districts must open student enrollment for supplemental
educational services until it has obtained a written election to receive
or reject services from parents of at least a majority of the students
receiving free or reduced-price lunch in Title I schools that are
eligible for parental choice of transportation or supplemental
educational services until or unless a waiver is granted by the State
Board of Education.
SES providers submit invoices and attendance records for payment.
School districts regularly submit complete and accurate data into the
Department’s Automated Student Information System for each
student participating in the NCLB choice options.
SES providers submit student’s academic progress reports at
regularly scheduled intervals in an understandable format for each
student’s parents, school, and school district in accordance with
PDPA.
School districts and SES providers participate in scheduled
Department conference calls.
School districts and SES providers participate in monitoring and
evaluation reporting.
After January 1
School districts may apply to the Department for authorization to
reallocate unspent set-aside funding based upon evidence that
parents of at least a majority of eligible students have elected or
declined to participate in the NCLB choice options.
6.0 APPLICATION PROPOSAL
An approved SES provider must enter into a contract with each school district in which it
is approved before providing services to students. The application, if approved, is the
- 16 -
basis upon which a contract is made. Please consider each of the responses carefully
as these responses will become the terms of the contract signed with the school district.
In addition, FDOE will monitor each provider to ensure that the implementation of the
program is consistent with the approved application.
6.1 Contact Information
Name of Company or Agency:
Federal Employer Identification Number (FEIN) or Federal Tax Identification Number
Name of Contact Person (director or manager for each SES location):
Title:
Mailing Address:
City/State/Zip Code:
Telephone Number:
Fax Number:
E-mail Address (REQUIRED):
Organization Website:
6.2 Applicant Status:
Applying as a
NEW
provider
Applying as a
RENEWING
provider
Applicants Submitting as Renewing Providers:
Which year(s) has the applicant been approved for providing SES in Florida?
Under what business name(s):_____________________________________________
Serving which school district(s):____________________________________________
Is the applicant an approved provider for SES in any other state?
Yes Identify the states: ________________________
No
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6.3 School District(s) to be Served (select all school districts in which the
applicant requests approval and agrees to provide SES):
Indicate the school district(s) for which the applicant will provide services. A list of Title I
schools, by district, with the identified School In Need of Improvement (SINI) status can
be found on the FDOE’s website for NCLB and can be accessed at
http://www.fldoe.org/nclb/district.asp. The report is entitled 2005-2006 Final Title I
Schools List., available in PDF and in spreadsheet formats. From this report, the 2006-
2007 Title I schools that are in year two and three SINI status are required to offer SES
to eligible students.
**NOTE**:
Providers must be able to deliver supplemental educational services to
school districts in which the provider is approved by the state. If a provider
withdraws from offering services to students in a school districts in which it is
approved and in which it has signed either a contract to provide services or a latter of
intent, and the minimum number of students per site set by the provider has been
met, the school district must report the provider to the Department. The provider will
be immediately removed from the state-approved list for the current school year for
that school district. Upon a second such withdrawal in any school district, the
provider will be ineligible to provide services in the state in the following year.
Alachua
Flagler
Lake
Pinellas
Baker
Franklin
Lee
Polk
Bay
Gadsden
Leon
Putnam
Bradford
Gilchrist
Levy
St. Johns
Brevard
Glades
Liberty
St. Lucie
Broward
Gulf
Madison
Santa Rosa
Calhoun
Hamilton
Manatee
Sarasota
Charlotte
Hardee
Marion
Seminole
Citrus
Hendry
Martin
Sumter
Clay
Hernando
Monroe
Suwannee
Collier
Highlands
Nassau
Taylor
Columbia
Hillsborough
Okaloosa
Union
Dade
Holmes
Okeechobee
Volusia
DeSoto
Indian River
Orange
Wakulla
Dixie
Jackson
Osceola
Walton
Duval
Jefferson
Palm Beach
Washington
Escambia
Lafayette
Pasco
FAMU Lab School
6.4 Applicant Classification (check the category that best describes the
applicant’s organization)
Individual
For-profit company
Non-profit organization
Community based/faith-based organization
- 18 -
Estimated tutor/student ratio: 1 tutor per _____ students
Distance learning instruction (on-line, internet-based instruction)
Estimated tutor/student ratio: 1 tutor per _____ students
Individual tutoring
6.5.4 Grade Levels to be Served (check all that apply):
K
1
2
3
4
5
6
7
8
9
10
11
12
6.6 SES PROVISIONS
6.6.1 Student Capacity
Providers must be able to deliver supplemental educational services to school
districts in which the provider is approved by the state. If a provider withdraws from
offering services to students in school districts in which it is approved and in which it
has signed either a contract to provide services or a letter of intent, and the minimum
number of students per site set by the provider has been met, the school district must
report the provider to the Department. The provider will be immediately removed
from the state-approved list for the current school year for that school district. Upon
a second such withdrawal in any school district, the provider will be ineligible to
provide services in the state in the following year.
