ESBD_371234_1723224324454_25-001 RFP Doc. Spring ISD Grow Your Own Program.pdf

Spring Independent School District

Grow Your Own Program

Request for Proposals (RFP)

Spring Independent School District | August 9, 2024

Application Deadline: October 4, 2024

Table of Contents

Table of Contents 1

General Information 2

Background 2

Purpose 3

Award Details 5

Eligible Applicants 5

Schedule 6

Pre-Bid Conference Information 6

Submission Guidelines and Logistics 7

Question Submission Process: 8

Scope of Work Summary 9

Terms for EPP Applicant 9

Application Components 12

Mandatory Requirements (Pass/Fail) 12

Technical Response (100 Points) 15

Appendix A: Budget Template 21

General Information

Background Nationally, according to data from the American Association of Colleges for Teacher Education

(AACTE), the number of students earning an undergraduate degree in education has dropped from

200,000 annually in the early 1970s to less than 90,000 in 2018-191. Most recent pre-pandemic data from

2018-19 shows that this trend has been particularly pronounced in high-need specialty areas, as there has been a 4% decrease in special education degrees conferred, a 27% decrease in science and mathematics education, and a 44% decrease in foreign language education2. In addition, the coronavirus pandemic has led to an overall decline in undergraduate enrollment, which has further contributed to declining participation in teacher preparation3. Furthermore, despite continued efforts, there continues to be a mismatch between the demographics of teachers and the students they serve. According to AACTE, 55% of students currently enrolled in public schools in the U.S. are non-white, compared to 29% of annual completers of teacher preparation programs at a national level who identified as non-white4.

Spring ISD is also experiencing many of these national trends. As of the 2023-24 school year, Spring ISD had roughly 167 vacant teaching positions across our 43 campuses, with a majority of vacancies occurring at the Elementary School level. Further, over 50% of our current teacher vacancies were within Special

Education positions in our district. As we begin the 2024-25 school year, we see a growing need to be able to fill these vacant teaching positions with high-quality, well-trained individuals who will be “day-one ready” to work with our students.

Spring ISD is proud of the diversity represented by our population of more than 34,000 students, with

51.6% of our student population identifying as Hispanic, and 38% of our student body identifying as

African American. Further, we’re proud of the diversity of our staff, as nearly 75% of our teaching staff identifies as African American or Hispanic. However, we know that there is a growing need to better support our diverse student population, as 11.7% of students qualify to receive Special Education services, 32.6% of our students are classified as Emergent Bilingual, and over 70 languages are spoken across our campus communities. For these reasons, Spring ISD seeks to specifically build a pipeline that will allow passionate community members, most notably our current non-certified staff, to earn a bachelor’s degree and certification to teach in the highest-need areas in Spring ISD: Elementary K-6, Special Education, and Bilingual Education. We see a great deal of potential within our Paraprofessional population in particular, as many of our current Paraprofessional staff are well poised to enter the teaching pipeline if given the opportunity to do so. Further, our Paraprofessional staff also represents the

1 Colleges of Education: A National Portrait Second Edition. (n.d.). https://aacte.org/wp-content/uploads/2022/03/Colleges-of-

Education-A-National-Portrait-Executive-Summary.pdf 2 Chirichella, C. (2022, March 22). AACTE’s National Portrait Sounds the Alarm on Declining Interest in Education Careers.

American Association of Colleges for Teacher Education (AACTE). https://aacte.org/2022/03/aactes-national-portrait-sounds-the-alarm-on-declining-interest-in-education-careers/ 3 Colleges of Education: A National Portrait Second Edition. (n.d.). https://aacte.org/wp-content/uploads/2022/03/Colleges-of-

Education-A-National-Portrait-Executive-Summary.pdf 4 Chirichella, C. (2022, March 22). AACTE’s National Portrait Sounds the Alarm on Declining Interest in Education Careers.

American Association of Colleges for Teacher Education (AACTE). https://aacte.org/2022/03/aactes-national-portrait-sounds-the-alarm-on-declining-interest-in-education-careers/ https://aacte.org/wp-content/uploads/2022/03/Colleges-of-Education-A-National-Portrait-Executive-Summary.pdf https://aacte.org/wp-content/uploads/2022/03/Colleges-of-Education-A-National-Portrait-Executive-Summary.pdf https://aacte.org/2022/03/aactes-national-portrait-sounds-the-alarm-on-declining-interest-in-education-careers/ https://aacte.org/2022/03/aactes-national-portrait-sounds-the-alarm-on-declining-interest-in-education-careers/ https://aacte.org/wp-content/uploads/2022/03/Colleges-of-Education-A-National-Portrait-Executive-Summary.pdf https://aacte.org/wp-content/uploads/2022/03/Colleges-of-Education-A-National-Portrait-Executive-Summary.pdf https://aacte.org/2022/03/aactes-national-portrait-sounds-the-alarm-on-declining-interest-in-education-careers/ https://aacte.org/2022/03/aactes-national-portrait-sounds-the-alarm-on-declining-interest-in-education-careers/ diversity of our community, with 45% of our Paraprofessionals identifying as Hispanic, compared to 26% of our current teaching staff.

