27SEPRLS1 - Attachment A - Final.docx

135 Santilli Highway, Everett, MA 02149 | 781.338.3000 | TTY: N.E.T. Relay (800).439.2370

Attachment A

Improving Positive Social-emotional skills and relationships through Preschool Positive Behavior Supports (PBS)

Alternate ID #: 27SEPRLS1 COMMBUYS Bid #:BD-27-1026-DOE02-DOE01-132479

Background:

Aligned with the goal of the Massachusetts Department of Elementary and Secondary Education (DESE) to provide students with access to high-quality core educational experiences in safe and supportive learning environments is the need to provide technical assistance, coaching, and implementation support related to policies and practices for creating and sustaining positive learning environments within a tiered system of supports.

Further, DESE’s State Systemic Improvement Plan (SSIP) for special education is designed to result in improved social emotional outcomes for preschool children with IEPs, using Indicator 7, measuring Early Childhood Outcomes of the State Performance Plan/Annual Performance Report (SPP/APR). Based on input from a wide array of stakeholders, DESE has selected implementation of Preschool Positive Behavior Supports (PBS) through Pyramid Model strategies as its evidence-based practice (EBP) to positively impact students and improve long term student outcomes.

DESE is seeking a vendor with expertise in the Pyramid Model to provide technical assistance, coaching, consultation, and implementation support to early childhood educators, Leadership Teams, including early childhood, school, and district leaders, Site-Based Coaches, and External Coaches. These services will support implementation of the Pyramid Model within Massachusetts public school districts currently engaged in SSIP activities, currently 22 participating districts.

The focus of this work will be to strengthen districts’ capacity to independently implement the Pyramid Model with fidelity, use data to monitor and improve implementation, and sustain the systems and practices they have developed. The vendor will work alongside participating districts and DESE to identify implementation needs, address barriers, strengthen local capacity, and support continuous improvement across classroom, program, and system levels.

The initiative, grounded in diversity, equity, and inclusion principles, will emphasize culturally responsive and trauma-informed practices for young children from all backgrounds. One of DESE’s foremost goals is to address inequities in education across the Commonwealth. As a result, the vendor will be expected to provide implementation support, coaching, consultation, and capacity-building services that address the consequences of implicit bias on child outcomes and support implementation of the Pyramid Model through antiracist practices. The vendor will also be expected to actively seek coaches who represent the cultural backgrounds of the youth populations they serve.

Scope of Service:

Working with DESE the vendor will:

1. Work collaboratively with DESE and the existing vendor to ensure a seamless transition of technical assistance, coaching, implementation support, and related services. The vendor will establish processes for transferring relevant knowledge, documentation, district-specific implementation information, and ongoing work to minimize disruption for participating districts, coaches, and state partners.

2. Organize differentiated training (remote or in person) for currently engaged early childhood educators, Leadership Teams, Site Based Coaches, and External Coaches to use and implement the Pyramid strategies including:

· hiring an in-state staff member to coordinate statewide and local technical assistance, coaching, consultation, and implementation support.

· providing ongoing support and monitoring of external coaches to ensure that they have the resources and skills needed to effectively support the successful implementation of the Pyramid Model;

· leadership Team meetings (minimum of three per school year for each setting – early childhood and school-based);

· facilitating monthly Professional Learning Communities (PLCs) for External Coaches that emphasize collaborative problem-solving, reflection on implementation, sharing of effective practices, review and interpretation of data, and development of strategies to address implementation challenges.

· providing up to three series of implementation-focused Practices coaching for each setting, based on the needs and implementation stage of participating districts.

· supporting effective use of the Teaching Pyramid Observation Tool (TPOT) to assess implementation, identify strengths and areas for improvement, interpret findings, and inform implementation planning and continuous improvement;

· supporting effective use of Prevent-Teach-Reinforce for Young Children (PTR-YC), including consultation and coaching related to its application within participating programs and classrooms;

· quarterly data and coaching meetings with Site Based and External Coaches to improve data-based decision-making capacity;

· collaborate with families so they can incorporate Pyramid Model strategies to support their children at home; and

· Integration of culturally responsive, trauma-informed practices through an equity and antiracist lens; and integration of Early Literacy strategies.