___ Indicate the minimum number of students that the applicant would serve at each site
___ Indicate the maximum number of students that the applicant would serve at each site
___ Indicate the minimum number of students that the applicant would serve at each school
district
___ Indicate the maximum number of students that the applicant would serve at each school
district
Yes
No Capacity to serve students with disabilities or 504 plans
Yes
No Capacity to serve students with limited English proficiency
6.6.2. Location of Services (check where services will take place)
School campus
Provider facility
Faith-based center (e.g., church, temple, mosque, etc.)
Community based center
Student’s home
Public site such as public library (describe):
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Other (describe):
6.6.3 If services are provided at a site other than the student’s school, will the
applicant provide transportation?
Yes, transportation will be provided for each student enrolled. Describe
transportation service to be provided: ___________________________________
No, transportation will not be provided to students.
6.6.4 Operations
Days of Operation (Check all that apply):
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Frequency of SES sessions for each student:
Every Day
Once a Week
Twice a Week
Three Times a Week
Other (Describe):
Average length of each service session (hours/minutes):
2 Hours
1 Hour
30 Minutes
Other (specific, no ranges):
Times of Service (Check all that apply)
:
Before school
Summer (Identify dates, such as June 1 – August 4,
2007)
After School
Weekends
Other (Describe):
6.7 COST OF SERVICE
For the 2006-2007 school year, the statewide average cost per pupil for SES is $1190.
**Note** the allowable range is between $5.00 and up to $80.00 per hour for each
student, per hour and per type of instruction.
Expenses that the approved provider incurs in the provision of SES must be accounted
for in the stated rate per student, per hour of instruction, and for each type of instruction
as indicated in its application under
6.5.3 Type of Instruction
. The rate submitted in
the application must be used in all school districts in which the applicant is approved to
serve. All budgeted expenses must be detailed within the school board’s approved
- 21 -
contract between the school district and the provider and reflect the rate submitted
within this application.
Consideration of expenses should include, but are not limited to:
•
Tutor/student ratio
•
Variation in per-student allocations among school districts in the state
•
Variation in the cost of doing business among school districts in the state
•
Number of instructional hours
•
Qualifications (and therefore cost) of the tutoring staff
•
Cost of all personnel expenses
•
Cost of instructional materials and equipment such as books, computers,
manipulatives, etc.
•
Amount of rent charged by the school district and other landlords (including
variations throughout the state)
•
Cost for transportation, if applicable
•
Cost of developing the PDPAs, including all assessment and evaluation costs that
precede any tutoring services
•
School district’s payment policies regarding attendance and missed sessions
•
Employee criminal background checks
•
Cost of liability insurance
•
Administrative expenses
•
Participation in a mandatory SES technical assistance summit sponsored by FDOE,
to be held annually after the regular school year has concluded. Non-attendance
may result in removal from the state-approved SES provider list.
6.7.1 Rate for Provision of SES: Per Student, Per Hour, Per Type of Instruction
Indicate one rate to serve SES for each student, per hour and for each type of
instruction as indicated in this application for
6.5.3 Type of Instruction
(small group
instruction, large group instruction, distance learning (internet-based) instruction, and/or
individual tutoring).
RATE FOR EACH STUDENT FOR EACH HOUR:
$______
Small group instruction
$______
Large group instruction
$______
Distance learning (internet-based) instruction
$______
Individual tutoring
6.8 FISCAL SOUNDNESS
6.8.1 Provider must document financial soundness [NCLB, Section
1116(e)(12)(B)(iii)].
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Applicants must provide the following
to be mailed or hand delivered, and received by
the FDOE office no later than 5:00 p.m. Eastern Daylight Saving Time on
August 18,
2006
. Limit to a total of 15 pages.
1. Copy of the cover page of applicant’s liability insurance, with the company name
and policy number.
2. Copy of the organization’s most recent tax return or other evidence of fiscal
soundness such as annual financial statements, fiscal audits, financial letters of
credit, Dunn and Bradstreet reports, profit/loss statements, etc.
3. Evidence that the applicant is legally qualified to do business in Florida.
4. Verification of business status or non-profit status. For example: Internal
Revenue Service (IRS) letter with FEIN or certificate issued by government.
5. Signed statement that the organization has not been suspended or disbarred
from receiving federal funding.
6. If lawsuits have been filed against the organization for educational and/or fiscal
mismanagement, civil rights violations, criminal act(s), or other reason(s);
provide information on the lawsuit(s) filed and the outcome for each instance.
7. If the organization has been denied approval or its approval status was removed
as an SES provider in another state, identify such state(s) and the reason(s) for
such denial or removal.
8. If the organization has any known unresolved complaints with the Better
Business Bureau, provide an explanation of the complaint(s) and results.
7.0 APPLICATION NARRATIVE
THE FOLLOWING ITEMS WILL BE SCORED. APPLICATIONS MUST SCORE AT
LEAST 70 POINTS OUT OF 100 TO BE CONSIDERED APPROVABLE.
