CTR078992_Contractor_Proposal_Response.pdf

Offeror Submittal Documents

Solicitation No.: BPM007115

Description:

Employment Services – Education Workforce Innovation Initiative

RFP Solicitation Instructions (03-25) Available Online at https://app.az.gov Page 14 of 25

Attachment 1 - Offer and Acceptance

TO THE STATE OF ARIZONA:

The Undersigned hereby offers and agrees to provide Employment Services – Education Workforce Innovation Initiative Program in compliance with all Terms, Conditions, Specifications, and Amendments in the Solicitation and any written exceptions in the Offer.

Company Name Signature of Person Authorized to Sign Offer

Address Printed Name and Title

City State Zip Contact Name and Title By checking this box, Offeror is certifying that it is exempt from the requirements regarding the forced labor of ethnic Uyghurs and boycott of Israel because of one of the following: Contractor is a Sole proprietorship, has fewer than ten (10) employees; or is a non-profit organization.

Contact Email Address Contact Phone Number CERTIFICATION: By signature in the above, Offeror certifies that it:

1. Will not discriminate against any employee or applicant for employment in violation of Federal Executive Order 11246, [Arizona] State Executive Order 2023-09, 2023-01, 2009-

2. Has not given, offered to give, nor intends to give at any time hereafter any economic opportunity, future employment, gift, loan, gratuity, special discount, trip, favor, or service to a public servant in connection with the submitted offer. Failure to provide a valid signature affirming the stipulations required by this clause will result in rejection of the Offer. Signing the Offer with a false statement will void the Offer, any resulting contract, and may be subject to legal penalties under law;

3. Complies with A.R.S. § 18-132 when offering electronics or information technology products, services, or maintenance;

4. Has submitted this Offer as a firm offer for 180 days following the Solicitation due date and time. After 180 days, the Offer will remain open unless revoked by Offeror via written withdrawal of Offeror’s proposal in accordance with the Arizona Procurement Code;

5. Did not and will not involve collusion or other anti-competitive practices;

6. Is not debarred from, or otherwise prohibited, from participating in any contract awarded by federal, state, or local government.

7. Does not participate in, and agrees not to participate in during the term of the contract, a boycott of Israel in accordance with A.R.S. § 35-393 et seq.

(Unless exempt)

8. Does not participate in the use of forced labor of ethnic Uyghurs as described in A.R.S. § 35-394. (Unless exempt)

ACCEPTANCE OF OFFER

The Offer is hereby accepted.

The Contractor is now bound to sell the services listed by the attached contract and based upon the solicitation, including all Terms, Conditions, Specifications, Amendments, etc., and the Contractor’s Offer as accepted by the State.

This Contract shall henceforth be referred to as Contract No. ________________________________________.

The effective date of the Contract is ________________________________________.

The Contractor is cautioned not to commence any billable work or to provide any material or service under this contract until Contractor receives purchase order, contract release document or written notice to proceed.

State of Arizona Awarded this ________ day of ________________________ 20______

Procurement Officer Signature

1.Experience Building Partnerships with Public Universities, Colleges, and LEAs for Parent and Caregiver Professional Development (Scope of Work Section 5.2)

ALL In Education has a proven track record of establishing effective partnerships with public universities, colleges, and local education agencies (LEAs) to implement programming and professional development opportunities for parents and caregivers. Our collaborative approach is rooted in the belief that supporting access to education is essential for fostering systemic change in the educational system.

One of our key partnerships is with the Arizona K-12 Center at Northern Arizona University. This collaboration has been instrumental in developing a comprehensive curriculum for the Sustainable Leadership Initiative (SLI), which is a transformative two-generational model designed to address educational opportunities and economic mobility by cultivating parent and caregiver leaders who can transition into education professionals. The Arizona K-12 Center provides expertise in instructional strategies and professional development, ensuring that our training aligns with current educational standards and best practices. Together, we have co-designed training modules that focus on literacy, data-driven decision making, and community engagement, which are critical for enhancing the effectiveness of parent educators.

Additionally, we have partnered with local school districts, such as the Roosevelt School District, to create pathways for parents and caregivers to transition into formal educator roles. As one of our most engaged partners since 2020, over 200 parents and caregivers are active in collective advocacy in the Roosevelt School District. This partnership also allows us to provide job placements for SLI participants, ensuring that they can apply their newly acquired skills in real-world settings. Additionally, through the School Talent Acquisition Readiness (STAR) Program, we are collectively ensuring that schools are prepared to welcome and support new educators. This component will involve training school leaders and staff on best practices for mentoring, cultivating, and retaining new talent, creating an inclusive environment that values diverse perspectives. By working closely with LEAs such as Roosevelt School District, we have developed tailored professional development opportunities that address the specific needs of the communities we serve, fostering a sense of ownership and accountability among participants.

Our collaborative efforts also extend to ongoing mentorship and support for parent educators. We facilitate Communities of Practice (CoP) where participants can share experiences, challenges, and successes, further enhancing their professional growth. This model not only strengthens the skills of parent educators but also builds a network of support that is vital for sustaining engagement and commitment to educational excellence.

