26MACISFK1 - Evidence Form - Final.docx

Evidence Form: Bid: 26MACISFK1

BD-25-1026-DOE02-DOE01-115107

Please provide evidence for each of the following items listed below. Evidence can include screenshots and/or links to samples

Name of Vendor and Contact Information:

Please include the name of the vendor and a contact person (with email and phone number) should there be any questions about this submission.

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Please indicate for which grades you are applying for the Master Agreement to provide high-dosage math tutoring. Check all that apply

Required Qualifications Criteria - 500-word limit for each response Bidder must provide evidence of required qualifications (numbers 1 -3) to be scored in the next evaluation section (Additional Evaluation Criteria).

1. In the box below, provide evidence of your capacity to establish relationships with schools/educational organizations and your ability to deliver high-dosage math tutoring services to MA students beginning in September of the next school year (2025, etc).

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2. In the box below, provide evidence of the vendor’s experience successfully deploying high-dosage math tutoring programs in elementary, middle, and/or high school settings during the school day.

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3. In the box below, provide evidence that the tutoring materials, including assessments, are aligned to the 2017 Massachusetts Mathematics Curriculum Frameworks or Common Core State Standards for Mathematics.

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Preferred Qualifications Criteria – 500-word limit for each response

4. In the box below, provide evidence of an existing agreement/commitment with the MA Student Data Privacy Alliance agreement, see here https://sdpc.a4l.org/about_alliance.php?state=MA. If not already under agreement, willingness to agree, or willingness to include a crosswalk demonstrating compliance with all of the requirements outlined in the agreements.

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5. In the box below, provide evidence that tutors receive training on cultural/linguistic competence, working with students with disabilities, social-emotional learning, and anti-racism practices as well as ongoing support throughout their employment as a tutor.

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6. Demonstrated capability to provide services to students at various levels of English language development, aligned with the WIDA English Language Development Standards Framework, 2020 Edition.

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Additional Evaluation Criteria – 1,000-word limit for each response Bidders meeting the Required Qualification Criteria listed above will be further evaluated on the evidence submitted for the additional evaluation criteria listed below.

Include hyperlinks to supplemental information and/or additional appendices as needed.

Experience

7. In the box below, briefly detail your organization’s experience providing high-dosage math tutoring services to children in grades K-12 or some grade span there within. Include the size of your tutoring corps and number of students served per trained tutor. Include your success engaging schools and families to improve math outcomes for children in grades K-12. Artifacts that illustrate program quality may be included in appendices. Note the current and historical geographic service area of your program.

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Design and Approach

8. In the box below, provide evidence that the tutoring services reflect recommendations by EdResearch for Action in terms of model, frequency and duration.

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9. Describe your approach to integrating the tutoring program into the district’s existing Multi-Tiered System of Support. Provide specific examples, such as a successful partnership with a school or district where tutoring was effectively embedded within MTSS to support student growth. Include links to content materials used if possible. Additionally, include your approach to establishing a relationship with the district/school and student/families, highlighting how students are typically identified, grouped, and placed into the program and the instructional approaches or materials used.

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10. In the box below, describe how tutors and/or other personnel are selected and trained. Identify structures in place to support tutors throughout their employment. Provide details of the support, monitoring, and management mechanisms in place for tutors and subcontractors' tutors throughout their tenure in the tutoring program. Additionally, furnish specific information about background checks, with a focus on Criminal Offender Record Information (CORI) procedures. Include examples of the training materials employed in their preparation and append background check documentation, particularly highlighting CORIs, in the appendices. Also, please provide evidence of tutor training in:

· cultural/linguistic competence,

· working with English learners,

· Working with students with disabilities

· social-emotional learning,

· anti-racism practices.

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11. In the box below, provide evidence of appropriate data systems in place to monitor and report program and tutoring sessions and information. Including, Monthly tutoring roster reports as well as learning logs which are a record of each tutoring session delivered that includes: frequency; duration; content; name of tutor; student participants; and student demographics, student attendance and if requested, student’s pre/post testing data.

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Content and Instruction Quality

12. In the box below, describe the structure of the small group tutoring sessions, materials used, and instructional strategies used. Describe the methodology and pedagogy utilized during the tutoring process, emphasizing how tutoring software is integrated during the actual session. Furthermore, highlight strategies employed to support Multilingual Learners (MLL) and Students with Disabilities (SWD) to ensure an inclusive and effective learning environment. As described in Attachment A, please provide a link to a video demonstration of typical tutoring sessions and please include sample tutoring materials in the appendices.

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13. In the box below, describe the mathematics specific assessments used during the tutoring process. Including Pre and Post assessments and progress monitoring. Describe and provide necessary information, in appendices if needed, regarding how student work is scored, reported, and how student growth is monitored and evaluated. For example, explain how expected student growth is determined and evaluated. Include information regarding alignment of these materials to the 2017 Massachusetts Mathematics Curriculum Frameworks. Detailed evidence of the psychometric quality of these assessments, both reliability and validity, may be included in appendices but should be summarized here. Detailed information regarding the methods, analyses, and findings used to test the validity and reliability, both internal and external, of their assessments, including the demographics of students in the testing and the ways in which student groups varied in their assessment results may also be included. Note that the department seeks adequate documentation to assess the quality of the methods and findings for reliability and validity testing if possible. Please provide examples of the assessment in the appendices if possible.

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Impact

14. In the box below, provide evidence of the impact your tutoring model has had on student learning. Detail your evidence of success improving outcomes for students with disabilities, multilingual learners and students working below grade level. Links to reports from prior impact or evaluation studies may be included here or as appendices.

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Cost Effectiveness

15. In the box below, describe the cost effectiveness of the program, highlighting how the program serves students at a reasonable per-student rate while also maintaining quality of the program. As described in Attachment A, a comprehensive budget must be submitted separately.

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