7.1 The provider must have a demonstrated record of effectiveness in increasing
the student academic achievement toward meeting the state achievement
standards [NCLB, Section 1116(e)(12)(B)(i)]. Describe the following:
1. Specific quantitative
and qualitative evidence that the proposed program has
accelerated the academic achievement in reading/language arts and/or mathematics
of identified Title I students, at-risk students, students with disabilities, and students
with limited English proficiency (LEP). Include a description of the methodology
used to collect this evidence (measures and analysis used, comparison groups,
etc.).
2. Specific evidence that the proposed program has a positive impact on student
achievement as demonstrated through a state, local school system, or other
independent, valid, and reliable performance test, particularly for low-income
underachieving students. Cite available research studies as appropriate and provide
specific data.
- 23 -
7.2 The provider must ensure that supplemental educational services are
consistent with the instructional program of the local educational agency and the
academic standards set forth by the state (Sunshine State Standards) [NCLB,
Sections 1116(e)(5)(B) and 1116(e)(12)(B)(ii)]. Describe the following:
1. The proposed approach or model of instruction (e.g., small group instruction, large
group instruction, distance learning internet-base, or individual tutoring) and how the
approach or model of instruction will ensure student achievement.
2. The capacity to provide supplemental educational services that are consistent with
the instructional program of the local school district and with Florida’s Sunshine
State Standards. Instructional content and methods must be designed to help
students achieve proficiency in meeting state achievement standards. When
possible, cite examples of the specific state standards addressed by the proposed
program. For example: reading standards should include phonemic awareness,
phonics, vocabulary development, reading fluency, and reading comprehension
strategies; mathematics standards should include number sense, measurement,
geometry and spatial sense, algebraic thinking, and data analysis and probability.
For information on Florida’s Sunshine State Standards, see
http://www.firn.edu/doe/curric/prek12/index.html.
3. How the applicant will coordinate supplemental educational services with the
classroom instructional program of the student receiving the services. Homework
assistance is not a form of SES.
4. How the applicant will ensure that the instructional materials used to provide
services to students are appropriate for each student’s grade level and proficiency
level. If assistance in reading will be provided, describe immediate intensive reading
intervention strategies. See http://www.justreadflorida.com/ for more information.
7.3 The provider must document that the instructional strategies used by the
provider are high quality, based upon research, and designed to increase student
academic achievement of eligible students and attain proficiency in meeting the
state’s academic achievement standards [NCLB, Section 1116(e)(12)(C)(ii)].
Describe the following:
1. How the key instructional practices and major design elements of the proposed
program are of high quality, based on research, and specifically designed to
increase academic achievement of eligible students. Examples of major elements
may include mode of instruction, class size, time on task, or resource materials.
2. How the program and instruction are focused, intensive, and tailored to meet the
individual needs of students, including special populations (e.g., students with
disabilities and limited English proficiency language learners).
- 24 -
7.4 The provider must set measurable achievement goals for each student in
consultation with each student’s parents and the school district and adhere to the
timetable for improving the student’s achievement on the Parent/District/Provider
Agreement (PDPA). The provider must measure the student’s progress, and
regularly inform the student’s parents and teachers regarding the progress of the
student in improving academic achievement as outlined in the PDPA [NCLB,
Sections 1116(e)(3)(A) and (B)]. Describe the following:
1. The specific process the applicant will use to assess and diagnose student needs,
identify skill or knowledge gaps, and prescribe an instructional program based on the
student’s individual needs. Identify what assessments will be used and why.
2. How the applicant will set measurable objectives and timelines for the development
of each student’s PDPA to ensure supplemental educational services are provided
to students starting November 30, 2006.
3. The specific process the applicant will use to evaluate, monitor, and track student
progress on a continuous and regular basis.
4. The procedures and timelines to be used to report student progress to parents (in
the parents’ native language, if feasible), teachers, and appropriate school district
staff.
5. How student attendance and participation will be collected, verified, and reported to
the school district. Include strategies for improving the attendance of students who
are habitually absent.
7.5 The provider must have the capacity and resources, including financial
soundness and compliance with applicable federal, state, and local health, safety,
and civil rights, to provide supplemental services to students [NCLB, Sections
1116(e)(12)(b)(iii) and (e)(5)(C)]. Describe the following:
1. Minimum qualifications of the personnel who will provide instruction. Include how
the applicant determines that instructors are qualified to effectively work with
students who are performing below grade level.
2. Process for recruiting, hiring, and training of high-quality staff.
3. Ongoing training and support provided to tutors to ensure that they effectively
administer the program with fidelity.
4. Procedures that will be used to maintain, monitor, and notify the school district
regarding personnel updates related to applicant’s staff changes.
5. Procedures to be used for completion of, and compliance with, staff background
checks and fingerprinting for those employees providing direct services to students.
- 25 -
- 26 -
6. Location, facilities, and equipment, including technology, to be used in the provision
of SES.