Through these partnerships, ALL In Education has successfully created a robust framework for professional development that empowers parent educators and caregivers, ultimately leading to improved educational outcomes for Latino and underserved students in Arizona. Our commitment to collaboration ensures that our initiatives are culturally responsive, relevant, and impactful, driving meaningful change in the education system.

2.Recruitment Approach for Parents and Caregivers as Education Professionals (Scope of Work Section 5.4)

At ALL In Education, our recruitment strategy for parents and caregivers as education professionals is designed to be inclusive, targeted, and community-driven, ensuring that we engage individuals from both urban and rural areas of Arizona who have demonstrated a commitment to education and whose income falls at or below federal poverty levels. Our approach is built on the principles of trust, accessibility, and agency, recognizing the unique strengths and experiences that parents and caregivers bring to the educational landscape.

ALL In Education delivers our leadership pipeline programming to over 240 participants yearly in school systems that serve a high concentration of Latino, Black, and low-income families throughout Maricopa, Pima, and Yuma counties in Arizona. Ninety-five percent (95%) of participants are women, and 90% of program participants report an annual household income of less than $29,000.

Community Engagement and Outreach: To effectively reach potential participants, we prioritize community engagement through the following outreach activities.

● Partnerships with Local Education Agencies and Community Organizations: We collaborate with school systems and community-based organizations that have established a strong presence and trust within their neighborhoods. These school and community partnerships help us identify and connect with parents and caregivers who are interested in deepening their engagement in their children’s education and are interested in pursuing professional roles in education.

● Fostering Connections Through School and Community Liaisons: Many partner schools employ liaisons who maintain close relationships with families. By working directly with these liaisons, we are able to identify prospective participants and engage them through trusted, familiar channels. This approach not only strengthens relationships with families but also creates a clear, supportive pathway into our programs and ultimately into the education workforce.

● Information Sessions and Workshops: We host informational sessions and workshops virtually and in accessible locations, such as schools, to introduce our programs and the pathways to becoming education professionals. These sessions are designed to be welcoming and informative, providing potential participants with a clear understanding of the opportunities available to them.

● Leveraging Our Parent/Caregiver Alumni Networks: Our over 800 alumni from the Parent Educator Academy (PEA) serve as ambassadors for our recruitment efforts. Their personal stories and experiences resonate with prospective participants, helping to build trust and encourage others to consider a career in education. They have become trusted recruiters for our programs through their personal networks and word of mouth.

Targeted Recruitment Strategies: Recognizing the specific needs of parents and caregivers from low-income backgrounds, we implement targeted recruitment strategies:

● Tailored Messaging: Outreach materials highlight the benefits of pursuing a career in education, including job stability, economic mobility, and the ability to make a meaningful impact in their communities. Messaging is responsive and available in both English and Spanish to ensure accessibility and reach.

● Accessible and Supportive Program Models: We design program structures that reduce barriers for families by aligning with their schedules and needs. The Parent Educator Academy (PEA) is offered virtually twice a week in the evenings, making it accessible to parents and caregivers balancing work and family responsibilities. The Sustainable Leadership Initiative (SLI) Summer Institute is hosted in person during the summer months, with participant stipends provided to offset financial burdens and support full engagement in this intensive training experience.

● Prioritizing Workforce Interest and Commitment: We actively engage parents and caregivers who not only demonstrate commitment to their children’s education through school involvement or advocacy, but who also express clear interest in pursuing education-related career pathways. By focusing recruitment on individuals who aspire to professional roles in schools, we ensure that participants enter the program with both the passion and the intent to transition into the education workforce.

Supportive Pathways to Certification: To facilitate the transition from parent or caregiver to education professional, we provide comprehensive support throughout the recruitment process:

● Guidance and Learning Resources: Participants are paired with mentors who support them through the certification process and help them navigate requirements with confidence. In addition, study materials, teaching strategy workshops, and professional development opportunities are provided to strengthen their readiness for the classroom.

● Barrier Reduction and Career Navigation: To remove financial and logistical obstacles, we provide assistance with costs such as test preparation, applications, and fingerprinting/background checks. We also prepare participants for career placement through resume building, mock interviews, and direct connections with hiring districts and charter networks.

● Community and Continuous Improvement: Participants benefit from a supportive cohort model and alumni network that fosters peer encouragement and resource sharing beyond certification. At the same time, we regularly gather feedback to refine and adapt our approach, ensuring that programming remains responsive to families’ evolving needs.

3. ALL In Education’s Approach to Providing Educational Opportunities in the Science of Reading (Scope of Work Section 5.5)

ALL In Education’s commitment to educational equity is reflected in our comprehensive approach to equipping parents and caregivers with the knowledge and skills necessary to support their children’s literacy development and enter the education profession as classroom aides or paraprofessionals. Our model integrates the Science of Reading with practical training, ensuring that participants not only understand foundational literacy concepts but also gain the competencies necessary for effective instructional support in educational settings.

