6

NO CHILD LEFT BEHIND
SUPPLEMENTAL EDUCATIONAL SERVICES
Request for Applications
1. 2007-08 School Year

NO CHILD LEFT BEHIND

SUPPLEMENTAL EDUCATIONAL SERVICES

Public Law 107-110, Title I, Part A Section 1116(e)

Request for Applications

March 2007

2007-08 School Year

Florida Department of Education

325 West Gaines Street, Suite 316

Tallahassee, Florida 32399-0400

Table of Contents/Check List

Subject Page

No.

√

For

Completion

1.0 BACKGROUND

1.1 Legislation

1.2 General Information

1.3 Purpose

2.0 APPLICATION INSTRUCTIONS

2.1 Submission Deadlines

2.1.1 On-line Application

2.1.2 Assurances and Printed Documentation

2.2 Technical Assistance

2.3 Method of Review

2.4 Method of Announcement

3.0 SPECIFICATIONS

3.1 Eligible Service Providers

3.2 Eligibility Requirements

3.3 Responsibilities

3.3.1 Responsibilities of

the Florida Department of

Education

3.3.2 Responsibilities of

the School Districts

3.3.3 Responsibilities of the State-Approved SES

3.8 Removal from the State-Approved List

4.0 RESOURCES

5.0 TIMELINE OF SERVICES AND PROCEDURES

6.0 APPLICATION PROPOSAL

6.1 Contact Information

6.2 Applicant Status

6.3 School District(s) to be Served

6.4 Applicant Classification

6.5 Academic and Instructional Information

6.5.1 Subject Area(s)

6.5.2 Additional Staff Qualifications

6.5.3 Type of Instruction

6.5.4 Grade Levels to be Served

6.6 SES Provisions

6.6.1 Student Capacity

6.6.2 Location of Services

6.6.3 Transportation

6.6.4 Operations

Subject Page

No.

√

For

Completion

6.7 Cost of Service

6.7.1 Rate For Provision of SES

6.8 Fiscal Soundness

6.8.1 Document Financial Soundness

DOCUMENTATION TO MAIL OR HAND DELIVER:

1. Copy of liability insurance

2. Copy of evidence of fiscal soundness:

•

Annual financial statements

•

Fiscal audits

•

Federal income tax returns

•

Financial letters of credit

3. Evidence of legal qualification to do business in Florida

4. Verification of business or non-profit status

5. Signed notarized statements on agency letterhead

regarding the organization’s:

•

Suspension or disbarment from receiving federal

funding

•

Any lawsuits filed against organization

•

Denial of approval or removed from approval status

from another state

•

Unresolved complaints with the Better Business

Bureau

6. List of the board of directors and/or chief officers of the

organization, and their titles, if applicable.

7.0 APPLICATION NARRATIVE

7.1 Demonstrated record of effectiveness

7.2 Instruction consistent with local educational agency

and the Sunshine State Standards

7.3 High quality, research-based, instructional strategies

7.4 Measurable achievement goals, adherence to

timelines, reports of student’s progress

7.5 Capacity and resources, compliance of applicable

federal, state, local health, safety, and civil rights laws

8.0 REVIEW RUBRIC

8.1 Demonstrated record of effectiveness

8.2 Services consistent with instructional program of school

district and Florida Sunshine State Standards

8.3 High quality, research-based instructional strategies

8.4 Measurable achievement goals, adherence to

timelines, reports of student’s progress

8.5 Capacity and resources, compliance of applicable

federal, state, local health, safety, and civil rights laws

Subject Page

No.

√

For

Completion

DOCUMENTATION TO MAIL OR HAND DELIVER:

Cover Page

ATTACHMENT A: General Assurances with original signature

ATTACHMENT B: Internet Statement of Assurances with original

signature

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.

43, 45

SUPPLEMENTAL EDUCATIONAL SERVICES (SES) PROVIDERS

2007-08 REQUEST FOR APPLICATIONS (RFA) FOR SERVING STUDENTS

BEGINNING NO LATER THAN OCTOBER 15, 2007

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 consecutive years.

The 2006 Florida Legislature created Section 1008.331, Florida Statutes. This

legislation became effective on July 1, 2006, and further informs implementation of SES

in Florida. The law prohibits incentives to students or parents, 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 either in its second year of school improvement [a school that has

not met adequate yearly progress (AYP) for three consecutive years] corrective action,

or restructuring must offer SES to eligible students. Students from low-income families

(eligible to participate 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

The purpose of this Request for Applications (RFA) is to identify and select providers of

supplemental educational services that are high quality and research based and that

are designed to increase the academic achievement for eligible students.

This document outlines provider requirements and responsibilities, and describes the

review process of applications. Applicants that meet the minimum criteria as stated

within this RFA will be approved. The list of Florida’s approved providers of SES will be

maintained and monitored by the Florida Department of Education (FDOE).

2.0 APPLICATION INSTRUCTIONS

2.1 Submission Deadlines

2.1.1 On-line Application

This application process is for the 2007-2008 academic school year and is for services

that will be provided starting no later than October 15, 2007. This application must be

submitted on-line at http://www.firn.edu/doe/flbpso no later than 5:00 p.m. Eastern

Daylight Savings Time on

March 30, 2007

. Applications received after this deadline

and/or received by mail, electronic mail (email), or by facsimile (fax) will not be

accepted.

2.1.2 Assurances and Printed Documentation

In addition to the on-line submission of an application, applicants must also 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 contain no revisions, additions, or deletions, and must bear an

original signature of the agency head in blue ink to distinguish it from a copy or

facsimile. Assurances signed by officials other than the head of the providing agency

must attach a letter signed by the agency head, or documentation from the agency

citing action of the governing body delegating authority to the person to sign on behalf

of said official. The assurance pages and required documents must be received by the

FDOE office listed below no later than 5:00 p.m. Eastern Daylight Savings Time,

March

30, 2007

Any missing, incomplete, or altered assurance pages or documents received

after

March 30, 2007

, 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.

MAIL TO:

Florida Department of Education

Bureau of Public School Options

325 West Gaines Street, Room 316

Tallahassee, FL 32399-0400

2.2 Technical Assistance

Technical assistance regarding this RFA and the procedures for submitting a complete

application will be posted on the FDOE website for SES at

http://www.firn.edu/doe/flbpso/. In addition, FDOE will host a workshop for all interested

applicants. Information regarding this technical assistance event will be posted on the

FDOE website. All interested applicants, including current state approved providers

who wish to remain approved, are encouraged to attend.

2.3 Method of Review

A cadre of state and school district educational administrators, program specialists, and

instructors knowledgeable of the NCLB, Title I, Part A requirements and provisions will

review and score applications. A minimum of three reviewers will score each

application to ensure 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 score at least an average

of 70 points out of 100 points on the application narrative with a minimum average score

of two points for each question. Scoring is expected to be completed by May 1, 2007.