7. Capacity for the applicant to provide appropriate SES to eligible students with
disabilities, students covered under Section 504, and/or students with limited English
proficiency.
8.0 REVIEW RUBRIC
Essential Components
Limited or No
Evidence (0-1 point)
Moderate Evidence
(2-3 points)
Strong Evidence
(4-5 points)
8.1 Demonstrated record of effectiveness
Specific quantitative and qualitative evidence that the proposed program
has accelerated the academic achievement in reading/language arts
and/or mathematics of identified Title I students, at-risk students,
students with disabilities, and students with limited English proficiency
(LEP). Include a description of the methodology used to collect this
evidence (measures and analysis used, comparison groups, etc.)
Evidence and analysis
fails to demonstrate
program’s
effectiveness in
accelerating academic
achievement.
Provides some
evidence and analysis
of qualitative and
quantitative data that
demonstrate the
program’s
effectiveness in
accelerating academic
achievement.
Qualitative and
quantitative evidence
demonstrates
effectiveness in the
proposed programs
ability to accelerate
academic
achievement.
Specific evidence that the proposed program has a positive impact on
student achievement as demonstrated through a state, local school
system, or other independent, valid, and reliable performance test,
particularly for low-income underachieving students. Cite available
research studies as appropriate and provide specific data.
Proposed program has
no or little
demonstration of
positive impact on
student achievement
through a state, local
school system, or other
independent, valid, and
reliable performance
test, particularly for
low-income
underachieving
students. Provide no
or little research or
data that is appropriate
or supportive of
proposed program.
Proposed program has
minimal demonstration
of positive impact on
student achievement
through a state, local
school system, or other
independent, valid, and
reliable performance
test, particularly for
low-income
underachieving
students. Some
research support or
data provided that is
appropriate or
supportive of the
proposed program.
Proposed program has
compelling evidence,
through appropriate
and significant
research and data, to
demonstration a
positive impact on
student achievement
through a state, local
school system, or other
independent, valid, and
reliable performance
test, particularly for
low-income
underachieving
students.
- 27 -
Essential Components
Limited or No Evidence
(0-1 point)
Moderate Evidence
(2-3 points)
Strong Evidence
(4-5 points)
8.2 Ensured services are consistent with school district and
Sunshine State Standards
The proposed approach or model of instruction (e.g., small group
instruction, large group instruction, distance learning/internet-based or
individual tutoring) and how the approach or model of instruction will
ensure student achievement.
No or little evidence that
supports the proposed
approach or model of
instruction as effectively
and positively ensuring
student achievement.
Minimal evidence that
supports the proposed
approach or model of
instruction as
effectively and
positively ensuring
student achievement.
Clear and sufficient
evidence that
supports the
proposed approach
or model of
instruction as
effectively and
positively ensuring
student achievement.
The capacity to provide supplemental educational services that are
consistent with the instructional program of the local school district and with
Florida’s Sunshine State Standards. Instructional content and methods
must be designed to help students achieve proficiency in meeting state
achievement standards. When possible, cite examples of the specific
standards addressed by the proposed program. For example: reading
standards should include phonemic awareness, phonics, vocabulary
development, reading fluency, and reading comprehension strategies;
mathematics standards should include number sense, measurement,
geometry and spatial sense, algebraic thinking, and data analysis and
probability. For information on Florida’s Sunshine State Standards, see
http://www.firn.edu/doe/curric/prek12/index.html.
No evidence or
substantially lacks
capacity to provide
supplemental
educational services
consistent with the
instructional program of
the local school district
and with Florida’s
Sunshine State
Standards.
Some capacity to
provide supplemental
educational services
consistent with the
instructional program of
the local school district
and with Florida’s
Sunshine State
Standards.
Clearly demonstrates
capacity to provide
supplemental
educational services
consistent with the
instructional program
of the local school
district and with
Florida’s Sunshine
State Standards.
- 28 -
Essential Components
Limited or No Evidence
(0-1 point)
Moderate Evidence
(2-3 points)
Strong Evidence
(4-5 points)
How the applicant will coordinate supplemental educational services with
the classroom instructional program of the student receiving the services.
Homework assistance is not a form of SES.
No or little coordination
of supplemental
educational services with
the classroom
instructional program of
the student receiving the
services.
Some coordination of
supplemental
educational services
with the classroom
instructional program of
the student receiving
the services.
Direct and
appropriate
coordination and
alignment of
supplemental
educational services
with the classroom
instructional program
of the student
receiving the
services.
How the applicant will ensure the instructional materials used to provide
services to students are appropriate for each student’s grade level and
proficiency level. If assistance in reading will be provided, describe
immediate intensive reading intervention strategies. See
http://www.justreadflorida.com/ for more information.
No supportive evidence
or substantially lacks
appropriate instructional
materials to provide
services to students
appropriate for each
student’s grade level and
proficiency level. If
assistance in reading will
be provided, the
proposed program offers
little or no immediate
intensive reading
intervention strategies to
improve students’
reading abilities to grade
level performance.
