24MAOSTBH1 - Attachment A - UPDATED - Final April 2024.docx

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Attachment A

Alternate ID #: 24MAOSTBH1 COMMBUYS Bid #:

The Department of Elementary and Secondary Education (DESE or Department), under this Departmental Master Agreement, will identify providers to deliver Interpreter in Education trainings to educators and/or districts. Individuals, institutions of higher education, education collaboratives, school districts, translation and interpretation service providers, and non-profit community organizations, or other approved providers of professional development points may respond to this Master Agreement.

Background:

The population in Massachusetts public schools is rapidly changing. In the past ten years, the number of children who arrive at our schools speaking languages other than English has grown more than fifty percent. As of the 2021-2022 school year, 24% of students first language is not English. Many families who speak languages other than English face different challenges than native English-speaking families when accessing information about their child’s education.

In accordance with Acts (2021), Chapter 102, the Massachusetts legislature directed the Department to develop “an educational course and for the implementation of a statewide system for training, assessing and determining the qualifications of bilingual individuals to serve as interpreters in school settings” pursuant to the School Interpreters Task Force of 2018.[footnoteRef:2],[footnoteRef:3] [2: Legislation establishing the Task Force: Session Law - Acts of 2018 Chapter 154 (malegislature.gov)] [3: Task Force Recommendations: https://malegislature.gov/Reports/8750/DESE%20-%20Recommendations%20of%20Interpreter%20Task%20Force_Legislative%20Report.pdf ]

The Task Force recommended that each district use a tiered system of competencies and skills when contracting for or using the services of interpreters, including interpreters who are employees of the district. Tier 1 is known as “Language Ambassadors”. These are bilingual individuals who may be used for spontaneous, unannounced meetings, and informal settings. Tier 2 interpreters serve at parent conferences, community meetings, or school gatherings that do not have a legal context. Tier 3 incorporates the highest level of skills and competencies; these individuals are trained for specialized meetings, including meetings with a legal context (e.g., individualized education program (IEP) meetings, disciplinary hearings, etc.). In some districts, Tier 3 interpreters may serve in the role of interpreter in a full-time capacity.

To meet the recommendations, the Department has developed a video to train individuals as Tier 1 / Language Ambassadors which will be available for all school-based staff in the Commonwealth.

The Department also intends to train Tier 2 and Tier 3 Interpreters for the Education Setting aligned to the Task Force Recommendations. Consequently, the Department has developed Tier 2 and Tier 3 courses to train bi/multilingual individuals as Interpreters in the Education Setting. As an alternative to the DESE-developed courses, vendors may develop alternative courses that have the required skill levels and competencies of the Task Force Recommendations.

Through this BID, the Department seeks vendors to deliver Tier 2 and Tier 3 courses through two Pathways. In either Pathway, vendors must ensure that all participants registering for coursework have demonstrated proficiency in English and a target language. Requirements for demonstrated proficiency are noted in the Scope of Work section of this BID.

Pathway A: Deliver DESE-Developed Tier 2 and Tier 3 Coursework

Vendors applying through Pathway A intend to deliver DESE-developed Tier 2 and 3 coursework. Vendors who are approved through this pathway must attend an Instructor Training course to prepare them to deliver these materials and attest that the materials will be delivered with fidelity.

A summary of the courses is as follows:

1. Tier 2 Interpreters in Education: participants will receive training that includes: the Code of Ethics, Standards of Practice for interpreters, strategies for consecutive interpretation, basic information about education system and student supports that prepare participants to interpret in informal meetings, such as parent/teacher conferences.

a. The course consists of face-to-face live sessions and approximately 25 hours of online discussion, readings, activities, and interpretation practice.

2. Tier 3 Interpreters in Education: participants will receive advanced training in content related to disciplinary hearings, special education, and English Learner programs, as well as strategies for both consecutive and simultaneous interpretation.

a. The course consists of face-to-face sessions and approximately 30 hours of online discussion, readings, activities, and interpretation practice.

Vendors approved through Pathway A (for example, a district, individual, or interpreter service) may deliver these courses in a blended learning format with live, in-person sessions and on-line discussion/activities or as an online-only format. Vendors may deliver these courses at a cost to educators and/or districts. Vendors may provide Professional Development Points (PDPs), if approved to do so, for successful completion of the courses; vendors are not required to provide PDPs.