2.4 Method of Announcement

All applicants will be notified by mail whether the application is approved or

disapproved. Additionally, the list of the state-approved SES providers for the 2007-

2008 school year will be posted on the FDOE website for SES at:

http://www.firn.edu/doe/flbpso.

3.0 SPECIFICATIONS

3.1 Eligible Service Providers

Entities may apply to provide SES in Florida may include:

Non-profit organizations

•

Community-based/faith-based organizations

•

Institutions of higher education

•

Local educational agencies such as Florida public school districts, university

laboratory schools, and Florida Virtual School. Schools identified as in need of

improvement, corrective action, or restructuring are not eligible to apply to become a

provider unless a United States Department of Education (USDE) waiver is granted.

•

Charter schools that are not identified as in need of improvement, corrective action,

Century Community Learning Centers that are not affiliated with school districts

identified as in need of improvement, corrective action, or restructuring

•

Public libraries

•

Distance learning service (computer instruction that is either internet based or non-

internet based service)

•

In-home tutoring services

•

Family literacy programs/Even Start programs

•

Child care centers serving school-age students

•

Regional educational consortia

•

School districts that are in need of improvement and have obtained a United States

Department of Education (USDE) waiver to be providers of SES.

School districts or schools that are not identified as in need of improvement, corrective

action, or restructuring may apply to be an SES provider. If the district or school is later

identified as in need of improvement, correction action, or restructuring, the district or

school will be removed from the list of approved SES providers unless a USDE waiver

has been granted.

3.2 Eligibility Requirements

To be eligible as a state-approved SES provider federal law requires that an applicant

must [NCLB, Sections 1116(e)(5)(B), 1116(e)(12)(B), and 1116 (e)(12)(C)].

•

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 (Sunshine State Standards).

•

Provide instruction that is of high quality, research based, and aligned with Florida’s

academic content standards

•

Provide instruction beyond that which is provided during the school day

•

Provide a tutorial staff who meet the minimum standards for Title I

paraprofessionals, as follows:

Title I paraprofessionals must have a secondary school diploma or its recognized

equivalent; and

Title I paraprofessionals must have at least one of the following:

Completed two years of study at an institution of higher education (equivalent

to 60 semester hours)

Obtained an associate’s (or higher) degree

Met a rigorous standard of quality and be able to demonstrate, through a

formal local academic assessment, knowledge of and the ability to assist in

instructing, reading, writing, and mathematics (or, as appropriate, reading

readiness, writing readiness, and mathematics readiness).

•

Provide 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 and maintain financial soundness and stability

•

Understand and agree to abide by the terms stated within this Request for

Applications.

3.3 Responsibilities

3.3.1 Responsibilities of the Florida Department of Education (FDOE)

[NCLB,

Section 1116(e)(4)]

Federal law provides that State Education Agencies (SEA) must:

•

Define Adequate 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. The list of schools eligible for

SES for 2006-2007 may be accessed at

https://fldoe.org/nclb/pdfs/2006_2007FinalTitleI_Schoolslist.pdf

•

Notify potential providers of SES annually regarding the opportunity to provide

services and the procedures for applying to become a state-approved SES provider

•

Develop and apply objective criteria in the application process for selecting providers

•

Promote maximum participation by providers to ensure that parents have as many

qualified 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.

•

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 [Section 1008.331 (3)(b), FL Statute].

3.3.2 Responsibilities of the School Districts

[NCLB, Sections 1116(e)(4) and

Section 1008.331 (2), Florida Statute]

Local Education Agencies (LEA’s) / School Districts must:

•

Identify eligible students

•

Create a streamlined parent enrollment and provider selection process for SES and

ensure that the process enables eligible students to begin receiving SES no later

than October 15 of each school year

•

Hold open enrollment until a majority of the parents of eligible students have either

selected or rejected services

•

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:

the availability of SES

the contact information of the approved providers available within the school

district

the services, qualifications, and demonstrated effectiveness of each approved

provider

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

•

Enroll students based on parents’ selection. School districts have the sole

responsibility to enroll students, distribute and approve parents’ signed forms.

•

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 and the student enrollment list is provided to begin delivering services

•

Enter into and approve an individualized student plan 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 is applied to other organizations that have

access to school sites

•

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

•

Assist providers with diagnostic assessment results if available for students in

kindergarten through third grade at no cost to the provider.

3.3.3 Responsibilities of State-Approved SES Providers

[NCLB, Section 1116(e)(5)]

SES providers must:

•

Enter into a contractual agreement with designated school districts. 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 at a

minimum:

provisions for termination of the contract

provisions for payment for services

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

•

Provide tutoring or other supplemental academic enrichment services in

reading/language arts and/or mathematics beyond the normal school day. These

services must be high quality, research based, and specifically designed to

increase the academic achievement of students. Homework assistance is not a

form of supplemental educational services.

•

Provide instruction that is aligned with Florida’s academic content standards

•

Provide instruction for enrolled students with disability consistent with the

Individuals with Disabilities Education Act as amended in 2004 and aligned with

the student’s Individual Education (IEP) or 504 Plan.

•

Use diagnostic assessments for the development of the individualized student plan

•

Enter into an agreement (an individualized student plan) with the local school

district and parents for each student that includes:

specific student achievement goals

assessments used to measure the student’s progress

timetable for improving student achievement

consistency with individualized educational program plans for students with

disabilities

timetable for reporting to parents and the appropriate schools the academic

progress of students receiving SES

•

Meet all applicable federal, state, and local health, safety, and civil rights laws

•

Demonstrate financial soundness

•

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 state-approved supplemental educational services to students no later

than October 15 or 20 days from the receipt of the list of students.

3.4 Funding

[NCLB, Section 1116(b)(10) and Section 1008.331 (2), Florida Statute]

School districts must allocate an amount equal to twenty percent (20%) of their Title I,

Part A funds for school choice. Of that allocation, an amount equal to five percent (5%)

must be used to provide or pay for transportation; an amount equal to five percent (5%)

must be used to provide SES; and an amount equal to the remaining ten percent (10%)

must be used to provide transportation, SES, or both.

Each school district must continue to enroll students 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 with transportation or supplemental educational services unless a waiver is

granted by the State Board of Education.

School districts are required to pay the per-student amount or the actual cost of the

SES, whichever is less to providers who have invoiced the school district for services

conducted with their enrolled students. 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 achieving eligible students. School districts pay

providers for tutoring services provided to students enrolled by the school district.

Each applicant must account for expenses that it will incur in the provision of SES in the

rate per hour indicated in the approved application. 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.

Note:

School districts are

not required to provide transportation for students being

served with SES. In addition, school districts are not required to provide space or

resources

(for example, 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

facilities, resources, and transportation services in the same manner in which it

contracts with other similar organizations. However, a school district

may require 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 Individualized Student Plans, including all assessment and

evaluation costs that precede any tutoring services

•

School district’s payment policies regarding attendance and missed sessions

•

Employee fingerprint analysis and criminal background checks

•

Cost of liability insurance as required by the districts in which the applicant intends to

provide services

•

Administrative expenses

•

Cost to attend a mandatory two-day NCLB School Choice Leadership Summit

sponsored by FDOE to be held in the summer of 2007. Registration is

approximately $150 per participant. Non-attendance may result in removal from the

state-approved SES provider list.