Some appropriate use
of instructional
materials that support
services to students at
each student’s grade
level and proficiency
level. If assistance in
reading will be
provided, the proposed
program offers some
immediate intensive
reading intervention
strategies to improve
students’ reading
abilities to grade level
performance.
Clear, focused and
appropriate use of
instructional
materials to provide
services to students
for each student’s
grade level and
proficiency level. If
assistance in reading
will be provided, the
proposed program
sufficient immediate
intensive reading
intervention
strategies to improve
students’ reading
abilities to grade
level.
- 29 -
Essential Components
Limited or No Evidence
(0-1 point)
Moderate Evidence
(2-3 points)
Strong Evidence
(4-5 points)
8.3 Documented high quality, research-based instructional strategies
How the key instructional practices and major design elements of the
program are of high quality, based on research, and specifically designed
to increase academic achievement of eligible students. Examples of major
elements may include mode of instruction, class size, time on task, or
resource materials.
Key instructional
practices and major
design elements have no
supportive or lacks
substantially evidence of
high quality, based on
research, and specifically
designed to increase
academic achievement
of eligible students.
Key instructional
practices and major
design elements have
some supportive or
substantial evidence of
high quality, based on
research, and
specifically designed to
increase academic
achievement of eligible
students.
Key instructional
practices and major
design elements
have clear and
compelling
supportive or
substantial evidence
of high quality, based
on research, and
specifically designed
to increase academic
achievement of
eligible students.
How the proposed program and instruction are focused, intensive, and
tailored to meet the individual needs of students, including special
populations (e.g., students with disabilities and limited English proficiency
language learners).
Little or no focused,
intensive, and tailored
components in the
proposed program to
meet the individual
needs of students,
including special
populations.
Some focused,
intensive, and tailored
components in the
proposed program to
meet the individual
needs of students,
including special
populations.
Clear and substantial
focused, intensive,
and tailored
components in the
proposed program to
meet the individual
needs of students,
including special
populations.
- 30 -
Essential Components
Limited or No Evidence
(0-1 point)
Moderate Evidence
(2-3 points)
Strong Evidence
(4-5 points)
8.4 Set measurable achievement goals, adhere to timetable, and
report students’ progress
The specific process the applicant will use to assess and diagnose student
needs, identify skill or knowledge gaps, and prescribe an instructional
program based on the student’s individual needs. Identify what
assessments will be used and why.
Little or substantially
lacks adequate process
to assess and diagnose
student needs, identify
skill or knowledge gaps
to prescribe an
appropriate instructional
program based on the
student’s individual
needs.
Minimal process to
assess and diagnose
student needs,
identify skill or
knowledge gaps that
may prescribe an
appropriate
instructional program
based on the
student’s individual
needs.
Complete and focused
process to assess and
diagnose student
needs, identify skill or
knowledge gaps that
will ensure a well
prescribed and
appropriate
instructional program
based on the student’s
individual needs.
How the applicant will set measurable objectives and timelines for the
development of each student’s PDPA to ensure supplemental educational
services are provided to students starting November 30, 2006.
No or lacks substantially
evidence that the
applicant can and will
deliver SES to students
starting November 30,
2006.
Minimal evidence
that the applicant can
and will deliver SES
to students starting
November 30, 2006.
Identifies effectively
and appropriately how
the applicant can and
will deliver SES to
students starting
November 30, 2006.
- 31 -
Essential Components
Limited or No Evidence
(0-1 point)
Moderate Evidence
(2-3 points)
Strong Evidence
(4-5 points)
The specific process the applicant will use to evaluate, monitor, and track
student progress on a continuous and regular basis.
No or substantially lacks
specific process to
effectively and
appropriately evaluate,
monitor, and track
student progress on a
continuous and regular
basis.
Minimal process with
some specifics to
effectively and
appropriately evaluate,
monitor, and track
student progress on a
continuous and regular
basis.
Complete and
appropriate process
to effectively and
appropriately
evaluate, monitor,
and track student
progress on a
continuous and
regular basis.
The procedures and timelines to be used to report student progress to
parents (in the parents’ native language, if feasible), teachers, and
appropriate school district staff.
No or substantially lacks
procedures and timelines
to report student
progress to parents (in
the parents’ native
language, if feasible),
teachers, and
appropriate school
district staff.
Minimal procedures
and timelines to report
student progress to
parents (in the parents’
native language, if
feasible), teachers, and
appropriate school
district staff.
Complete and
appropriate
procedures and
timelines to report
student progress to
parents (in the
parents’ native
language, if feasible),
teachers, and
appropriate school
district staff.
- 32 -
Essential Components
Limited or No Evidence
(0-1 point)
Moderate Evidence
(2-3 points)
Strong Evidence
(4-5 points)
How student attendance and participation will be collected, verified, and
reported to the school district. Include strategies for improving the
attendance of students who are habitually absent.