Curriculum Development and Training: Our Sustainable Leadership Initiative Summer Institute is designed around the Science of Reading, with emphasis on evidence-based practices for teaching reading. With expert guidance from our partners at the Arizona K-12 Center, we developed a curriculum that includes:

● Foundational Literacy Skills: Participants learn about phonetic awareness, phonics, vocabulary, fluency, and comprehension strategies. This foundational knowledge is critical for supporting students in developing strong reading skills.

● Culturally Relevant Instruction: We ensure that our curriculum is culturally responsive, incorporating materials and strategies that reflect the diverse backgrounds of the students we serve. This approach fosters engagement and relevance, making learning more impactful.

● Hands-On Training: Our training includes interactive instruction where participants have opportunities to practice instructional strategies in real-world scenarios. This experiential learning helps solidify their understanding and prepares them for classroom environments.

Mentorship and Support: To facilitate knowledge acquisition and skill development, we implement a mentorship model that pairs participants with experienced educators. This mentorship includes:

● Ongoing Coaching: Participants receive regular feedback and support from mentors who guide them in applying the Science of Reading principles in practice. This one-on-one coaching support is essential for building confidence and competence.

● Communities of Practice: We create opportunities for participants to engage in peer-led discussions and collaborative learning. These communities foster a supportive network where participants can share experiences, challenges, and successes, enhancing their professional growth.

Pathways to Employment: Recognizing the importance of practical experience, we provide structured pathways for participants to transition into educational roles.

● Job Placement Support: We collaborate with local school districts to identify job openings for classroom aides and paraprofessionals. Our partnerships ensure that participants have access to employment opportunities upon completion of their training.

● Certification Pathways: Participants are guided through the process of obtaining necessary certifications, including micro-credentials in literacy instruction. This formal recognition of their skills enhances their employability and prepares them for future roles in the education sector.

Evaluation and Continuous Improvement: To ensure the effectiveness of our programs, we implement a robust evaluation framework that includes:

● Participant Feedback: We regularly collect feedback from participants to assess their learning experiences and identify areas for improvement.

● Impact Measurement: We track participant outcomes, including job placements, economic mobility and student literacy gains in classrooms where our trained aides are employed. This data informs our program adjustments and demonstrates our commitment to accountability.

4.Related Experience in Assisting Parents and Caregivers with Job Placement in Education Settings (Scope of Work Section 5.6)

ALL In Education has a proven track record of successfully assisting parents and caregivers with job placements within educational settings, particularly as classroom aides and paraprofessionals. Our initiatives are designed to equip parents and caregivers with the necessary skills and support to transition into educational roles that not only enhance their economic mobility but also contribute to the academic success of their children.

Our flagship program, the Parent Educator Academy (PEA), has been instrumental in preparing parents for careers in education. Since its inception, PEA has graduated over 800 parents, providing them with essential leadership skills, advocacy training, and a deep understanding of the educational landscape. This foundational training positions them to independently pursue roles as classroom aides or paraprofessionals effectively. Additionally, a 2024 survey of 100 PEA alumni shows that 81% are interested in learning more about career opportunities in the education sector

In support of PEA alumni, the Sustainable Leadership Initiative (SLI) specifically focuses on creating pathways for parents and caregivers to enter the education workforce. Through SLI, we offer a two-week intensive summer training program that culminates in a micro-credential certification. This certification not only prepares participants for immediate employment opportunities as classroom aides or paraprofessionals but also sets the stage for future educator certification. By partnering with local school districts, such as the Roosevelt School District, we ensure that our participants have access to job placement opportunities upon completion of the program. Of the eight participants in the inaugural cohort, 100% were offered placements as classroom aides and paraprofessionals. Seven accepted their positions, and one is waiting for an opening at their child’s school.

Furthermore, we provide ongoing mentorship and support to our alumni, helping them navigate the job application process and connect with potential employers. Our collaboration with the Arizona K-12 Center enhances this effort by aligning our training with district needs, ensuring that our participants are well-prepared to meet the demands of the education workforce.

5.Continuing Education and Ongoing Professional Development for Parent and Caregiver Educators (Scope of Work Section 5.7)

At ALL In Education, we recognize that the journey of parent and caregiver educators does not end with their placement in professional education roles. To ensure their success and the success of the students they serve, we have developed a comprehensive approach to continuing education and ongoing professional development tailored specifically to these educators.

Summer Intensive Training: Each summer, over a four-year period, ALL In Education and the AZ K-12 Center will host a two-week intensive training program designed to prepare and equip each new cohort of participants. The first year focuses on foundational skills—including literacy instruction and evidence-based instructional strategies—and culminates in a certificate of completion, providing a recognized pathway toward a career in education.

In subsequent summers, participants return for progressive, skill-building trainings that deepen their expertise and broaden their impact. These advanced sessions focus on best practices for supporting English Language Learners (ELLs), adapting instruction for students with special needs, classroom management, and implementing culturally responsive teaching strategies. This layered approach ensures that graduates not only enter the classroom prepared but also continue to evolve into highly skilled, equity-driven educators equipped to meet the diverse needs of Arizona students.