The Department will also make available materials for continuing professional development opportunities. The vendor will make available one or more professional development opportunities to participants who have previously completed at least Tier 2 training at least once per year.

The Department is committed to maintaining fidelity of implementation and will, therefore, hold vendors responsible for training that is high quality, taught by approved and qualified instructors, and employ the Department-approved curriculum and materials. The Department will control for quality and will delineate the conditions under which vendors can deliver these endorsement courses.

Pathway B: Deliver Vendor-Developed Tier 2 and Tier 3 Coursework

Vendors applying through Pathway B intend to submit for approval their own course materials for Tier 2 and Tier 3 Interpreter in Education Setting coursework and participant expectations and requirements to earn a certification. To secure approval, these materials must be high-quality and aligned to the Task Force Recommendations. These materials will be thoroughly vetted for accuracy and alignment to the Recommendations.

In addition to what is outlined in the Task Force Recommendations, it is expected that coursework will include:

Tier 2:

· General education overview and terminology

· Overview of commonly used assessments

· Overview of Multi-tiered systems of support and student support teams

· General discussion of the differences between general and special education

· Opportunities for consecutive interpretation and practice

· Best practices and strategies in interpretation

Tier 3:

· Overview of special education process, team members and roles, and terms

· English Learner placement process

· Content related to discipline, disciplinary hearings, restorative justice practices, etc.

· Opportunities for consecutive interpretation and practice, including a practice session with feedback that is at least 30 minutes in length and related to a Tier 3 content area

· Overview and practice in simultaneous interpretation

Vendors approved through Pathway B (for example, a district, individual, or interpreter service) may deliver courses in a blended learning format with live, in-person sessions and on-line discussion/activities or as an online-only format. The BID should specify the format by which the vendor intends to deliver the course. Vendors may deliver these courses at a cost to educators and/or districts. Vendors may provide Professional Development Points (PDPs), if approved to do so, for successful completion of the courses; vendors are not required to provide PDPs.

The vendor must also propose at least two professional development opportunities that are to be offered at least once per year. The opportunities must be at least 6 hours in length (i.e., three hour sessions over two days or two hours per week for three weeks).

The Department is committed to maintaining fidelity of implementation and will, therefore, hold vendors responsible for training that is high quality, taught by approved and qualified instructors, and utilize the approved syllabus/materials approved under this BID. The Department will control for quality.

Scope of Service:

Approved vendors will be required to:

· Ensure that all instructors have demonstrated advanced proficiency in English and at least one other language AND require that all participants in coursework demonstrate language proficiency in English and a target language. Proficiency must be demonstrated through one of the following:

· Successful completion of at least 24-degree credit hours at the post-secondary level with the majority of classes conducted in English

· Attainment of a Seal of Biliteracy from a U.S. high school

· Time spent studying and/or working in an English-speaking country, where the candidate was required on a daily basis to perform tasks at a professional level in English

· Successfully passing any English language proficiency test from a reputable testing organization (see below)

· Certification from an interpreter training program that may be outside of the educational context

· Successful completion of at least 24-degree credit hours at the post-secondary level with the majority of classes conducted in the target language

· Attainment of a Seal of Biliteracy from a U.S. high school in the target language

· Time spent studying and/or working in an English-speaking country, where the candidate was required on a daily basis to perform tasks at a professional level in the target language

· Successfully passing any language proficiency test in the target language from a reputable testing organization (see below)

· Certification from an interpreter training program that may be outside of the educational context in the target language

· o TOEFL (Test of English as a Foreign Language): 570+ on paper; 230+ on computer version; 90+

· on iBT

· o ELPT (English Language Proficiency Test): 950+

· o MELAB (Michigan English Language Assessment Battery) 80+

· o ECPE (Examination for the Certificate of Proficiency in English): PASS

· o FCE (First Certificate in English, Level 3): A

· o CAE (Certificate in Advanced English, Level 4): B

· o CPE (Certificate of Proficiency in English, Level 5): B

· o IELTS (International English Language Testing System): 7.0

· Maintain electronic records of the course description, attendance, assessments, participant evaluations, and certificates of completion for a period of five years [Only for DESE-Approved PDP Providers]

· Facilitate and support the Department’s evaluation of the implementation of the course and quality of instruction (by allowing an evaluator to watch a live session, for example)

· Ensure that every course participant completes an end-of-course evaluation. The content of the evaluation will be provided by the Department, but vendors will be responsible for delivering it and sharing results with DESE, as requested.