•

Marketing and communications to parents regarding services.

3.5 Duration

[Section 1008.331 (2), Florida Statute]

Students are to begin receiving services as soon as possible in the school year. State

law requires school districts to continue to enroll students until school districts have

obtained a written election from parents to receive or reject services of at least a

majority of the students receiving free or reduced-price lunch in Title I schools that are

eligible for parental choice with 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 will contract with school districts to begin

services no later than October 15, 2007. SES providers are to continue serving their

enrolled students until the end of the school year or until the per-student allocation is

exhausted.

3.6 Monitoring

[NCLB, Section 1116(e)(4), Florida Statute]

FDOE, in cooperation with the applicable school district, is required to monitor the

quality and effectiveness of services provided as well as compliance with all federal and

state laws. School districts are required to monitor the implementation of the program

based upon the approved application and in accordance with the contract. SES

providers are required to monitor the fidelity of the implementation of their program with

its approved application, signed assurances, its agreement with the district, meeting the

goals and objectives of the Individualized Student Plan, and compliance with federal

and state laws. All approved providers must complete monitoring procedures by the

school districts and FDOE in a timely and accurate manner. Failure to comply with

monitoring procedures may result in removal from the state-approved SES provider list.

3.7 Evaluation

[NCLB, Section 1116(e)(4)]

A formal evaluation of each provider’s services will be conducted by FDOE 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 tenth grade will be

determined using student learning gains on the Florida Comprehensive Assessment

Test (FCAT). Districts may submit assessment results 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

[NCLB, Section 1116(e)(4)(E)]

FDOE may remove a provider from the approved list if the provider

fails to

•

Meet the terms and timelines established in the RFA

•

Provide services consistent with the approved application

•

Meet provider eligibility requirements, provider responsibilities, general and

internet assurances

•

Comply with federal, state, and/or local laws

•

Increase the academic proficiency of students to whom it provides services for

two consecutive years

•

Serve 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. Upon a report of

declining to provide services to a district, 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.

4.0 RESOURCES

Additional information can be found at:

•

Bureau of Public School Options: http://www.firn.edu/doe/flbpso

•

Registration for the Florida Department of Education’s Paperless Communications

System: http://www.firn.edu/doe/menu/communications.htm

•

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

•

Section 1008.331 (Supplemental educational services in Title I schools; school

district and provider responsibilities.-- ), Florida Statutes.

http://www.flsenate.gov/statutes/index.cfm

•

Sunshine State Standards: http://www.firn.edu/doe/curric/prek12/index.html

•

2006-07 Title I Schools Identified In Need Of Improvement Data:

https://fldoe.org/nclb/pdfs/2006_2007FinalTitleI_Schoolslist.pdf

•

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

Paper 2005-06 http://schoolgrades.fldoe.org/pdf/2006AYPTAP.pdf

•

The Education Industry Association's Code of Professional Conduct and Business

Ethics for Supplemental Educational Services Providers

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-based instructional materials:

http://www.firn.edu/doe/instmat/catalog1.htm

•

List of diagnostic assessments for reading that addresses the major components of

reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension)

http://www.fcrr.org/assessment/PDFfiles/DiagnosticTools.pdf

•

Per pupil allocation for supplemental educational services:

http://www.firn.edu/doe/title1/pdf/2006parta_ppaallocations.pdf

•

District profiles: The Education Information and Accountability Services (EIAS)

Publications Web site at: http://www.firn.edu/doe/eias/eiaspubs/homepubs.htm

•

Florida Schools Indicator Report (FSIR) searchable database provides data on

public elementary, middle, and high schools for each of Florida's 67 school districts

on school status and performance over the last seven school years.

http://data.fldoe.org/fsir/

•

FDOE’s Education Information and Accountability Department:

http://www.firn.edu/doe/eias/eiaspubs/briefs.htm

•

NCLB Title I Paraprofessionals Non-Regulatory Guidance

(issued March 1, 2004)

http://www.ed.gov/policy/elsec/guid/paraguidance.doc

•

ETS The ParaPro Assessment site

http://www.ets.org/portal/site/ets/menuitem.fab2360b1645a1de9b3a0779f1751509/?

vgnextoid=e1c85ee3d74f4010VgnVCM10000022f95190RCRD

5.0 TIMELINE OF SERVICES AND PROCEDURES

Applicants participate in an RFA technical assistance workshop with

date and location to be announced at

http://www.firn.edu/doe/flbpso/nclbchoice/ses/ses_tan.htm

March

FDOE releases and posts the RFA at www.firn.edu/doe/flbpso

Applicants complete on-line application to become a state-approved

provider.

March 30, 2007

Mail or hand deliver to the Bureau of Public School Options at the

address listed on page six of this RFA signed assurance pages and

required documentation for application review no later than 5:00 p.m.

Eastern Daylight Savings Time on March 30, 2007. Receipts will be

provided to document hand-delivered documents.

May

Applicants notified of their application status.

State-approved provider applications posted at

www.firn.edu/doe/flbpso

School districts initiate the contractual process by notifying each

state-approved provider designated for the specific district.

June

FDOE releases AYP results and identifies schools that have not

achieved AYP for three or more consecutive years and are required

to offer SES to eligible students

School districts and state-approved providers finalize contracts

Date/Timeframe

Major Activity

July - September

Approved SES providers attend a mandatory NCLB School Choice

Leadership Summit

Providers coordinate with school districts to develop parent outreach,

Individualized Student Plans, background checks, and assignment of

students

Implement plan to hire and train employees

Develop infrastructure to serve students

Participate in provider fairs, if applicable

Meet with parents for scheduling diagnostic assessments and

developing the Individualized Student Plans

Conduct diagnostic assessments for the development of the

Individualized Student Plans

August – October

Begin providing supplemental educational services to students

no later than October 15, 2007

Ongoing

Submit invoices and attendance records for payment

Provide student’s academic progress at regularly scheduled intervals

in an understandable format for each student’s parents, school, and

school district in accordance with the Individualized Student Plan

Participate in scheduled FDOE conference calls

Participate in monitoring and evaluation reporting

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 approved application is the

basis upon which a contract is made. Please consider each of the responses carefully

as these responses will become part of 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. Changes are not permitted

to 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:

E-mail Address (REQUIRED):

Organization Website:

6.2 Applicant Status:

NEW

RENEWING

Applicants Submitting as Renewing Providers:

For 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 state(s):

If approved in Florida, identify the Florida SES Provider ID:

Has the applicant been removed as an approved provider in any state or district

within a state, including Florida?