Mentorship and Coaching: Recognizing the importance of support in the early stages of their careers, we pair each newly placed educator with a mentor who is an experienced educator. This mentorship relationship fosters a supportive environment where parent educators can seek guidance, share experiences, and receive constructive feedback. Regular coaching sessions are scheduled to address specific challenges and celebrate successes, reinforcing their confidence and competence in their roles.

Communities of Practice (CoP): Throughout the academic year, ALL In Education will facilitate CoPs to foster peer mentorship and collaboration among participants. These communities provide ongoing support as participants navigate their educational journeys, share best practices, and build social capital.

School Talent Acquisition Readiness (STAR) Program: The STAR Program ensures schools are prepared to welcome and support new educators. This component involves training school leaders and staff on best practices for mentoring and retaining new talent, creating an inclusive environment that values diverse perspectives.

Evaluation and Feedback: We implement a robust evaluation process to assess the effectiveness of our professional development initiatives. Feedback from participants is collected through surveys and focus groups, allowing us to continuously refine our offerings based on their needs and experiences.

This iterative approach ensures that our professional development remains relevant and impactful.

6.Budget Narrative (Scope of Work Section 7.1 and Attachment 9 Itemized Service Budget)

The total estimated project cost for the Sustainable Leadership Initiative is $659,691 for year one implementation. The requested $500,000 from this RFP will serve as the foundation for implementing and scaling the initiative. We recognize that this request does not cover the full cost of implementation; however, ALL In Education has already secured the remaining $159,691 through commitments from the Burton Family Foundation ($40,000), Aspen Institute ($100,000), Garcia Family Foundation ($50,000), and Arizona Community Foundation ($50,000). This diversified approach ensures both financial sustainability and a shared investment in the success of the program.

This budget is designed to ensure effective implementation, management, and monitoring of the program, which aims to assist parents and caregivers in pursuing careers as education professionals.

Below is a detailed description of the budget components and their intended use:

Personnel: $296,992 Personnel expenses represent a critical investment in the successful implementation of the Sustainable Leadership Initiative. Total personnel costs amount to $296,992, reflecting salary allocations and fringe benefits for key leadership, management, and support staff who will ensure program fidelity, participant success, and long-term sustainability.

The Chief Executive Officer ($83,673, 14% FTE) will provide strategic oversight and ensure alignment of the initiative with organizational goals. The Vice President of External Affairs ($26,460, 20% FTE) will lead funder and partner engagement to sustain and expand the program. To coordinate curriculum delivery and participant support, the Community Impact and Learning Manager for Leadership ($23,790, 22% FTE) and the Leadership Programs Specialist ($24,310, 25% FTE) will manage day-to-day program operations, training facilitation, and mentorship activities.

The Leadership Programs Manager ($15,860, 22% FTE) and the Managing Director of Leadership Programs ($17,280, 20% FTE) will oversee program quality and ensure participant outcomes are monitored and met. To ensure effective organizational systems, the Operations Director ($10,109, 20% FTE) will provide internal management and logistical support.

Policy integration is a key feature of the initiative; therefore, the Vice President of Policy and Advocacy ($29,925, 14% FTE) and the Managing Director of Organizing-Policy and Advocacy ($58,954, 17% FTE) will work to embed leadership development within broader systems-change strategies. Finally, the Communications Manager ($6,631, 21% FTE) will manage program communications, outreach, and storytelling to amplify impact.

Travel: $0

Operational Cost: $362,699 Program Participant Stipends – $72,100 The program provides direct stipends to participants, reinforcing the value of their time and leadership contributions. Parent Educators (25 participants) will each receive an annual stipend of $2,500 ($62,500 total), supporting their ongoing professional development and leadership roles in schools and communities. Additionally, two Parent Leaders will each receive $4,800 ($9,600 total) to support parent leadership development that facilitates identifying Summer Institute participants.

Contracted Support – $200,000 Specialized contracted services are essential to deliver evidence-based programming and evaluation.

The Arizona K-12 Center at Northern Arizona University ($125,000) will provide curriculum development and support for leadership cohorts, while the Community of Practice ($25,000) expands opportunities for peer learning and collaboration. To ensure continuous improvement and accountability, Research and Program Evaluation ($50,000) will measure outcomes, track impact, and inform refinements.

Program Expenses – $90,599 Additional program expenses ensure smooth operations and high-quality participant experiences. This includes administrative costs ($59,099), materials and supplies ($6,000), food and meals ($10,000) to support convenings, printing ($1,500) for training and outreach materials, facilities and rent ($8,000) for program space, and marketing and communications support ($6,000) to broaden awareness and recruit diverse participants.

Indirect Cost: $0

Management and Monitoring of Funding ALL In Education utilizes a comprehensive financial management system to track expenditures and ensure that funds are allocated according to the approved budget. Regular financial reports will be generated to monitor spending against the budget, and any discrepancies will be addressed promptly.

The CEO and Leadership Programs Specialist will oversee the implementation of the initiative, ensuring that all activities are executed as planned and that resources are used efficiently and effectively. Monthly meetings will be held with staff to review progress, discuss challenges, and make necessary adjustments to the program.