3. Manage and support (remotely or in person) the Massachusetts Pyramid State Leadership Team (SLT) to:

· plan, schedule, facilitate, and document monthly SLT meetings, particularly linkage with SLT subcommittees;

· Train SLT on the fiscal and operational needs of coaches in early childhood programs;

· plan and coordinate implementation support opportunities across DESE and relevant sectors to promote continuity and alignment of implementation efforts for educators and families; and

· Build capacity of external Pyramid Model coaching across DESE;

4. Collaborate with SSIP external evaluators, the Early Childhood Special Education (ECSE) Leadership Team, the Federation for Children with Special Needs (FCSN) and other technical assistance providers who are engaged with DESE to:

· coordinate technical assistance, coaching, consultation, and implementation support activities to promote alignment and avoid duplication;

· support early childhood coordinators and school educators, families, and school and district leadership as they move through the stages of implementation and sustainability at the classroom and system levels;

· train and scale up the implementation of Positive Solutions for Families; and

· ensure the fidelity of implementation at the classroom, and system levels.

5. Support, and evaluate a cadre of External Coaches (remotely or in person) to work with our participating districts to:

· coach Leadership Teams and school-based classroom teachers to support, monitor, and strengthen implementation within participating districts.

· provide implementation-focused technical assistance, coaching, consultation, and problem-solving support related to Pyramid Model Practices at the local and/or regional level;

· support individual early childhood educators, districts, and teachers in collecting, interpreting, and using data and fidelity measures to inform implementation and improvement.

· support educators and district personnel in using online systems for data collection, analysis, and interpretation at the school, district, and state levels.

· provide support in districts’ sustainability planning and implementing by coordinating with districts and supporting leadership teams, coaches, and other personnel involved in the sustainability plan to continue to incorporate the pyramid model into their programs.

i. The planning and implementation for sustainability are not limited to the current structure. External coaches will adjust their work with districts based on each district’s sustainability plan for improving positive social-emotional outcomes.

ii. External coaches will submit a backward planning document to DESE at the beginning of the contract after coordinating with participating districts.

· support implementation of culturally responsive and trauma-informed practices, with an emphasis on equity, inclusion, and antiracism. The vendor will provide technical assistance, coaching, consultation, and/or mentoring to identified personnel from early childhood programs, public schools, and other identified groups during the school day, summer, and other appropriate times;

· engage families as equal partners in implementing relevant Pyramid practices upon request of educational collaboratives, MA approved private special education schools, agencies and institutions of higher education, provide support and technical assistance on elements of Pyramid practices;

· Complete evaluation and follow-up documentation requested by DESE in a timely manner for each technical assistance, coaching, consultation, and implementation support activity;

· Participate in orientation, implementation planning, progress-monitoring, and follow-up meetings with state staff;

· Provide DESE with editable copies of materials and resources developed or used to support implementation, including, as applicable, presentation materials, implementation tools, handouts, planning resources, data tools, and other resources requested by DESE.

· Provide relevant participant resources and documentation needed to support implementation activities. These may include implementation tools, planning resources, reference materials, and other materials appropriate to the purpose of the activity.

· Review and develop implementation resources and tools for the Preschool PBS project in collaboration with national experts, early childhood educators, and school district and state staff. Develop resources and tools in consultation with DESE and/or participating districts and early childhood programs, as approved by DESE and EEC.

· Attend monthly check-in meetings with DESE to review the implementation and sustainability progress of each participating district, identify emerging needs or barriers, and determine appropriate follow-up supports.

6. Venue

· Arrange and procure all training venues (virtual or physical) as necessary.

7. DESE expects at least 60% of each fiscal year’s budget to support cadre of External Coaches.

Budget:

The vendor will enter into a contract for service upon approval through June 30, 2027. The maximum amount available to support the Pyramid Model initiative is $200,000.

Consultant fees are based on a fully inclusive rate to be paid to individual(s) working for the vendor under this contract to provide coordination and support services for professional learning and technical assistance, External Coaches, and targeted assistance activities, including site costs for in person technical assistance opportunities and meetings conducted pursuant to this contract. Should this contract or any activities be cancelled for any reason, the vendor is responsible for any site costs. Please describe the rate and level of effort for each individual proposed to provide services under the contract.

Requirements:

1. Expertise in the Pyramid Model, inclusive of implementation and research at the early childhood, classroom, school, and district levels.

2. Expertise in early literacy, children with disabilities, behavioral health, and social emotional development.

3. Knowledge of various assessment measures, including screening tools to identify social, emotional, and behavioral needs of young children.

4. Expertise in building systems of care.

5. Experience implementing culturally responsive, trauma informed practices at the early childhood, classroom, and school levels, emphasizing antiracism, equity, and inclusion.

6. Experience building strong home and school partnerships, ensuring collaborative, equal partnership between educators and parents.

