CIP RFQ_2025-26_PreBid_Slides.pdf

Pre-Bid Conference Request for Qualifications 2025-26 Continuous Improvement Partners

March 27, 2025 Mary Neal, OSSI

Purpose To provide background for and summarize Office of Superintendent of Public Instruction’s RFQ 2025-26 for the Continuous Improvement Partner position

Audience Experienced educational leaders, consultants and executive coaches interested in contracting with OSPI as a Continuous Improvement Partner for the 2025-2026 school year

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Pre-Bid Conference Agenda Part One Presentation of information related to RFQ 2025-26 Continuous Improvement Partners

Part Two Question and answer session

Tribal Land Acknowledgement

I would like to acknowledge the Indigenous people who have stewarded this land since time immemorial and who still inhabit the area today, the Steh-Chass Band of Indigenous people of the

Squaxin Island Tribe.

Vision All students prepared for post-secondary pathways, careers, and civic engagement.

Mission Transform K–12 education to a system that is centered on closing opportunity gaps and is characterized by high expectations for all students and educators. We achieve this by developing equity-based policies and supports that empower educators, families, and communities.

Values • Ensuring Equity

• Collaboration and Service

• Achieving Excellence through Continuous Improvement

• Focus on the Whole Child

Equity Statement Each student, family, and community possesses strengths and cultural knowledge that benefits their peers, educators, and schools.

Ensuring educational equity:

• Goes beyond equality; it requires education leaders to examine the ways current policies and practices result in disparate outcomes for our students of color, students living in poverty, students receiving special education and English Learner services, students who identify as LGBTQ+, and highly mobile student populations.

• Requires education leaders to develop an understanding of historical contexts; engage students, families, and community representatives as partners in decision-making; and actively dismantle systemic barriers, replacing them with policies and practices that ensure all students have access to the instruction and support they need to succeed in our schools.

Disclaimer All oral and written communications about this RFQ will be considered unofficial and non-binding on Washington State Department of Enterprise Services (DES). Should bidders rely on any other communication, including statements made by state employees other than the Procurement Coordinator, they do so at their own risk and expense. Bidders should only rely on written amendments issued via Washington’s Electronic Business Solution

(WEBS).

All Questions/Communications must be directed to the OSPI RFQ Coordinator

Name: Kyla Moore

Address:

600 Washington Street South P.O. Box 47200 Olympia, WA 98504-7200

Email Address: contracts@k12.wa.us mailto:contracts@k12.wa.us

Purpose of RFQ Seek highly qualified educational specialists with expertise in the implementation of continuous school improvement systems.

Focus on:

• elevating anti-racist and anti-bias practices;

• identifying, providing, and growing equitable systems of supports within learning communities;

• development of strong leadership at all levels;

• use of data inquiry and improvement processes;

• improvement of core instructional practices; and

• implementing a multi-tiered system of support.

Continuous Improvement

Data & Implementation

Migrant Education

Multilingual Education

Institutional Education

Foster Care

Homeless Education

Language Access

The Office of System and School Improvement serves students who are:

• Experiencing homelessness.

• In foster care.

• In institutional facilities.

• From migratory families.

• Multilingual learners.

• Identified through Washington School Improvement Framework.

We do this by providing Educational Service Districts, School Districts, Schools, and communities with:

• Resources.

• Expertise.

• Data collection and analysis.

• Technical support around evidence-based interventions.

• Strategies for implementing continuous improvement systems.

• Funding and compliance monitoring.

Office of System and School Improvement Mission Statement

OSSI and the Washington School Improvement Framework (WSIF)

The Office of System and School Improvement (OSSI) oversees how the state supports districts and schools that have been identified as eligible for improvement supports by state and federal accountability processes.

Continuous Improvement Partners provide direct assistance to district and school leadership teams for schools identified by WSIF as eligible for tiered supports with no negative budget impact to districts.