Additionally, we will engage in ongoing communication with partners and stakeholders, including parents and caregivers, to ensure alignment with the initiative’s goals and gather feedback for continuous improvement. This collaborative approach will enhance accountability and ensure that the initiative remains responsive to the needs of the families we serve.

Description: Employment Services – Education Workforce Innovation Initiative

RFP Solicitation Instructions (03-25) Available Online at https://app.az.gov Page 16 of 25

Attachment 3 - Certification Regarding Lobbying

Certification for Contracts, Grants, Loans, and Cooperative Agreements

The undersigned certifies, to the best of his or her knowledge and belief, that:

(1) No Federal appropriated funds have been paid or will be paid, by or on behalf of the undersigned, to any person for influencing or attempting to influence an officer or employee of an agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with the awarding of any Federal contract, the making of any Federal grant, the making of any Federal loan, the entering into of any cooperative agreement, and the extension, continuation, renewal, amendment, or modification of any Federal contract, grant, loan, or cooperative agreement.

(2) If any funds other than Federal appropriated funds have been paid or will be paid to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with this Federal contract, grant, loan, or cooperative agreement, the undersigned shall complete and submit Standard Form-LLL, ''Disclosure of Lobbying Activities,'' in accordance with its instructions.

(3) The undersigned shall require that the language of this certification be included in the award documents for all subawards at all tiers (including subcontracts, subgrants, and contracts under grants, loans, and cooperative agreements) and that all subrecipients shall certify and disclose accordingly. This certification is a material representation of fact upon which reliance was placed when this transaction was made or entered into. Submission of this certification is a prerequisite for making or entering into this transaction imposed by section 1352, title 31, U.S. Code. Any person who fails to file the required certification shall be subject to a civil penalty of not less than $10,000 and not more than $100,000 for each such failure.

Statement for Loan Guarantees and Loan Insurance

The undersigned states, to the best of his or her knowledge and belief, that:

If any funds have been paid or will be paid to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with this commitment providing for the United States to insure or guarantee a loan, the undersigned shall complete and submit Standard Form-LLL, ''Disclosure of Lobbying Activities,'' in accordance with its instructions.

Submission of this statement is a prerequisite for making or entering into this transaction imposed by section 1352, title 31, U.S. Code. Any person who fails to file the required statement shall be subject to a civil penalty of not less than $10,000 and not more than $100,000 for each such failure.

APPLICANT’S ORGANIZATION

*PRINTED NAME AND TITLE OF AUTHORIZED REPRESENTATIVE

Prefix:

*First Name: *Middle Name:

*Last Name: *Suffix:

*Title:

*SIGNATURE *DATE

ALL In Education (Arizona Latino Leaders In Education)

Ms

Stephanie Tapia Parra M.Ed.

Chief Executive Officer

Docusign Envelope ID: 96DF2D2B-58B9-4481-B3D9-546B9EBF9293

9/2/2025 https://app.az.gov/

Description: Employment Services – Education Workforce Innovation Initiative

RFP Solicitation Instructions (03-25) Available Online at https://app.az.gov Page 19 of 25

Attachment 5 - Certification of Insurability

By signing this document, the Offeror certifies the following:

1. The Offeror currently possesses the required insurance as stated in the Special Terms and Conditions; or the Offeror is able to obtain the required insurance AND shall obtain the required insurance should a contract be awarded to them.

2. The Offeror shall supply separate policy endorsements in addition to the Certificate of Insurance for each policy which requires a waiver of subrogation and/or an additional insured with the required language appearing in the policy schedule. required by

3. The Offeror is insured by or shall only seek insurance coverage by an insurance company who has an “AM Best” rating of not less than A- VII.

4. The Offeror shall provide a Certificate of Insurance and associated policy endorsement(s) within ten (10) days of award through the insurance tracking portal, myCOI. The policy(ies) shall be in effect prior to the effective date of the contract.

The undersigned hereby understands its commitment to provide the requirements for insurance indicated above, should a contract be awarded to your company. Failure to submit the certificate of insurance and policy endorsements, and failure to receive acceptance by the Department may result in the Department terminating the Contract by default as stated in the Special Terms and Conditions.

Company Name

Name and Title of Authorized Representative

Signature

Date

ALL In Education (Arizona Latino Leaders In Education)

Stephanie Parra, Chief Executive Officer

Docusign Envelope ID: CD4AA414-ED3D-4EEC-9151-254A54618D73

Description: Employment Services – Education Workforce Innovation Initiative

RFP Solicitation Instructions (03-25) Available Online at https://app.az.gov Page 17 of 25

Attachment 4 - Certification Regarding: Debarment, Suspension, Ineligibility and Voluntary Exclusion Lower Tier Covered Transactions

This certification is required by the regulations implementing Executive Order 12549-Debarment and Suspension, 29 CFR Part 98, Section 98.510, Participant’s responsibilities. The regulations were published as Part VII of the May 26, 1988 Federal Register (pages 19160-19211).