· Submit all required data including course schedules, registrations, successful completers, and participant evaluations to the Department on a timely basis.

· Provide a certification as a trained Interpreter in Education.

For a Blended Learning Format, make quality classroom space available in which to deliver courses.

· Vendors must identify the location of the space. Vendors will be permitted to conduct training anywhere in the state.

· The space must be large enough to train the class size maximum (recommended 20 person maximum)

· The space must be wheelchair accessible

· Furniture must allow for flexible grouping, with a table or desk for each participant where they can rest a notebook or laptop

· The vendor must include in its publicity/marketing and in its agreements/contracts for payment a list of amenities that will or will not be provided (e.g., free parking, air conditioned classrooms, etc.)

For online format with synchronous web meetings replacing the in-person class sessions:

· The course will be offered as a synchronous course; the vendor will not offer it as a self-paced course

· The online format requires regular weekly synchronous interaction with the instructor and other course participants as well as discussion boards that require the participants to log in and participate in discussions

· Bidders must demonstrate that they have access to Zoom, GoToMeeting, or similar technology sufficient to facilitate the synchronous sessions

· Vendors must make clear in the registration process that participants must have access to the necessary technology to participate in the synchronous sessions

Pathway A ONLY

· Ensure that all instructors attend a DESE-sponsored Instructor Training course and any follow-up training sessions.

· Submit all course schedules for approval as indicated in the Procedures for Approved Providers manual that will be provided during the instructor trainings.

· Hold course participants to the Department’s participant requirements and expectations, which will be stipulated in the contract and the participant manual and reinforced during the Instructor Training.

· Utilize their own platform for course registration and delivery of the courses. Digital copies of all course materials will be shared with vendors.

· Use a proprietary learning management system (LMS) or utilize a combination of systems that satisfy the Department’s course delivery requirements:

· Provide online discussion forums

· The course includes weekly interactions with other students and discussion boards that require the class members to log in to participate in discussions

· Allow for synchronous online class sessions (if providing an online course)

· House readings and other materials

· Allow instructors to assign work and participants to submit assignments

· There will be required submissions for graded assignments

· Allow instructors to grade assignments using approved course rubrics

· Assignments are regular, posted, and graded by the instructor as indicated on the course syllabus

· Allow providers to create/maintain course schedules

· Allow instructors to track attendance and participation

Pathway B ONLY

· Ensure all instructors receive adequate training in the approved materials

· Submit course schedules to the Department for approval

· Ensure participants meet acceptable expectations to earn a certificate as outlined by the vendor in this submission materials

· Utilize their own platform for course registration and delivery of the courses

· Use a proprietary learning management system (LMS) or utilize a combination of systems to deliver the course according to the approved syllabus and course materials submitted to the Department

Budget:

Approved vendors will receive a contract through June 30, 2027 to provide Interpreter in the Education Setting courses with an option to renew for Fiscal Year 2028, if needed.

Vendors applying for a course delivery contract must indicate the per-participant fee, if any, they will charge for each type of course to be delivered (Tier 2, 3 and professional development). The Department has an interest in keeping the cost of these trainings affordable for individuals and districts, and vendors’ proposed cost structure will be an important criterion in the Departments’ provider selection process. Vendor compensation will come through fees charged to participants or districts. Cities/towns and school districts will enter into their own contracts with vendors for services requested. The Department is not liable for any costs incurred by vendors or their enrolled course participants.

Vendors may not run sections with more than 25 participants, but lower course size limits are at their discretion. Please detail the minimum and maximum class size the provider will permit for courses. On this basis and if charging participants, outline the cost per individual that the provider will charge for each version of the course, and any discounted rate(s) that the provider would charge to districts for sending multiple participants or booking entire course sections.

If the provider is selected by the Department, costs proposed, if any, in this budget for the SY23-24 or as updated in future contract renewals approved by the Department must remain in effect throughout the school year.