Yes Identify the state(s):

If yes, provide the school year, dates, district and/or state and the reasons for removal:

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 may

be accessed at https://fldoe.org/nclb/pdfs/2006_2007FinalTitleI_Schoolslist.pdf. The

report is entitled 2006-2007 Title I Schools List and Years in Need of Improvement.

From this report, the 2006-2007 Title I schools that are in year two or more SINI status

are required to offer SES to eligible students. This list will be updated with the 2007

AYP data and is expected to be released in the summer of 2007. For 2007-08 planning

purposes, any school on this list that remains in SINI status will be required to offer the

option of state-approved SES to eligible students. A school that currently must offer

SES to eligible students will continue to be required to offer this option until the school

has made AYP for two consecutive years [NCLB, Section 1116(e)(5)].

The applicant may find useful information regarding state, district, and school education

data at the Education Information and Accountability Services (EIAS) Publications Web

site, accessed at http://www.firn.edu/doe/eias/eiaspubs/homepubs.htm. Publications

include statistical briefs of detailed district information on students and staff; Florida

Information Notes (FINs) on education topics of current interest; school district profiles

with comprehensive student, staff, and financial data on all 67 school districts; and

reports such as the School Advisory Council Reports, Florida School Indicators Reports,

Graduation and Dropout Rates.

**NOTE**:

Providers must be able to deliver supplemental educational services to

school districts in which the provider is approved by the state. The school district

must report to the Department 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. After the school district has reported the

withdrawal, and the Department has validated the report, the provider will be

removed from the state-approved list for the current school year for that school

district. Should a provider withdraw from a second school district, the provider will be

ineligible to provide services in the state in the following year [Section 1008.331,

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

Institution of higher education

Local educational agency such as a Florida public school district, a university

laboratory school, and Florida Virtual School, that is not identified as in need of

improvement, corrective action, or restructuring

Charter school that is not identified as in need of improvement, corrective action, or

restructuring

Private school

Century Community Learning Center that is not affiliated with a school district

that is identified as in need of improvement, corrective action, or restructuring

Public library

Distance learning service (computer based, either internet or non-internet service)

In-home tutoring service

Family literacy program/Even Start program

Child care center serving school-age students

Regional educational consortium

School district approved by USDE to provide SES services

Other (Describe)

6.5 ACADEMIC AND INSTRUCTIONAL INFORMATION

6.5.1 Subject Area(s) (check all that apply):

Reading/Language Arts

Mathematics

Either Reading/Language Arts or Mathematics as needed and requested

6.5.2 Additional Staff Qualifications (check all that apply):

**NOTE**:

All tutorial staff must meet the minimum standards for Title I

paraprofessionals, as follows:

•

Title I paraprofessionals must have a secondary school diploma or its recognized

equivalent; and

•

Title I paraprofessionals must have at least one of the following:

Completed two years of study at an institution of higher education (equivalent to

60 semester hours)

Obtained an associate’s (or higher) degree

Met a rigorous standard of quality and be able to demonstrate, through a formal

local academic assessment, knowledge of and the ability to assist in instructing,

reading, writing, and mathematics (or, as appropriate, reading readiness, writing

readiness, and mathematics readiness).

Indicate tutorial staff qualifications below that are in addition to meeting the minimum

standards for Title I paraprofessionals

Have experience in teaching students with specific disabilities

Have experience in teaching students who are English Language Learners (ELL)

Have the ability to speak languages other than English

Spanish

Haitian Creole

Other (Identify):

Are qualified with a reading certification or endorsement

Are qualified as state

certified/licensed teachers

6.5.3 Type of Instruction (check all that apply):

Small group instruction (not to exceed a ratio of one tutor to five students)

Large group instruction (not to exceed a ratio of one tutor to ten students)

Distance learning instruction (on-line, internet-based or computer-based instruction)

Individual tutoring

In-home tutoring. A parent or guardian must be present during and throughout all

tutoring sessions.

6.5.4 Grade Levels to be Served (check all that apply):

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. The school district must

report to the Department 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. Once the Department has validated the report, the

provider will be 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 [Section

1008.331, Florida Statues.

___ 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 in each school

district

___ Indicate the maximum number of students that the applicant would serve in each school

district

Yes

No Capacity to serve students with disabilities or 504 plans

Yes

No Capacity to serve students who are English language learners (ELL)

6.6.2. Location of Services (check where services will take place)

According to Section 1008.331, Florida Statutes, school districts, using the same

policies applied to other organizations that have access to school sites, shall

provide access to school facilities to providers that wish to use these sites for

supplemental educational services.

A provider may contract with the district or school for on-site facility use;

however, an additional fee may be required and availability may be limited. If the

applicant plans to use school facilities, it is recommended that applicants contact

the district prior to the completion of this application to determine district school

board policies regarding the use of school facilities, availability, and cost.

School campus

Provider facility

Faith-based center (for example, church, temple, mosque, etc.)

Community-based center

Student’s home (on-line or computer based)

Student’s home with tutor present

Public site such as public library (describe):

Other (Describe):

6.6.3 Will the applicant provide transportation if services are provided at a site

other than the student’s school?

Yes, transportation will be provided for each student enrolled from the school to the

SES site and back to the school or home. Describe transportation service to be

provided: ___________________________________

No, transportation will not be provided to students.

6.6.4 Operations

Day(s) Services will be Provided (Check all that apply):

Frequency of SES sessions for each student:

Average length of each service session (hours/minutes):

1.5 Hours

1 Hour

30 Minutes

Other (specific and not to exceed 1.5 hours per session):

Times of Service (Check all that apply)

Before school

After School

Weekends

Summer (Identify dates, such as June 1 – August 4, 2008)

Other (Describe):

6.7 COST OF SERVICE

6.7.1 Rate for Provision of SES: Per Student, Per Hour, Per Type of Instruction

Indicate the rate to serve SES for each student per hour and for each type of instruction

offered and indicated in this application under

6.5.3 Type of Instruction

(small group

instruction, large group instruction, distance learning (internet-based), computer-based

instruction, and/or individual tutoring). For the 2006-2007 school year, the statewide

average cost per pupil for SES is $1189. More detailed information on the cost per

pupil allocation for supplemental educational services may be found at

http://www.firn.edu/doe/title1/pdf/2006parta_ppaallocations.pdf.

**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.

RATE PER STUDENT PER HOUR:

$______

Small group instruction (no more than a tutor/student ratio of 1:5)

$______

Large group instruction (no more than a tutor/student ratio of 1:10)

$______

Distance learning (computer-based) instruction

$______

Individual tutoring

$______

In-home tutoring

6.8 FISCAL SOUNDNESS

6.8.1 Provider must document financial soundness [NCLB, Section

1116(e)(12)(B)(iii)].

Fiscal soundness is required for all state-approved providers to ensure that services can

be provided until initial payments begin. Applicant must be able to pay for all start-up

costs including hiring of tutors, purchasing all curriculum materials, conducting

assessments, and serving students. Applicants must mail or hand deliver a copy of the

following documents to the Bureau of Public School Options at FDOE and received no

later than 5:00 p.m. Eastern Daylight Savings Time on March 30, 2007. Receipts will be

provided to document hand-delivered documents. Attachments are limited to 25 pages

or less.