No or substantially lacks
process for collection,
verification, and reporting
of student attendance
and participation to the
school district. No or
substantially lacks
strategies that will
improve the attendance
of students who are
habitually absent.
Minimal process for
collection, verification,
and reporting of
student attendance and
participation to the
school district. Some
appropriate strategies
that may improve the
attendance of students
who are habitually
absent.
Indicates specific and
comprehensive
process for
collection,
verification, and
reporting of student
attendance and
participation to the
school district, with
appropriate
strategies that will
improve the
attendance of
students who are
habitually absent.
Minimum qualifications of the personnel who will provide instruction.
Include how the applicant determines that instructors are qualified to
effectively work with students who are performing below grade level.
No or inadequate
qualifications in
personnel who will
provide instruction. Little
or substantially lacks a
method for determining
that instructors are
qualified to effectively
work with students who
are performing below
grade level.
Some or minimal
qualifications found in
personnel who will
provide instruction.
Minimal method for
determining that
instructors are qualified
to effectively work with
students who are
performing below
grade level.
Provides extensive
method of
determining
appropriate
qualifications for
determining that
instructors are
qualified to effectively
work with students
who are performing
below grade level.
- 33 -
Essential Components
Limited or No Evidence
(0-1 point)
Moderate Evidence
(2-3 points)
Strong Evidence
(4-5 points)
8.5 Capacity and resources, and compliance with applicable federal,
state, and local health, safety, and civil rights
Process for recruiting, hiring, and training of high quality staff.
No or substantially lacks
an appropriate process
for recruiting, hiring, and
training of high quality
staff.
Minimal process for
recruiting, hiring, and
training of high quality
staff.
Provides criteria and
job descriptions and
other means for
successful process
for recruiting, hiring,
and training of high
quality staff.
Ongoing training and support provided to tutors to ensure that they
effectively administer the program with fidelity.
No or substantially lacks
ongoing training and
support for tutors to
ensure that they
effectively administer the
program with fidelity.
Some ongoing training
and support for tutors
to may be assist them
effectively administer
the program with
fidelity.
Comprehensive plan
for ongoing training
and support to
sufficiently ensure
that tutors will
effectively administer
the program with
fidelity.
Procedures that will be used to maintain, monitor, and notify the school
district regarding personnel updates related to applicant’s staff changes.
No or substantially lacks
procedures that will
adequately maintain,
monitor, and notify the
school district regarding
personnel updates
related to applicant’s
staff changes.
Some procedures that
may adequately
maintain, monitor, and
notify the school district
regarding personnel
updates related to
applicant’s staff
changes.
Effective procedures
that will appropriately
maintain, monitor,
and notify the school
district regarding
personnel updates
related to applicant’s
staff changes.
- 34 -
- 35 -
Essential Components
Limited or No Evidence
(0-1 point)
Moderate Evidence
(2-3 points)
Strong Evidence
(4-5 points)
Procedures to be used for completion of, and compliance with, staff
background checks and fingerprinting for those employees providing direct
services to students.
No or substantially lacks
procedures for
completion of, and
compliance with, staff
background checks and
fingerprinting for those
employees providing
direct services to
students.
Minimal procedures for
completion of, and
compliance with, staff
background checks
and fingerprinting for
those employees
providing direct
services to students.
Complete and
appropriate
procedures for
completion of, and
compliance with, staff
background checks
and fingerprinting for
those employees
providing direct
services to students.
Location, facilities, and equipment, including technology, to be used in the
provision of SES
Lacks or inadequate
location, facilities, and
equipment, including
technology, for the safe
and appropriate provision
of SES.
Minimal location,
facilities, and
equipment, including
technology that may be
adequate for the safe
and appropriate
provision of SES.
Excellent use of
location, facilities,
equipment, and
technology that will
be conducive for the
safe and appropriate
provision of SES.
Capacity for the applicant to provide appropriate SES to eligible students
with disabilities, students covered under Section 504, and/or students with
limited English proficiency.
No or substantially lacks
capacity to provide
appropriate SES to
eligible students with
disabilities, students
covered under Section
504, and/or students with
limited English
proficiency.
Minimal capacity that
may provide
appropriate SES to
eligible students with
disabilities, students
covered under Section
504, and/or students
with limited English
proficiency.
Sufficient capacity
that will provide
appropriate SES to
eligible students with
disabilities, students
covered under
Section 504, and/or
students with limited
English proficiency.
- 36 -
COVER PAGE
PRINT THIS PAGE TO USE AS THE COVER PAGE FOR MAILING SIGNED
ASSURANCE PAGES (ATTACHMENTS A AND B), AND ALL OTHER REQUIRED
DOCUMENTATION.
The cover page, signed assurance pages (Attachments A and B) and all other required
documentation, must be in receipt by the FDOE office below, either by mail or hand
delivery, no later than 5:00 p.m. Eastern Daylight Saving Time on
August 18, 2006
.