7. Understanding of implicit bias and the implications of implicit bias in service delivery and assessment.

8. Experience providing high quality, interactive virtual professional learning and technical assistance.

9. Experience with ongoing monitoring, evaluation, and support of coaches to ensure successful program implementation.

Preferred:

1. Knowledge of the Massachusetts Early Childhood Special Education (ECSE) Strategic Plan and SSIP.

2. Experience in identifying and securing venues (remote and physical) for statewide and local technical assistance .

3. Experience in building educator and administrative expertise in the Pyramid Model in ECSE.

4. Experience with analyzing and refining practices and supports (internally and/or external) from a racial equity lens.

5. Experience in building sustainable systems with LEAs

6. Deep understanding of how to implement antiracist, equitable, inclusive, culturally responsive practices at the external coach, early childhood, classroom, and school levels and with families.

7. Expertise in implicit bias and its implications in education.

8. Experience conducting virtual and in person meetings with External and Site Based Coaches and/or trainers in the Pyramid Model.

9. Expertise in data collection, including SPP/APR Indicator 7A as required by OSEP.

10. Ability to travel or conduct remote visits to early childhood programs, schools, and districts across the Commonwealth to provide job-embedded technical assistance.

Submission Requirements:

· An all-inclusive budget for each deliverable that is either hourly/daily based or per deliverable based.

· Provide a brief narrative (no more than 15 pages, not including resumes) that addresses each of the required specifications and preferred qualifications (as applicable), including:

· The organization’s experience and ability to manage large projects and provide statewide technical assistance and implementation coaching in a train-the-trainer model in early childhood, classrooms, schools, and districts to build statewide capacity, deepening the work of participants already engaged in this work.

· The organizations experience in supporting LEAs to build sustainable systems to support ongoing Pyramid Model implementation

· The organization’s experience and plan for providing technical assistance to educators and administrators on the theory and application of the Pyramid Model in ECSE.

· The organization’s experience with supporting programs and schools with implementing culturally responsive practices focusing on equity, inclusion, and antiracism.

· The organization’s experience with supporting programs and schools with implementing trauma-informed practices within a culturally responsive setting.

· The organization’s experience and plan for providing technical assistance and ongoing coaching to Leadership Teams, educators, Site Based Coaches, and External Coaches in order to support fidelity of implementation and scaling up of EBPs.

· The organization’s experience and plan for expanding the capacity of early childhood educators, and schools and district specialists in intensive interventions, Functional Behavior Assessment, and effective Behavior Intervention Plans for ECSE.

· The organization’s experience and plan for building capacity in participating early childhood programs and districts for data collection for SPP/APR indicator 7

· The organization’s experience and plan for collaborating and consulting with PBIS experts involved in statewide initiatives in Massachusetts to ensure alignment across the state and in participating early childhood programs and school districts.

· The required professional learning and technical assistance opportunities identified above include proposed content and a timeline broken down into state fiscal years that meets the requirements specified above, including differentiated for early childhood programs and districts based on implementation experience of participating programs, schools, and districts.

· The individuals who will facilitate the work of this initiative and their relevant experience(s), including resumes.

· Outline and description of technical assistance, supervision, development and assignment of External Coaches, including sample evaluations.

· In a one-page narrative, the organization’s commitment to and actions taken to ensure equity (this should include efforts within the organization to support equity and efforts when providing services to clients). In addition, please share the organization’s current challenges with and ongoing efforts to ensure the organization is working towards building the mindsets, practices, and skills to support this initiative.

· Two samples of previous work similar to the scope and content of the DESE’s work with large scale implementation and that demonstrate the bidder’s ability to provide technical assistance and support in a format accessible to the targeted audience.

· Two recommendations from previous employers or contract managers.

· Attachment B – Contact information form (complete and upload with COMMBUYS submission

· Prompt Payment Discount (PPD) Form (available on COMMBUYS to download, complete and upload with response). Bidders are highly encouraged to offer a PPD to expediate payment and provide cost savings to the Commonwealth. Bidders unable to provide a discount can claim hardship. Hardship must be accepted by the team and procurement office.

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

To respond to this bid, please register on the COMMBUYS website. If you need assistance contact the OSD Help Desk at OSDHelpDesk@mass.gov or (8am - 5pm ET Monday – Friday) at 1-888-627-8283 or 617-720-3197.

PLEASE NOTE: All bid postings such as this one, that is $250,000 or less annually, will give preference to Small Business Program Plan (SBPP) registered bidders. Those that are registered SBPP bidders will be evaluated first and if able to meet all the needs of the procurement, will be awarded. Non-SBPP bidders are not reviewed if a SBPP bidder can be awarded. To learn more about the SBPP click here.

image1.gif image2.jpeg