1. Evidence of applicant’s commercial general liability insurance in the form of a

certificate of insurance with the Department of Education listed as the certificate

holder. The name of the applicant must match the name on the certificate.

Effective dates must be for the entire school year and for the summer if summer

services are to be provided. Districts may also require a certificate of insurance

for a specific amount. Applicants are encouraged to contact the districts in which

they plan to work to for information on any additional requirements.

2. Evidence of the applicant’s financial soundness. Submit:

•

an annual financial statement or fiscal audit certified by a licensed public

accountant for the past two years, or

•

federal income tax returns for the past two years along with a letter of credit

from a financial institution.

Note:

Schools or school districts are evaluated by FDOE using the

Comprehensive Annual Financial Report for the school district.

3. A copy of the most recent registration with the Florida Department of State

(www.sunbiz.org ), showing evidence that the applicant is legally qualified to do

business in Florida.

4. Verification of business status or non-profit status. For example, an Internal

Revenue Service (IRS) letter with FEIN or certificate issued by government.

5. Signed notarized statements on applicant’s letterhead for the following:

•

The organization has not been suspended or disbarred from receiving federal

funding. If yes, then explain the reasons for suspension or disbarment from

receiving federal funding.

•

The organization has had no lawsuits filed against them for educational

and/or fiscal mismanagement, civil rights violations, criminal act(s), or other

reason(s). If there are or have been lawsuits filed against them 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.

•

The organization has not been denied approval nor has its approval status as

an SES provider been revoked in another state. If the organization has been

denied approval or its approval status as an SES provider has been revoked

in another state or district, identify such state(s) or district(s) and the

reason(s) for such denial or revocation.

•

The organization does not have any known unresolved complaints with the

Better Business Bureau. If the organization does have any known

unresolved complaints with the Better Business Bureau, provide an

explanation of the complaint(s) and results.

6. A complete list of the board of directors and chief officers of the organization and

their titles.

7.0 APPLICATION NARRATIVE: To ensure an anonymous review of the

application, the company name should not be included in this section. Section

eight provides specific information on scoring criteria.

THE FOLLOWING ITEMS WILL BE SCORED: Applicants must score at least an

average of 70 points out of 100 with a minimum average score of two points for

each question for consideration of approval.

7.1 (15 possible points): 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:

7.1.1

The academic research to support the effectiveness of the instructional methods

and curriculum used by the proposed program. Cite available research studies as

appropriate and provide specific data (measure, data analysis, comparison groups,

etc.). If applicable, describe how the program is tailored to meet the needs of special

populations (such as, students with disabilities, students with 504 plans, and/or English

language learners).

7.1.2

Specific evidence that the SES program had a positive impact on increasing

student achievement toward meeting state achievement standards as demonstrated

through a valid and reliable performance data.

7.1.3

How student achievement will be improved because of the implementation of the

proposed approach or model of instruction (for example, group size for instruction,

direct instruction, distance learning, computer-based, individual tutoring, in-home

tutoring, etc.).

7.2 (20 possible points) 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:

7.2.1

How the proposed program’s instruction and content is connected to the Sunshine

State Standards, especially the grade level expectations for reading/language arts

and/or mathematics. For information on Florida’s Sunshine State Standards, see

www.firn.edu/doe/curric/prek12/index.html.

7.2.2

Process to ensure alignment of the proposed programs with the instructional

program of the school district(s) that the applicant intends to serve. Cite specific

examples of the correlation of the proposed program and describe its integration with at

least one district that the applicant intends to serve.

7.2.3

Process to ensure that the applicant will coordinate supplemental educational

services with the classroom instructional program of the student receiving the services.

(NOTE: Homework assistance is not a form of SES.)

7.2.4

Process the applicant will use to ensure that the instructional materials used to

provide services to students are appropriate for each student’s grade level and

proficiency level. For more information on state-adopted instructional materials, see

http://www.firn.edu/doe/instmat/. If assistance in reading will be provided, describe

immediate intensive reading intervention strategies. See

http://www.justreadflorida.com/ for more information on reading interventions.

7.3 (10 possible points) The provider must document that the instructional

strategies used 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:

7.3.1

How the key instructional strategies, major design elements, and curriculum 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, time on task, or resource materials. For more information

on effective instructional strategies, see http://www.cpt.fsu.edu/ESE/in/strmain.html.

7.3.2

How the program and instruction are focused, intensive, and tailored to meet the

individual needs of students, including special populations (such as, students with

disabilities, students with 504 plans, and/or English language learners).

7.4 (30 possible points) 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 in

the individualized student plan. 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

individualized student plan [NCLB, Sections 1116(e)(3)(A) and (B)]. Describe the

following:

7.4.1

How applicant will ensure that instruction is guided by appropriate screening,

diagnostic and progress monitoring assessments.

Name each assessment and describe

how it will be used to identify the student’s knowledge and skill gaps and set

measurable achievement goals.

7.4.2

How the instructional program/intervention will be designed to meet the needs of

each student.

7.4.3

The procedures and timelines to be used to track the student’s progress on the

goals identified in the Individualized Student Plan.

7.4.4

The procedures and timelines to be used to report student’s progress to the

student’s parents (in parents’ native language, if feasible), teachers, and appropriate

school district staff.

7.4.5

How student attendance and participation data will be collected, verified, and

reported to the school district. Include strategies for improving the attendance of

students who are habitually absent.

7.4.6

The process and timeline the applicant will use to ensure that services begin no

later than October 15, 2007. NOTE: Diagnostic assessments and the development of

Individualized Student Plans with measurable goals and timelines must be completed

before services begin.

7.5 (25 possible points) The provider must have the capacity and resources,

including financial soundness and compliance with applicable federal, state, and

local health, safety, and civil rights laws and regulations, to provide supplemental

services to students [NCLB, Sections 1116(e)(12)(b)(iii) and (e)(5)(C)]. Describe

the following:

7.5.1

Specific

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. Describe the procedures that will be used to

maintain, monitor, and notify the school district regarding personnel updates related to

applicant’s staff changes.

•

If applicable, describe how instructors are qualified to provide services to special

populations (such as, students with disabilities, students with 504 plans, and/or

English language learners).

•

On-line providers (distance learning providers) must describe who will provide the on-

line tutoring services and their qualifications.

7.5.2

Process for recruiting, hiring, and initial training of high quality staff.

7.5.3

Describe the professional development, monitoring, and support provided to tutors

to ensure that the proposed program is implemented with fidelity.

7.5.4

Procedures to be used for completion of and compliance with fingerprint based

background checks for employees who are providing direct services to students and/or

access to school grounds where students are present, pursuant to Section 1012.465,

Florida Statutes (Background screening requirements for certain noninstructional school

district employees and contractors. For more information, see the related Technical

Assistance Paper at http://www.firn.edu/doe/flbpso/pdf/tap_fingerprint.pdf.