Florida Department of Education
Bureau of Public School Options
325 West Gaines Street, Room 314
Tallahassee, FL 32399-0400
Name of Company or Agency:
Federal Employer Identification Number (FEIN) or Federal Tax Identification
Number, if applicable:
Name of Contact Person (director or manager for each SES location):
Title:
Mailing Address:
City/State/Zip Code:
Telephone Number:
Fax Number:
E-mail Address (REQUIRED):
- 37 -
ATTACHMENT A: GENERAL ASSURANCES
The following assurances are required of all applicants to become supplemental
educational services providers. Please print this attachment, sign in blue ink, and mail
to the address stated on the previous page.
Assurances signed by officials other than the head of the providing agency must have a
letter signed by the agency head, or documentation citing action of the governing body
delegating authority to the person to sign on behalf of said official. Attach the letter or
documentation to assurance pages.
As the duly authorized representative of this applicant, I certify compliance with
all of the following assurances:
1. Applicant assures that the program submitted herein is the program to be offered to
enrolled students. If the program presented for instruction to students is not the
same as submitted herein, FDOE reserves the right to remove the organization from
the approved list of providers.
2. Applicant agrees to deliver services at all times in accordance with the terms of this
Request for Applications (RFA), and the information submitted by the applicant in its
application. If the applicant fails to meet these terms, it may be removed the state-
approved list of SES providers. Applicant agrees to abide by the conditions set forth
in the contract with the school district, including the payment schedule, rates, and
any facility user fee arranged with the school district, that complies with Section
1116(e)(3) and (6) of the No Child Left Behind Act of 2001 pertaining to agreements
and amounts for SES. If the applicant operates multiple sites, applicant agrees to
provide services only at individual sites that meet all criteria independently.
3. Applicant agrees to deliver supplemental educational services, for which it is
approved and in which it has signed either a contract to provide services or a letter
of intent with the school district, and the minimum number of students per site set by
the provider has been met. If the applicant withdraws from offering services to
students in a school district in which it is approved and in which it has signed either a
contract to provide services or a letter of intent, and the minimum number of
students per site set by the provider has been met, the applicant agrees that it shall
be immediately removed from the state-approved list for the current school year for
that school district. Upon a second such withdrawal in any school district, the
applicant agrees that it shall be ineligible to provide services in the state in the
following year.
4. Applicant agrees to abide by ethical business practices, as adopted by the
Education Industry Association in its Code of Professional Conduct and Business
Ethics for Supplemental Educational Services Providers (
See
http://www.educationindustry.org/EIA/files/ccLibraryFiles/Filename/000000000066/C
ode_of_Standards_and_Ethics_final%20rev%2011-10-05.pdf)
for the Education
Industry Association’s Code of Professional Conduct and Business Ethics
for
Supplemental Educational Services Providers, Amended November 15, 2005.
- 38 -
5. Applicant agrees to provide auditable documentation of services provided to each
student, including enrollment, attendance, assessments, etc. Applicant and its
contractors will maintain books and records relating to the provision of SES and
necessary to support amounts charged to school districts for SES. Books and
records, including information stored in databases or other computer systems, will
be maintained by the applicant and its contractors for a period of five years after the
date of final payment under the school district’s agreement. Books and records
required to be maintained hereunder will be available for review or audit, either on-
site or as otherwise requested by district, state, and federal agencies. Books and
records required to be maintained hereunder will be available for review or audit to
agency representatives during normal business hours, with or without notice from
district, state, and federal agencies. The applicant and its representatives will fully
cooperate with any such review or audit.
6. Applicant will assure that SES are available in locations accessible to individuals
with disabilities, to the extent required by section 504 of the Rehabilitation Act of
1973 (29 U.S.C. §794) and the Americans with Disabilities Act (42 U.S.C. §§12101
et seq.)
7. Applicant will not apply additional admission criteria on eligible students other than
permitted under the No Child Left Behind Act, Public Law 107-110, Title I, Part A
Section 1116(e).
8. Applicant will notify the school district and FDOE of any changes in contact
information. If the contact information is not current and FDOE cannot reach the
applicant, as an approved provider, the applicant will be removed from approval list
within 60 days.
9. Applicant will not provide incentives to entice a student or a student's parent prior to
being selected. After students have been enrolled with the applicant, incentives may
be awarded to students for performance or attendance only and with a total value
not to exceed $50 per student per year.
10. Applicant agrees that it may be removed from the list if any false information is found
to have been provided in its application or to parents.
11. Applicant shall agree to be responsible for payment of all taxes and fees resulting
from payment from school districts for services.
12. Applicant assures that all instruction and content are secular, neutral, and non-
ideological.
13. All documents contained in or submitted with the application shall become the
exclusive property of FDOE and may be distributed or displayed in any manner
deemed necessary by the agency.
14. Applicant understands that its status as an approved provider is non-transferable.
- 39 -
15. Applicant agrees that it is an independent entity separate from FDOE, and that
FDOE is not obligated to approve an application, provide funds, or endorse any
application submitted. This application does not commit FDOE to pay any costs
incurred.