For these reasons, “Grow Your Own” (GYO) teacher recruitment and preparation strategies offer a promising solution that Spring ISD believes can help our district accomplish a number of key goals.

Within the last few years, a number of states and districts have received national attention for GYO strategies that remove financial barriers for aspiring teachers to enroll in teacher preparation programs and earn a post-secondary degree. Aspiring teachers in these programs spend a majority of their preparation time in the classroom receiving mentorship and support from expert, cooperating teachers, while being paid as full-time employees of the district. Spring ISD is seeking to build a similar GYO model that reflects our district’s unique needs and values. While teacher shortage and diversity mismatches are concerns across the country, GYO programs are powerful mechanisms that will allow Spring ISD to tap into homegrown talent that already exists within our local schools and community.

We believe that this latest initiative will build off of Spring ISD’s many existing partnerships and pathways aimed at increasing the number of well-prepared candidates entering into the teaching profession, thus further helping to ensure that every Spring ISD student has access to the excellent teachers they deserve. Whereas many of Spring ISD’s existing partnerships and programs, including our

District of Innovation, Community Teacher Equity Development program, Teacher Education Residency

Model, Yearlong Residency, and Leadership Preparation Program are designed for candidates who already possess a Bachelor’s degree, or are currently on the track to receive one, this latest initiative will specifically address the need to create a more clearly articulated and financially sustainable pathway by which high-quality candidates from Spring ISD can earn their Bachelor’s degree, a key barrier that prevents many talented individuals from being able to step into a role as teacher-of-record.

By building partnerships with high-quality Educator Preparation Providers (EPPs), we aspire to lower the financial barriers to entry that often prevent passionate, diverse, and talented individuals from earning their degree and entering the teaching profession. Further, by working alongside quality EPPs to build a rigorous “Grow Your Own” program that allows candidates from Spring ISD to complete a degree and certification pathway while working in a school setting, Spring ISD believes we can increase teacher diversity to be more reflective of the students we serve, expand our new teacher recruitment pipelines, improve teacher retention efforts, improve teacher preparedness and effectiveness, and increase the number of highly qualified Bilingual, English as a Second Language, and Special Education teachers serving students within our district.

Purpose

The purpose of the Spring ISD Grow Your Own (“GYO”) Program Competitive Request for Proposals is to competitively select EPP partners who will work with Spring ISD to create high-quality pathways by which aspiring educators who currently hold an associate’s degree (or equivalent 60+ credits) can become teachers for free while getting paid to do so. These aspiring educators may be current paraprofessionals, as well as non-certified employees, substitute teachers, Spring ISD Central Office

Staff, and Spring ISD community members who have shown both an interest in teaching and a commitment to students. As part of a Spring ISD GYO program, selected participants will be able to earn their bachelor’s degree, certification, and eligibility to teach in Texas, while being employed full-time by Spring ISD in a paraprofessional role under the supervision of a mentor teacher. Spring

ISD will ensure that candidates will not serve as the teacher-of-record in a clinical practice setting prior to their completion of the preparation program.

This RFP opportunity will provide competitive funding to select Texas-based EPPs, who will in turn agree to use funds awarded by Spring ISD to cover all tuition, textbooks, one issuance of all certification assessments required for initial certification, and fees on behalf of candidates selected by Spring ISD for enrollment. As further outlined in the “Eligible Applicants” section of this RFP, in-state, Texas-based EPPs that are able to offer an approved pathway to certification for candidates selected by Spring ISD are eligible to apply for this opportunity.

The goal of this competitive solicitation is to help lower financial barriers to entry for a more diverse pool of candidates, while also maintaining a high bar for the quality of preparation that those candidates receive. By increasing EPP enrollment, removing financial barriers, prioritizing extended clinical internship/student teaching experience, and recruiting directly from within our diverse local community, Spring ISD believes our district can both strengthen existing EPP relationships and forge new partnerships that will provide a sustainable, high-quality teacher pipeline. Upon successful completion of all program and certification requirements, selected participants will then be eligible to be hired into a full-time role as a teacher-of-record within Spring ISD.