7.5.5

How access to services will be provided to minimize the need for transportation for

students. Providers using distance-learning technology should explain the type of

equipment that will be supplied to student participants, how students will access those

services, how applicant will ensure student safety on the internet, and what equipment

is required of the parent/guardian and/or school district.

Rubric

Essential Components

Limited or No

Evidence (0-1 point)

Moderate Evidence

(2-3 points)

Minimum of 2 points required

for approval

Strong Evidence

(4-5 points)

8.1 Record of Effectiveness

8.1.1

The academic research to support the

effectiveness of the instructional methods and

curriculum used by the proposed program. Cite

available research studies as appropriate and

provide specific data (measure, data analysis,

comparison groups, etc.). If applicable,

describe how the program is tailored to meet

the needs of special populations (such as,

students with disabilities, students with 504

plans, and/or English language learners).

Proposed program’s

instructional methods

and curriculum have no

proof of effectiveness.

No data or citations from

research are provided. If

applicable, limited or no

description provided on

how the proposed

program is tailored to

meet the needs of

special populations of

students.

Proposed program’s

instructional methods

and curriculum have

some proof of

effectiveness. Limited

data or citations from

research are provided.

populations of student,

if applicable.

Proposed program’s

instructional methods

and curriculum have

compelling proof of

effectiveness as

evidenced by data and

citations from

appropriate, current and

significant research.

Clear and specific

description on how the

program is tailored to

effectively meet the

needs of students, if

applicable.

8.1.2

Specific evidence that the SES program

had a positive impact on increasing student

achievement toward meeting state

achievement standards as demonstrated

through a valid and reliable performance data.

Little or no evidence that

Applicant provides few

or none of the research

or data that is

appropriate or

supportive of proposed

program. Evidence

provided by applicant

shows that the proposed

had a positive impact

on between 51% and

79% of students

served.

Specific quantitative

evidenced by valid and

reliable student

performance data.

Evidence provided by

applicant shows that the

proposed program had a

positive impact on 80%

or more of students

served.

8.0 Review

Rubric

Essential Components

Limited or No

Evidence (0-1 point)

Moderate Evidence

(2-3 points)

Minimum of 2 points required

for approval

Strong Evidence

(4-5 points)

program had a positive

impact on fewer than

50% of students served.

8.1.3

How student achievement will be

improved because of the implementation of the

proposed approach or model of instruction (for

example, group size for instruction, direct

instruction, distance learning, computer-based,

individual tutoring, in-home tutoring, etc.).

No or little evidence of

the proposed approach

or model of instruction

improves student

achievement. Data

and citations from

research are provided.

Strong evidence

provided for how the

proposed approach and

appropriate and current

research are provided.

8.2 Ensured services are consistent with school district and Sunshine State Standards

8.2.1

How the proposed program’s instruction

and content is connected to the Sunshine

State Standards, especially the grade level

expectations for reading/language arts and/or

mathematics. For information on Florida’s

Sunshine State Standards, see

www.firn.edu/doe/curric/prek12/index.html.

No or vague description

of the alignment of the

proposed program with

the Sunshine State

Standards. No

examples are provided

of the correlation of the

proposed program’s

instruction and content

with the grade level

expectations for

reading/language arts

and/or mathematics.

Brief description of the

alignment of the

proposed program with

instruction and content

with the grade level

expectations for

reading/language arts

and/or mathematics.

Clear and specific

description of the

effective alignment of

the proposed program

with the Sunshine State

Standards. Specific

examples are provided

of the correlation of the

proposed program’s

instruction and content

with the grade level

expectations for

reading/language arts

and/or mathematics.

8.0 Review

Rubric

Essential Components

Limited or No

Evidence (0-1 point)

Moderate Evidence

(2-3 points)

Minimum of 2 points required

for approval

Strong Evidence

(4-5 points)

8.2.2

Process to ensure alignment of the

proposed programs with the instructional

program of the school district(s) that the

applicant intends to serve. Cite specific

examples of the correlation of the proposed

program and describe its integration with at

least one district that the applicant intends to

serve.

No or vague description

of the alignment of the

proposed program with

the instructional program

of the district. No

examples are provided

of the correlation of the

proposed program’s

instruction and content

with the at least one

district.

Brief description of the

alignment of the

proposed program with

the instructional

program of the district.

Brief or vague

examples are provided

of the correlation of the

proposed program’s

instruction and content

effective alignment of

the proposed program

with the instructional

program of the district.

Specific examples are

provided of the

correlation of the

proposed program’s

instruction and content

with at least one district.

8.2.3

Process to ensure that the applicant will

coordinate supplemental educational services

with the classroom instructional program of the

student receiving the services. (NOTE:

Homework assistance is not a form of SES.)

No or vague description

instructional program of

the student receiving the

services. Homework

assistance described,

which is not a form of

instructional program

of the student receiving

the services.

Clear and specific

description of direct,

frequent, and

appropriate coordination

of supplemental

educational services

with the classroom

instructional program of

the student receiving the

services.

8.2.4

Process the applicant will use to ensure

that the instructional materials used to provide

services to students are appropriate for each

student’s grade level and proficiency level. For

more information on state-adopted instructional

materials, see http://www.firn.edu/doe/instmat/.

If assistance in reading will be provided,

describe immediate intensive reading

No or vague description

of the process to ensure

that instructional

materials used to

provide services to

students are appropriate

for each student’s grade

level and proficiency

Brief description of the

process to ensure that

instructional materials

level and proficiency

Clear, focused, and

appropriate description

of an effective process

to ensure that

instructional materials

used to provide services

to students are

appropriate for each

8.0 Review

Rubric

Essential Components

Limited or No

Evidence (0-1 point)

Moderate Evidence

(2-3 points)

Minimum of 2 points required

for approval

Strong Evidence

(4-5 points)

intervention strategies. See

http://www.justreadflorida.com/ for more

information on reading interventions.

level. If assistance in

reading will be provided,

the immediate intensive

reading intervention

strategies are either not

described or not

sufficient to improve

students’ reading

abilities to grade level.

level. If assistance in

reading will be

provided, immediate

intensive reading

intervention strategies

are briefly described

and may improve

students’ reading

abilities to grade level

performance.

student’s grade level

and proficiency level. If

assistance in reading

will be provided,

effective immediate

intensive reading

intervention strategies

are clearly and

specifically described,

and will clearly improve

students’ reading

abilities to grade level

performance.

8.3 Documented high quality, research-based instructional strategies

8.3.1

How the key instructional strategies,

curriculum, 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, time on task, or

resource materials. For more information on

effective instructional strategies, see

http://www.cpt.fsu.edu/ESE/in/strmain.html.

Key instructional

strategies, curriculum

and major design

elements have limited,

out-of-date, or no

supportive evidence of

high quality, a strong

research base, and

effectiveness in

increasing academic

achievement of eligible

students. Limited, out-

of-date, or no data and

citations from research

are provided.