(BEFORE COMPLETING CERTIFICATION, READ ATTACHED INSTRUCTIONS WHICH ARE AN INTEGRAL PART OF

THE CERTIFICATION)

(1) The prospective recipient of federal assistance funds certifies, by submission of this proposal, that neither it nor its principals are presently debarred, suspended, proposed for debarment, declared ineligible, or voluntarily excluded from participation in this transaction by a federal department or agency.

(2) Where the prospective recipient of federal assistance funds is unable to certify any of the statements in this certification, such prospective participant shall attach an explanation to this proposal.

Name of Agency / Organization

Name and Title of Authorized Representative

Signature

Date

ALL In Education (Arizona Latino Leaders In Education)

Stephanie Parra, Chief Executive Officer

Docusign Envelope ID: DC0F4A86-5F77-41E5-9C26-4A3BE2769131

Description: Employment Services – Education Workforce Innovation Initiative

RFP Solicitation Instructions (03-25) Available Online at https://app.az.gov Page 20 of 25

Attachment 6 - Designation of Confidential, Trade Secret and Proprietary Information All materials submitted as part of a response to a solicitation are subject to Arizona public records law and will be disclosed if there is an appropriate public records request at the time of or after the award of the contract. Recognizing there may be materials included in a solicitation response that are proprietary or a trade secret, a process is set out in A.A.C. R2-7-103 (copy attached) that will allow qualifying materials to be designated as confidential and excluded from disclosure. For purposes of this process the definition of “trade secret” will be the same as that set out in A.A.C. R2-7-101(51).

Complete this form and return it with your Offer along with the appropriate supporting information to assist the State in making its determination as to whether any materials submitted as part of your Offer should be designated confidential because the material is proprietary or a trade secret and therefore not subject to disclosure. Offerors shall create a redacted version of documents containing confidential information upon request from the Procurement Officer.

STATE WILL NOT CONSIDER ANY MATERIAL IN YOUR OFFER “CONFIDENTIAL” UNLESS DESIGNATED ON THIS FORM.

Check one of the following – if neither is checked, State will assume that it is equivalent to “DOES NOT”:

☐ This response DOES NOT contain proprietary or trade secret information. I understand that my entire response will become public record in accordance with A.A.C. R2-7-C317; or

☐ This response DOES contain trade secret information because it contains information that:

1. Is a formula, pattern, compilation, program, device, method, technique or process;

2. Derives independent economic value, actual or potential, from not being generally known to, and not being readily ascertainable by proper means by, other persons who can obtain economic value from its disclosure or use; and

3. Is the subject of efforts by myself or my organization that are reasonable under the circumstances to maintain its secrecy.

NOTE: Failure to attach an explanation may result in a determination that the information does not meet the statutory trade secret definition. All information that does not meet the definition of trade secret as defined by A.A.C. R2-7-101(51) will become public in accordance with A.A.C. R2-7-C317. State may make its own determination on materials in accordance with A.A.C. R2-7-103.

If State agrees with Offeror’s designation of trade secret or confidentiality and the determination is challenged, the undersigned hereby agrees to cooperate and support the defense of the determination with all interested parties, including legal counsel or other necessary assistance.

By submitting this response, Offeror agrees that the entire Offer, including confidential, trade secret, and proprietary information may be shared with an evaluation committee and technical advisors during the evaluation process. Offeror agrees to indemnify and hold State, its agents and employees, harmless from any claims or causes of action relating to State’s withholding of information based upon reliance on the above representations, including the payment of all costs and attorney fees incurred by State in defending such an action.

Company name Signature of person authorized to sign

Address Printed name and Title

City, State, ZIP Contact email address Contact phone number

ALL In Education (Arizona Latino Leaders In Education)

515 E. Grant St, Suite 150

Phoenix, AZ 85004

Stephanie Parra, Chief Executive Officer stephanie@allineducation.org 480-370-0430

Docusign Envelope ID: D634D4D1-89A6-4672-ABE6-34823B6374F8

Description: Employment Services – Education Workforce Innovation Initiative

RFP Solicitation Instructions (03-25) Available Online at https://app.az.gov Page 22 of 25

Attachment 7 - Deviations and Exception: Conformance Statements If taking exceptions, the relevant subsequent pages titled “Attachment Supplements” must be completed. Attach additional pages as needed.

STATE WILL NOT CONSIDER ANY EXCEPTIONS UNLESS DESIGNATED ON THIS FORM.

READ ALL INSTRUCTIONS TO OFFERORS BEFORE TAKING ANY EXCEPTIONS. OFFERS WITH EXCEPTIONS MAY BE

FOUND NOT SUSCEPTIBLE FOR AWARD UNDER A.A.C. R2-7-C311 OR RECEIVE LOWER SCORES DURING

EVALUATION.

IF NEITHER BOX IS CHECKED UNDER ANY SECTION BELOW, THE OFFEROR’S RESPONSE TO THAT SECTION WILL BE CONSIDERED “YES” AND STATE WILL INTERPRET THE OFFER AS IF THERE WERE NO EXCEPTIONS TAKEN.

CONFORMANCE TO THE INSTRUCTIONS TO OFFERORS

Check one of the following:

YES – Offeror acknowledges that it has read and understands the Special Instructions to Offerors and Uniform Instructions to Offerors of the Solicitation Documents and attests that its Offer complies with both.