16. To the fullest extent permitted by law, the applicant and its organization agree to
indemnify, defend and hold harmless FDOE, the State of Florida, and their
respective agents, officers and employees from and against any and all claims,
demands, suits, liabilities, injuries (personal or bodily), property damage, causes of
action, losses, costs, expenses, damages or penalties, including without limitation
reasonable defense costs and legal fees arising or resulting from, or occasioned by
or in connection with (i) any bodily injury or property damage resulting or arising from
any act or omission to act (whether negligent, willful, wrongful or otherwise) by the
applicant or its organization, its subcontractors, anyone directly or indirectly
employed by them or anyone for whose acts they may be liable; (ii) failure by the
applicant and its organization or its subcontractors to comply with any laws or
regulations applicable to the performance of SES; (iii) the breach of any
representation or assurance provided by the applicant and its organization in this
application; or (iv) any act of infringement of any existing patent or copyright or any
unauthorized use of any trade secret.
I, THE UNDERSIGNED, CERTIFY
that I am an individual authorized to act on behalf of the
organization in submitting this application and assurances and that all of the information
provided herein is true and accurate, to the best of my knowledge. I understand that, if any of
the information contained herein is found to have been deliberately misrepresented, that may
constitute grounds for denying the applicant’s request for approval to be placed on the list of
approved supplemental educational services providers or for removal from that same list. I
further certify that the organization will comply with all of the assurances set forth herein.
Failure to comply with the assurances during the school year may result in removal from the
state-approved list and potential ineligibility to apply for approval for the following school year.
____________________________________ _______________________________
Signature of Applicant Date
signed
____________________________________ _______________________________
Printed Name
Name of
Agency/Company/Group
Note:
1. Printed name and original signature must match.
2. Use blue ink color for original signature.
3. "By”, “for," or initials will not be accepted.
4. Rubber stamp signatures will not be accepted.
- 40 -
ATTACHMENT B: INTERNET STATEMENT OF ASSURANCES
The following assurances are required of all applicants for approval as supplemental
educational services providers. Please print this attachment, sign in blue ink, and mail
with the Cover Page to the address stated previously.
Assurances signed by officials other than the head of the providing agency must have a
letter signed by the agency head, or documentation citing action of the governing body
delegating authority to the person to sign on behalf of said official. Attach the letter or
documentation to assurance pages.
The Internet is an electronic network connecting thousands of computer networks and
millions of individual subscribers all over the world. Access to the Internet will allow
students to explore the rich resources of thousands of university libraries, governmental
databases, and other on-line sources while exchanging electronic mail with Internet
users throughout the world. However, use of the Internet, because it may lead to any
publicly available fileserver in the world, may open classrooms to electronic information
resources that have not been screened by educators for use by students. Some items
accessible via the Internet may contain material that is inaccurate, defamatory, or
offensive.
The following guidelines define "appropriate use" of the Internet.
1. Transmitting any material in violation of any U.S. or state regulation or school board
policy is prohibited. This includes, but is not limited to, copyrighted material and
threatening or obscene material.
2. All content transmitted via e-mail or the Internet shall be secular, neutral, and non-
ideological.
3. Hate mail, harassment, discriminatory remarks, and other antisocial behaviors are
unacceptable in Internet and other network communication.
4. All information accessible via the Internet should be assumed to be private property
and subject to copyright protection. Internet sources should be credited
appropriately, as with the use of any copyrighted material.
5. Applicant has a responsibility to respect the privacy and property of students.
Applicant should not intentionally seek information about, obtain copies of, or modify,
files, data, or passwords of other users.
6. For the safety of students, applicant must not request or provide any personal
information, such as addresses, phone numbers, or photographs.
7. Applicant should not expect that files are private. State and school district
representatives, including school administrators, as well as parents, may review files
and communications at any time to ensure that the network is being used
responsibly. Applicant must gain written parental permission before communicating
with students under the age of 13
1
via e-mail or the Internet.
1
As defined in Title XIII – Children’s Online Privacy Protection Act of 1998
- 41 -
8. If students will be using a school computer to access information from an applicant,
the applicant must abide by all school and school district policies and procedures
regarding computer/Internet use.
PENALTY FOR VIOLATION OF INTERNET RESPONSIBILITIES:
Failure to follow appropriate practices will result in immediate removal of the
applicant from the Florida Department of Education’s Approved Supplemental
Educational Services Provider List.
When applicable, law enforcement agencies
may be involved.
I, the undersigned, as a representative of _______________________________, agree
that all tutors/instructors employed by this organization will be notified of all guidelines
regarding appropriate use of the Internet and will agree to abide by them.
____________________________________ _______________________________
Signature of Applicant
Date signed
____________________________________ _______________________________
Printed Name
Name
of Agency/Company/Group
Note:
1. Printed name and original signature must match.
2. Use blue ink for original signature.
3. "By", "for," or initials will not be accepted.
4. Rubber stamp signatures will not be accepted.