Key instructional

strategies, curriculum

and major design

elements have some

supportive evidence of

high quality, a strong

research base, and

effectiveness in

increasing academic

achievement of eligible

students. This

evidence may include

data and citations from

research.

Key instructional

strategies, curriculum

and major design

elements have clear and

compelling evidence of

high quality, a strong

research base, and

effectiveness in

increasing academic

achievement of eligible

students. This evidence

includes data and

citations from

appropriate, current,

and significant research.

8.0 Review

Rubric

Essential Components

Limited or No

Evidence (0-1 point)

Moderate Evidence

(2-3 points)

Minimum of 2 points required

for approval

Strong Evidence

(4-5 points)

8.3.2

How the program and instruction are

focused, intensive, and tailored to meet the

individual needs of students, including special

populations (such as, students with disabilities,

students with 504 plans, and/or English

language learners).

Vague or no description

of how the proposed

program is focused,

intensive, and tailored to

Brief description of how

the proposed program

is focused, intensive,

and tailored to meet

the individual needs of

students, including

special populations.

Clear and substantial

focused, intensive, and

8.4 Set measurable achievement goals, adhere to timetable, and report students’ progress

8.4.1

How applicant will ensure that instruction

is guided by appropriate screening, diagnostic

and progress monitoring assessments.

Name

each assessment and describe how it will be

used to identify the student’s knowledge and

skill gaps and set measurable achievement

goals.

Vague or no description

of the process to ensure

that instruction is guided

by screening, diagnostic,

and progress monitoring

process used to identify

students’ knowledge and

skill gaps. Vague or no

description of how

students’ progress on

the goals identified in the

Individualized Student

Plan will be monitored.

Brief description of the

process to ensure that

instruction is guided by

screening, diagnostic,

and progress

monitoring

assessments. Some

requested information

is provided including

the name of each

assessment, and/or

how the assessments

will be used to identify

students’ knowledge

and skill gaps. Brief,

but appropriate,

description of how

students’ progress on

the goals identified in

ensure that instruction is

guided by appropriate

screening, diagnostic,

and progress monitoring

assessments. All

requested information is

provided including the

name of each

assessment, and how

the assessments will be

used to identify students’

knowledge and skill

gaps. Clear and specific

description of an

effective process to

monitor students’

progress on the goals

8.0 Review

Rubric

Essential Components

Limited or No

Evidence (0-1 point)

Moderate Evidence

(2-3 points)

Minimum of 2 points required

for approval

(4-5 points)

Individualized Student

Plan.

8.4.2

How the instructional

program/intervention will be designed to meet

the needs of each student.

Vague or no description,

or ineffective process to

ensure that the

program/intervention is

prescribed to meet the

needs of each student.

Brief description or

minimally effective

process to ensure that

the program/

intervention is

prescribed to meet the

needs of each student.

instructional program/

intervention is

prescribed to meet the

needs of each student.

8.4.3

The procedures and timelines to be used

to track the student’s progress on the goals

identified in the Individualized Student Plan.

Vague, inappropriate, or

no description of

procedures and

timelines to track

students’ progress on

the goals identified in the

Individualized Student

Plan.

Brief description of

adequate procedures

and timelines to track

students’ progress on

the goals identified in

appropriate procedures

and timelines to both

track students’ progress

on the goals identified in

the Individualized

Student Plan.

8.4.4

The procedures and timelines to be used

to report student’s progress to the student’s

parents (in parents’ native language, if

feasible), teachers, and appropriate school

district staff.

Vague, inappropriate, or

no description of

procedures and

timelines report

student’s progress to

parents (in the parents’

native language, if

feasible), teachers, and

and timelines to report

student’s progress to

parents (in the parents’

native language, if

feasible), teachers,

and appropriate school

appropriate procedures

and timelines to report

the student’s progress to

parents (in the parents’

native language, if

feasible), teachers, and

appropriate school

district staff.

8.0 Review

Rubric

Essential Components

Limited or No

Evidence (0-1 point)

Moderate Evidence

(2-3 points)

Minimum of 2 points required

for approval

Strong Evidence

(4-5 points)

8.4.5

How student attendance and participation

data will be collected, verified, and reported to

the school district. Include strategies for

improving the attendance of students who are

habitually absent.

Vague or no process for

collection, verification,

and reporting of student

attendance and

participation to the

school district. Limited

or no strategies that will

improve the attendance

of students who are

habitually absent.

Brief description of the

process for collection,

school district. Some

appropriate strategies

that may improve the

attendance of students

who are habitually

absent.

Clear, specific, and

comprehensive process

school district, with

appropriate and effective

strategies that will

improve the attendance

of students who are

habitually absent.

8.4.6

The process and timeline the applicant

will use to ensure that services begin no later

than October 15, 2007. NOTE: Diagnostic

assessments and the development of

Individualized Student Plans with measurable

goals and timelines must be completed before

services begin.

Vague or no description

of how the applicant will

deliver SES in a timely

manner as soon as

possible in the school

year, but no later than

October 15, 2007.

Brief description of

how the applicant will

deliver SES in a timely

manner as soon as

possible in the school

year, but no later than

October 15 , 2007.

Clear and specific

description of how the

applicant will ensure that

services begin in a

timely manner as soon

as possible in the school

year, but no later than

October 15, 2007.

8.0 Review

Rubric

Essential Components

Limited or No

Evidence (0-1 point)

Moderate Evidence

(2-3 points)

Minimum of 2 points required

for approval

Strong Evidence

(4-5 points)

8.5 Qualification of instructional personnel

8.5.1

Specific 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. Describe the

procedures that will be used to maintain,

monitor, and notify the school district regarding

personnel updates related to applicant’s staff

changes.

•

If applicable, describe how instructors are

qualified to provide services to special

populations (such as, students with

disabilities, students with 504 plans,

and/or English language learners).

•

On-line providers (distance learning

providers) must describe who will provide

the on-line tutoring services and their

qualifications.

Vague or no description

of the method for

determining that

instructors are qualified

to successfully work

with students who are

performing below grade

level. No indication that

instructors are highly

qualified to provide

instruction and services

to the target student

population. Procedures

that will be used to

maintain, monitor, and

notify the school district

Brief description of the

method for determining

that instructors are

qualified to

successfully work with

provide instruction and

services to the target

student population.

Procedures that will be

used to maintain,

monitor, and notify the

school district

regarding personnel

updates are indicated.

instructors are qualified

to successfully work with

students who are

performing below grade

level. Clear indication

that instructors are highly

qualified to provide

instruction and services

to the target student

population. Procedures

that will be used to

maintain, monitor, and

notify the school district

If applicable, a clear

disabilities, students

with 504 plans,

8.0 Review

Rubric

Essential Components

Limited or No

Evidence (0-1 point)

Moderate Evidence

(2-3 points)

Minimum of 2 points required

for approval

(4-5 points)

effective process for

recruiting, hiring, and

initial training of high

quality staff.