NO – Offeror acknowledges that it has read and understands the Instructions to Offerors in the Solicitation Documents, and attests that its Offer complies with both EXCEPT FOR the exceptions listed in Attachment Supplement – Conformance Statements - Exceptions to Instructions.

CONFORMANCE TO SCOPE OF WORK AND PRICING

YES – Offeror acknowledges that it has read and understands the Scope of Work Document and the Pricing Document of the Solicitation Documents and attests that its Offer complies with both.

NO – Offeror acknowledges that it has read and understands the Scope of Work Document and the Pricing Document of the Solicitation Documents and attests that its Offer complies with both EXCEPT FOR the exceptions listed in Attachment Supplement – Conformance Statements - Exceptions to Scope of Work and Pricing.

CONFORMANCE TO THE CONTRACT TERMS AND CONDITIONS

YES – Offeror acknowledges that it has read and understands the Special Terms and Conditions and the Uniform Terms and Conditions, along with their respective Exhibits and Appendices of the Solicitation Documents and attests that its Offer complies with all.

NO – Offeror acknowledges that it has read and understands the Special Terms and Conditions and the Uniform Terms and Conditions, along with their respective Exhibits and Appendices of the Solicitation Documents and attests that its Offer complies with all EXCEPT FOR the exceptions listed in Attachment Supplement – Conformance Statements - Exceptions to Contract Terms and Conditions.

Description: Employment Services – Education Workforce Innovation Initiative

RFP Solicitation Instructions (03-25) Available Online at https://app.az.gov Page 24 of 25

Attachment 8 – Proposed Subcontractors

Check “NO” if you WILL NOT subcontract any portion of the work for Employment Services – Education Workforce Innovation Initiative and will therefore be carrying out all of the work with your own personnel.

NO, the Offeror will not subcontract any portion of the work for the Project.

If you WILL subcontract any portion of the work for Employment Services – Education Workforce Innovation Initiative check “YES” below and list name of persons or companies you propose to use as subcontractors.

1. Fill in the information for every significant subcontractor – indicate the type of work the subcontractor will perform under the Contract, and their approximate percentage of the total Contract work.

2. Provide copies of relevant certifications.

3. Provide description of quality assurance methods and quality control measures that you will use to ensure that

Subcontractor work meets the Contract requirements.

4. The State may demand additional information about proposed subcontractors as a precondition of award.

YES, the Offeror will use the Subcontractors listed below:

Name and Contact information Small

Business Work to be performed % 1.

2.

3.

4.

5.

6.

Arizona K-12 Center at Northern Arizona University, Executive Director, Daniela Robles, drobles@azk12.org

Curriculum development, professional training, and mentorship in literacy and Special Education for PEA Alumni Educators. Quality assurance methods include expert-led design, stakeholder feedback, and annual trainer/mentor calibration. Quality control measures include quarterly audits, educator surveys, competency checks, and corrective action plans for any deficiencies.

23%

Third-party research firm, TBD

No

No Independent research, data analysis, and evaluation services to measure program impact and inform continuous improvement for PEA Alumni Educators.

Quality assurance methods include standardized research protocols, collaborative review with leadership, and compliance with ethical standards.

Quality control measures include data validation checks, milestone progress reviews, final audit, and sign-off of reports.

8%

7.Continuous Data Collection Approach (Scope of Work Section 8.2)

At ALL In Education, we prioritize a robust and transparent data collection framework to ensure effective program reporting and to measure the impact of our initiatives. This approach is carefully designed to capture both quantitative and qualitative metrics that align with the goals of the Sustainable Leadership Initiative (SLI) while generating actionable insights that drive continuous program improvement. The data collection for this initiative is a robust mixed-methods approach to capture insights that will continuously improve the model. Data collection methods include the following quantitative survey questionnaires: pre-survey, mid-point, and post-surveys. The qualitative data includes: classroom artifacts, individual participant post-interviews, and focus group discussions.

Draft Report Format Within the first 30 days of the contract start date, we will submit a draft report format to the Arizona Department of Economic Security (ADES) for review and approval. This format will include clear sections for quantitative data, qualitative feedback, and narrative summaries, providing a comprehensive view of program activities, outcomes, and areas for improvement.

Monthly Activity Reports By the 15th of each month, ALL In Education will submit a monthly activity report that includes detailed information on:

● Recruitment of Parents and Caregivers

○ Number of parents and caregivers at or below the federal poverty level recruited as education professionals, disaggregated by urban and rural Arizona.

● Training and Skill Development

○ Number of parents and caregivers trained in the Science of Reading and prepared for roles as classroom aides or paraprofessionals.

● Support Services for Job Placement

○ Types of support services provided to participants.

○ Number and location (urban/rural) of partnering Local Education Agencies (LEAs).

○ Job placement and retention numbers for parents and caregivers employed in LEAs.

● Continuing Education and Professional Development

○ Types and frequency of ongoing professional development opportunities offered.