Every Student Succeeds Act & OSSI Supports

Every Student Succeeds Act (ESSA)

Washington State Consolidated ESSA Plan Comprehensive (Tier 3 & Tier 3 Plus), Targeted Supports (Tier 1 & Tier 2), and Required Action District (RAD) LEA Consolidated Accountability Planning (L-CAP)

Comprehensive Needs Assessments

School Improvement Plans (SIP) and progress monitoring

Washington State Improvement Framework (WSIF) At a Glance WSIF Indicators and Measures:

• Achievement

• Math

• English Language Arts

• Growth

• Math

• English Language Arts

• Graduation Rate

• English Learner Progress

• WIDA

• School Quality or Student Success (SQSS)

• Regular Attendance

• 9th Graders on Track

• Advanced Course Taking (Dual Credit)

Student Groups:

• All Students

• American Indian/Alaska Native

• Asian

• Black/African American

• Hispanic/Latino

• Native Hawaiian/Pacific Islander

• Two or More Races

• White

• English Language Learners

• Students with Disabilities

• Low Income

• Comprehensive Plus

• Comprehensive - Graduation PlusTier 3 Plus

Tier 3

• Comprehensive

• Comprehensive - Graduation

• Compounded

Tier 2

• Targeted 1-2 student groupsTier 1

• All students performing above thresholdsFoundational

WSIF

Cycle 3

Schools in Improvement

• Targeted 3+

• Targeted - English Learner Progress

Cycle Identification Calculation Compounding Requirements

• Used three Thresholds

• Balanced federal requirements with state accountability requirements

• Considered a school’s 2023 Title I status

All-Schools Threshold Title-I Threshold ELP ThresholdThresholds

Balance Requirements are not an ideal match

POINT 4Title I

Only Title I schools were considered for compounding identification

Timelines for WSIF Supports Cycle 2 (exiting schools) and Cycle 3 (ongoing support)

SY

2022-

SY

2023-

SY

2024-

SY

2025-

SY

2026-

WSIF

Cycle 1

WSIF

Cycle 2

WSIF

Cycle 3

KEY

Identification Support Foundational Eligible Exiting Additional Support

CIP RFQ 2025-26

provide supports beginning Aug 1

Equity and Continuous Improvement Defined

Continuous Improvement Multiple iterative cycles of inquiry and activity aimed at increasing capacity to produce successful outcomes (Bryk, Gomez, Grunow, & LeMahieu, 2015)

Educational Equity “An approach to ensuring equally high outcomes for all by removing the predictability of success or failure that currently correlates with any racial, social, economic, or cultural factor” (Safir, S., & Dugan, J., 2021)

Continuous Improvement Partner Defined

Continuous Improvement Partners (Partners) are contractors who align with and extend OSSI’s strategy to create the conditions for continuous school improvement systems.

Collaborate with OSSI, educational service districts (ESDs), and leadership teams at the school district and building level.

Provide direct systems-level improvement support to district and school leadership teams.

Leverage expertise and resources to increase equitable supports within continuous school improvement systems.

CIP Scope of Work Facilitate the development and implementation of continuous school improvement systems at the district and building level through OSSI’s Continuous Improvement Framework:

Elevation of anti-racist and anti-bias practices Identification, provision, and growth of equitable supports within learning communities Development of strong leadership at all levels Use of data inquiry and improvement science principles Focus on improving core instructional practices Implementation of multi-tiered systems of support

Essential Elements & Themes of Improvement Anti-Racist Practices

Equitable Supports

Development of strong leadership at all levels

Use of data inquiry and improvement science principles

Improvement of core instructional practices

Implementation of multi-tiered systems of support

Clarity of Purpose

Technical Competence

Capacity Building

Human Interaction Skills

Scope of Work Continued:

School Improvement Planning Support the development, evaluation, and adjustment of high-quality school improvement plans (SIPs) that:

• have specific, measurable, attainable, relevant, time-bound, inclusive and equitable high-priority goals;

• are informed by data inquiry and needs assessment(s);

• have clear roles and responsibilities for elements of the plan and progress monitoring;

• implement evidence-informed interventions;

• undergo regular progress monitoring and adjustment using Plan-Do-Study-Act cycles; and

• scale, spread, and sustain effective practices, behaviors, and systems.