8.5.2

Process for recruiting, hiring, and

initial training of high quality staff.

Vague or no description

of the process for

recruiting, hiring, and/or

initial training of high

quality staff.

Brief description of the

process for recruiting,

hiring, and initial

training of high quality

staff.

8.5.3

Describe the professional development,

monitoring, and support provided to tutors to

ensure that the proposed program is

implemented with fidelity.

Vague or no description

tutors to ensure that the

tutors to ensure that

description of frequent

and focused professional

development, monitoring,

and support provided to

tutors to ensure that the

proposed program is

implemented with fidelity.

8.0 Review

Rubric

Essential Components

Limited or No

Evidence (0-1 point)

Moderate Evidence

(2-3 points)

Minimum of 2 points required

for approval

Strong Evidence

(4-5 points)

8.5.4

Procedures to be used for completion

of and compliance with fingerprint based

staff background checks for employees

providing direct services to students and

access to school grounds where students

are present [section 1012.465, Florida

Statutes].

Limited or no description

of procedures used for

completion of, and

compliance with, staff

background checks and

fingerprinting for

employees providing

direct services to

students and access to

school grounds where

students are present.

Brief description of

procedures used for

completion of, and

compliance with, staff

background checks

and fingerprinting for

employees providing

direct services to

students and access to

school grounds where

students are present.

Clear and specific

description of effective

procedures used for

completion of, and

compliance with, staff

background checks and

fingerprinting for

employees providing

direct services to

students and access to

school grounds where

students are present.

8.5.5

How access to services will be provided

to minimize the need for transportation for

students. Providers using distance-learning

technology should explain the type of

equipment that will be supplied to student

participants, how students will access those

services, how applicant will ensure student

safety on the internet, and what equipment is

required of the parent/guardian and/or LEA.

Vague or no description

of how access to

services will be provided

to minimize the need for

technology provide no or

vague explanation of the

type of equipment that

will be supplied to

student participants, how

students will access

those services, how

applicant will ensure

student safety on the

Brief description of

how access to services

will be provided to

minimize the need for

information requested

including the type of

equipment that will be

access to services will

be provided to minimize

technology clearly and

specifically explain all

information requested

including the type of

equipment that will be

supplied to student

participants, how

8.0 Review

Rubric

Essential Components

Limited or No

Evidence (0-1 point)

Moderate Evidence

(2-3 points)

Minimum of 2 points required

for approval

Strong Evidence

(4-5 points)

internet, and/or what

equipment is required of

the parent/guardian

and/or LEA.

those services, how

applicant will ensure

student safety on the

internet, and/or what

equipment is required

of the parent/guardian

and/or LEA.

students will access

those services, how

applicant will ensure

student safety on the

internet, and what

equipment is required of

the parent/guardian

and/or LEA.

8.0 Review

COVER PAGE

PRINT THIS PAGE TO USE AS THE COVER PAGE FOR MAILING OR DELIVERING

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 received by the FDOE office below, by mail or hand delivery no

later than 5:00 p.m. Eastern Daylight Savings Time on

March 30, 2007

Florida Department of Education

Bureau of Public School Options

325 West Gaines Street, Room 316

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:

Title:

Mailing Address:

City/State/Zip Code:

Telephone Number:

Fax Number:

E-mail Address (REQUIRED):

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

or hand deliver 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 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 from the

state-approved list of SES providers. Applicant understands that the application it

submits to FDOE is a legally binding document and changes cannot be made to the

application or to the approved SES program once FDOE approves the application

2. Applicant agrees to abide by all terms 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 and/or Section 1008.331, Florida Statutes, 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 in the school districts

for 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 in the timeline established by Section 1008.331, Florida

Statutes. The school district must report to the Department 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. After the

school district reports and the Department confirms the withdrawal, 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

applicant agrees that it shall be ineligible to provide services in the state for 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

(http://www.educationindustry.org/EIA/files/ccLibraryFiles/Filename/000000000066/

Code_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.

5. Applicant agrees to provide auditable documentation of services provided to each

student including enrollment, attendance, assessments, etc. Applicant will maintain

books and records relating to the provision of SES and 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 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. Failure to provide

documentation may result in an applicant’s removal from the approved provider list

for the State of Florida.

6. Applicant assures that services 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 assures that additional admission criteria will not be imposed on students

other than those permitted under the No Child Left Behind Act, Public Law 107-110,

Title I, Part A Section 1116(e).

8. Applicant assures that the school districts and FDOE will be notified 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 understands that approved SES providers must contract with the individual

districts and abide by all contractual obligations as mutually agreed upon prior to

delivering SES to students.

10. Applicant agrees to abide by the district’s policies and procedures regarding

fingerprint based background checks and policies related to the Jessica Lunsford

Act including on-line computer based and/or distance learning tutors.

11. Applicant agrees to ensure the confidentiality of all student information as outlined in

The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34

CFR Part 99) and Section 1002.22(2)(b), Florida Statutes, (Student records and

reports; rights of parents and students; notification; penalty.-- ).

12. Applicant assures that it 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 only for performance or attendance with a

total value not to exceed $50 per student per year.

13. Applicant understands that SES providers may be removed from the list if any false

information or misrepresentation is made in its application, or to school districts,

teachers, or parents.

14. Applicant agrees to be responsible for payment of all taxes and fees resulting from

payment from school districts for services.

15. Applicant assures that all instruction and content are secular, neutral, and non-

ideological.

16. Applicant assures that students will be supervised at all times. Failure to provide

adequate supervision constitutes a safety violation and is grounds for removal from

the state approved provider list.

17. Applicant understands that the enrollment process is the responsibility of the school

district.

18. Applicant agrees that 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 by the agency.

19. Applicant understands that the status as an approved provider is non-transferable

and that sub-contracting for SES is not allowed.

20. 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.

21. Applicant agrees to comply with all assurances set forth in this application.

22. 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 has been 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

____________________________________

Title of Signing Agent

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.

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

or deliver 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. Applicants providing on-line instruction agree to ensure the safety of all students

while accessing the internet. It is the responsibility of the applicant to block all

unsafe web content.

4. Hate mail, harassment, discriminatory remarks, and other antisocial behaviors are

unacceptable in Internet and other network communication.

5. 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.

6. 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.

7. For the safety of students, applicant must not request or provide any personal

information, such as addresses, phone numbers, or photographs.

8. 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

via e-mail or the Internet.

As defined in Title XIII – Children’s On-line Privacy Protection Act of 1998

9. Applicant has a responsibility to protect the student users from marketing and/or

Spam.

10. Applicant understands that the use of the computer is solely for the duration of the

2007-08 school year or until the per pupil allocation has been fulfilled. It is the

responsibility of internet based providers to secure the return of all computer

hardware at the conclusion of the program.

11. 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.

Where 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

____________________________________

Title of Signing Agent

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.