Required Qualifications:

Individuals, institutions of higher education, education collaboratives, school districts, translation and interpretation service providers, and non-profit community organizations, or other approved providers of professional development points are invited to apply to serve as vendors of Interpreters in the Education Setting courses. Required Qualifications are as follows:

· Staff members with the requisite experience, expertise, and skills to deliver the services proposed; including an identified individual with demonstrated proficiency in English and another language

· If applying for Pathway A: identified individual who has completed or will complete DESE instructor training course

· If applying for Pathway B: demonstrated knowledge of special education necessary to develop required materials

· If necessary, capacity to serve as a fiscal agent, billing individuals and districts for course enrollment. Districts must be able to pay via their usual procedures.

· Ability to collaborate effectively with Department staff.

· Control/access to a wheelchair accessible space which is large enough for vendor’s proposed maximum group size, with space and furniture that must be practicable for flexible instructional groupings, if applying to provide the Blended Learning format.

· Access to technology necessary to provide the online format (LMS system and platform for registration)

Preferred Qualifications:

· Established reputation as a provider of professional development to public school educators.

· Knowledge of interpretation and translation best practices and its importance in schools

· General knowledge of educational content and terminology

· Staff with experience interacting with public school districts and professional developers, capable of working with instructors, districts, and the Department to establish workable course schedules

· Direct experience working with interpreters or families who require interpretation

· Demonstrates some evidence that they have examined and are working to improve their practices and supports (internal and/or external) from a racial equity lens.

Submission Requirements:

Applicant responses must include the following:

1. Attachment B - Cover page

Download, complete, and attach the cover page to their submission materials.

2. Narrative For Pathway A:

· Please address the required and preferred qualifications outlined above for the course format you are applying to provide, as well as any additional qualifications and prior experience in providing services relevant to the purpose of this BID. Explain how that experience will best position the applicant to be successful in assisting ESE in this project.

· Please address how the applicant intends to meet the stated scope of service, including the proposed method of course registration and delivery in detail describing the systems and procedures that will be utilized to do so.

· Please submit resume/s of person/s that will be working on this project in the role of instructor. (This attachment will not count towards overall page limit.)

· Please submit resume/s of person/s that would be working on this project in roles other than instructors. (This attachment will not count towards overall page limit.)

For Pathway B:

· Please submit all proposed materials to deliver both Tier 2 and Tier 3 courses, this includes but may not be limited to:

· Syllabus

· Requirements for course completion (assignments, assessments, etc.)

· Required readings

· Detailed summary or script of proposed lectures

· PowerPoint presentations (or similar)

· Any recorded presentations or lectures

· Course activities/practice sessions

· Rubric for assessing interpretation skills

· Proposed content and materials for professional development sessions

· Please address the required and preferred qualifications outlined above for the course format you are applying to provide, as well as any additional qualifications and prior experience in providing services relevant to the purpose of this BID. Explain how that experience will best position the applicant to be successful in assisting ESE in this project.

· Please submit resume/s of person/s that will be working on this project in the role of instructor. (This attachment will not count towards overall page limit.)

· Please submit resume/s of person/s that would be working on this project in roles other than instructors, including those that contributed to the development of the course materials. (This attachment will not count towards overall page limit.)

· Please address how the applicant intends to meet the stated scope of service, including the proposed method of course registration and delivery in detail describing the systems and procedures that will be utilized to do so.

3. Commitment to Equity One of DESE’s foremost goals is to dismantle the inequities that exist for many students in the Commonwealth. Describe your organization’s commitment to and actions taken to ensure equity for all students, with a specific focus on dismantling institutional racial inequities in schools, districts, and state agencies. This should include efforts within your own organization to support equity and efforts when providing services to clients. In addition, please share your organization’s current challenges with and ongoing efforts to ensure your organization is working towards building the mindsets, practices, and skills in order to support both adult practice and equity for all students.

4. Budget Please describe the proposed fee structure as described in the budget section of this BID for each fiscal year, including the renewal year.

· Responses will be reviewed, and contracts awarded on an "as needed" basis by the Department.

Responses not posted to COMMBUYS will not be considered for evaluation. Do not Email and/or mail responses to the department.

In order to respond to this bid, please register on the COMMBUYS website. If you need assistance with registering please contact the COMMBUYS helpdesk at: COMMBUYS@state.ma.us or (888) 627-8283 or (617) 720-3197.

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