○ Stories and feedback from participants on how these opportunities have strengthened their classroom readiness and professional growth.

Outreach Activities

● Methods used for outreach, such as workshops or social media campaigns.

● Number of families engaged, along with geographic and demographic summaries of outreach efforts.

1. PERSONNEL

Staff Person Position Title Salary Fringe Benefits Rate Fringe Benefits Total Cost for Contract Period

Stephanie Parra Chief Executive Officer 73,398$ 14% 10,276$ 83,673$ Anaiis Ballesteros VP External Affairs 22,050$ 20% 4,410$ 26,460$ Danny Hernandez Community Impact and Learning Manager-Leadership 19,500$ 22% 4,290$ 23,790$ Bryanna Cisneros Operations Director-Internal 8,424$ 20% 1,685$ 10,109$ Denia Uriarte Leadership Programs Specialist-Leadership 19,448$ 25% 4,862$ 24,310$ Mirka Martinez Leadership Programs Manager-Leadership 13,000$ 22% 2,860$ 15,860$ Jeff Zetino VP Policy and Advocacy 26,250$ 14% 3,675$ 29,925$ Liliana Hutcheson Managing Director, Organizing-Policy and Advocacy 50,388$ 17% 8,566$ 58,954$ Victoria Perches Communications Manager-External 5,480$ 21% 1,151$ 6,631$ Violeta Ramos Managing Director - Leadership Programs 14,400$ 20% 2,880$ 17,280$

TOTAL PERSONNEL 296,992$

2. TRAVEL

Item Cost Total Cost for Contract Period

TOTAL TRAVEL $

3. OPERATIONAL COST

Item Cost Total Cost for Contract Period

Program Participant Stipends Parent Educators Annual Stipend 2,500$ 25 62,500$ Program Participant Stipends Parent Leader Stipends 4,800$ 2 9,600$ Contracted Support AZ K-12 Center - Northern Arizona University 125,000$ 125,000$ Contracted Support AZ K-12 Center - Community of Practice 25,000$ 25,000$ Contracted Support Research and Program Evaluation 50,000$ 50,000$ Program Expenses Administrative 59,099$ 59,099$ Program Expenses Materials and Supplies 6,000$ 6,000$ Program Expenses Food and Meals 10,000$ 10,000$ Program Expenses Printing 1,500$ 1,500$

Attachment 9 -Itemized Service Budget Contractor: ALL In Education (Arizona Latino Leaders In Education)

Contract Period: October 9, 2025 - June 30, 2026

Description

Program Expenses Facilities and Rent 8,000$ 8,000$ Program Expenses Marketing and Communications Support 6,000$ 6,000$

TOTAL OPERATIONAL 362,699$

4. INDIRECT COST

Item Cost Total Cost for Contract Period

TOTAL INDIRECT $

TOTAL CONTRACT BUDGET $659,691

Experience Building Partnerships with Public Universities, Colleges, and LEAs for Parent and Caregiver Professional Development (Scope of Work Section 5.2)

ALL In Education has a proven track record of establishing effective partnerships with public universities, colleges, and local education agencies (LEAs) to implement programming and professional development opportunities for parents and caregivers. Our collaborative approach is rooted in the belief that supporting access to education is essential for fostering systemic change in the educational system.

One of our key partnerships is with the Arizona K-12 Center at Northern Arizona University. This collaboration has been instrumental in developing a comprehensive curriculum for the Sustainable Leadership Initiative (SLI), which is a transformative two-generational model designed to address educational opportunities and economic mobility by cultivating parent and caregiver leaders who can transition into education professionals. The Arizona K-12 Center provides expertise in instructional strategies and professional development, ensuring that our training aligns with current educational standards and best practices. Together, we have co-designed training modules that focus on literacy, data-driven decision making, and community engagement, which are critical for enhancing the effectiveness of parent educators.

Additionally, we have partnered with local school districts, such as the Roosevelt School District, to create pathways for parents and caregivers to transition into formal educator roles. As one of our most engaged partners since 2020, over 200 parents and caregivers are active in collective advocacy in the Roosevelt School District. This partnership also allows us to provide job placements for SLI participants, ensuring that they can apply their newly acquired skills in real-world settings.

Additionally, through the School Talent Acquisition Readiness (STAR) Program, we are collectively ensuring that schools are prepared to welcome and support new educators. This component will involve training school leaders and staff on best practices for mentoring, cultivating and retaining new talent, creating an inclusive environment that values diverse perspectives. By working closely with LEAs such as Roosevelt School District, we have developed tailored professional development opportunities that address the specific needs of the communities we serve, fostering a sense of ownership and accountability among participants.

Our collaborative efforts also extend to ongoing mentorship and support for parent educators. We facilitate Communities of Practice (CoP) where participants can share experiences, challenges, and successes, further enhancing their professional growth. This model not only strengthens the skills of parent educators but also builds a network of support that is vital for sustaining engagement and commitment to educational excellence.

Through these partnerships, ALL In Education has successfully created a robust framework for professional development that empowers parent educators and caregivers, ultimately leading to improved educational outcomes for Latino and underserved students in Arizona.