District Improvement Planning Assist district personnel in the development, planning and implementation of supports for their WSIF-identified schools, including:

• the development, evaluation, adjustment and progress monitoring of high-quality School Improvement Plans (SIPs)

• the development and adjustment of their LEA Consolidated Accountability Plan (L-CAP) that is informed by:

o data inquiry o school-level comprehensive needs assessments o School Improvement Plan goals and improvement activities

• the implementation of evidence-based interventions;

• regular progress monitoring of School Improvement Plans using Plan-Do-Study-Act cycles; and

• scale, spread, and sustain effective practices, behaviors, and systems.

• Collaborate with Improvement Leads and other partners working within an

Educational Service District.

• Provide supports aligned with specific OSSI programming related to improving student outcomes.

• Conduct beginning of year and bi-annual progress monitoring reviews and feedback of School Improvement Plans (SIPs).

• Review and provide feedback on LEA Consolidated Accountability Plans (L-

CAPS)

• Assigned professional learning events.

• Regular OSSI-specified meetings and planning.

Minimum Qualifications Licensed to do business in Washington State

Master’s and/or doctorate degree in education or a related field

Proof of past or present K-12 teaching and/or administrative certification

Ability to travel to and within the region of assignment, and to attend all required activities both virtually and in-person

At least five (5) years of experience working in an educational leadership role

Proficiency using Microsoft Office Suite, and using and facilitating virtual meeting programs like Zoom

Examples of Desired Qualifications

• building inclusive education systems to close equity gaps for students served in each student group identified in the WSIF;

• data use, visualization and modeling to inform equitable supports within continuous school improvement systems and school improvement plans;

• executive-level coaching; and

• alternative or reengagement programs.

Multi-year experience in the following areas:

*This list of Desired Qualifications is not exhaustive: please refer to the RFQ for a full list of Desired Qualifications

Submitting Proposals

This solicitation will remain open until further notice. To be considered for a contract beginning August 1, 2025:

Consultants are encouraged to submit proposals prior to 3:00 p.m. Pacific Standard Time on Monday, April 7, 2025

Proposal Checklist

Ensure that you have submitted all required materials in the required format, following all directions in Section C of the RFQ.

Find this Proposal Checklist as Exhibit H of the RFQ.

Scoring/ Evaluation

• Proposals ranked by OSPI

Evaluation Team

• Phase I – Evaluation of Written

Materials, including following directions for submittal

• Consultants who meet Phase I Cut Score contacted for Oral Interview and Performance Task

• Bidders who meet cut scores for Phases I-III can achieve up to 10 additional scoring preference points.

• Available positions filled in order of highest total points achieved.

Selection of Apparent Successful Bidders

OSPI reserves right to award contracts to bidders whose proposals are deemed in the best interest of and most advantageous to OSPI and Washington State.

Date of announcement of the Apparent Successful Bidder (ASB) will be date the announcement letter is postmarked or, if emailed, date email is sent.

The State will enter into contract negotiations with the ASB.

Proposals that have not been selected for further negotiation or award will be notified via email by RFQ Coordinator.

Estimated Schedule for RFQ

Period of Performance

• August 1, 2025 – July 31, 2026

• OSPI reserves the right to amend to extend the contract for up to three (3) additional contract years through SY 2028-29.

References Bryk, A. S., Gomez, L., Grunow, A., & LeMahieu, P. (2015). Learning to improve: How America’s schools can get better at getting better.

Harvard Education Publishing.

Safir, S., & Dugan, J. (2021). Street data: A next-generation model for equity, pedagogy, and school transformation. Corwin.

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