The Spring ISD GYO Program Competitive Request for Proposals is weighted in favor of a higher number of candidates served, while still maintaining program quality and quality experiences for candidates. This Request for Proposals is open to accredited, in-state, approved bachelor’s degree-granting programs only. This Request for Proposals also gives preference to programs that equip teachers to teach in high-vacancy certification areas, requiring providers to offer a certification pathway in at least one of the following certification areas: Early Childhood: PK-3 , EC-6 Core Subjects, 4-8

Core Subjects, and EC-12 Special Education. Additionally, programs must allow selected candidates to earn supplemental certification in at least one of the following areas: Bilingual Education, English as a Second Language, and Special Education.

In order to ensure that Spring ISD can fulfill its educator staffing needs, EPP applicants must be able to prepare selected candidates along a timeline that would allow all candidates to be eligible to become a teacher-of-record in Spring ISD by no later than August 1, 2028. Programs that will prepare eligible candidates to serve as teachers of record by as soon as the start of the School Year 2027-2028 (August 1, 2027) will be prioritized for selection by the district.

In order to provide the maximum flexibility possible for the district, and to allow for the selection and participation of candidates with a variety of backgrounds (i.e., associate of arts in teaching degree, associate’s degree in a non-education field, 60+ college credits but no associates degree), EPP applicants must allow for Spring ISD to enroll candidates on a rolling basis until all district-funded seats are filled.

Please note: Based on the requirement that all selected candidates must complete a program that would allow them to become an eligible teacher-of-record in Texas by no later than August 1, 2028, Spring ISD and any awarded EPP applicants shall mutually agree upon a date after which no further candidates could be enrolled in order to maintain compliance with that stated deadline.

By increasing EPP enrollment, removing financial barriers, prioritizing extended clinical internship/student teaching experience and time spent in the classroom, and recruiting directly from within our local communities, Spring ISD believes it can strengthen existing EPP relationships and forge new partnerships that will provide a sustainable, high-quality teacher pipeline.

Award Details

The Spring ISD GYO Program Competitive Grant offers up to 1 grant of $125,000 to a competitively selected in-state EPP who can offer high-quality, low-cost pathways for aspiring educators. Additional funding may also be available in the future for additional investments in this “Grow Your Own” initiative.

If the award recommendation is approved, the planned initial term of this contract ("Contract") will be from January 6, 2025, through September 1, 2028. Thereafter, the District reserves the right to either renew the contract annually for up to two (2) additional one-year terms ("Renewal Terms") or to extend the contract on a month-to-month basis to prevent a lapse in the contract term until the District re-bids the

Contract.

As further outlined below in the section titled Submission Guidelines and Logistics, Applicants may submit 1 proposal, but may include multiple program applications for consideration, with individual program application corresponding to the certification area pathways they are able to offer (Early

Childhood: PK-3, EC-6 Core Subjects, 4-8 Core Subjects, EC-12 Special Education), outlining the maximum number of participant seats they propose to offer in each certification area. As further outlined in the Submission Guidelines and Logistics section of this solicitation, each program application will be submitted as a separate attachment to the final proposal, and must include full responses to the required components outlined in this RFP document.

Within their individual program applications, applicants who have the flexibility to offer supplemental certification in more than one supplemental area (Bilingual Education, English as a Second Language, or

Special Education) will outline the number of seats they can offer in each supplemental certification area, as well as the total number of participants seats they propose to offer in a given core certification area as part of each program application. See the Technical Response and Submission Guidelines and Logistics sections of this solicitation for more details and guidance.

Final determination of the award will be made at Spring ISD’s sole discretion, based on a comprehensive review of proposals and individual program applications received.

Eligible Applicants

This competitive solicitation is open to in-state, accredited Texas EPPs that are able to offer bachelor’s degree-granting programs. See below for more details:

Educator Preparation Provider Eligibility:

1) This competitive solicitation is open to any accredited, Texas Education Agency (TEA)-approved

Educator Preparation Provider (EPP) that is able to offer a bachelor’s degree-granting program leading to Texas teacher certification.

2) All applicants must certify and provide evidence that their institution is currently approved to offer recommendation for Texas teacher certification in the specific certification areas/pathways for which they are applying, and that their institution is an accredited institution of higher education that is able to award bachelor’s degrees.

Note: Spring ISD reserves the right to confirm with TEA that each applicant is fully approved and able to offer a pathway to certification for the proposed certification areas outlined in their RFP response.

Schedule

All times CST

Event Time Date

Request for Proposals Released August 9, 2024

Pre-Bid Conference #1 12:00 p.m. August 16, 2024

Pre-Bid Conference #2 12:00 p.m. September 10, 2024

Deadline for Submission of Questions 12:00 p.m. September 12, 2024

Spring ISD response deadline to submitted questions

September 19, 2024

Application Deadline 12:00 p.m. October 4, 2024

Notice of Award* November 13, 2024

All Contracts Finalized ** January 6, 2025

**Note: All contract/MoU signature deadlines and proposed contract start dates are tentative and subject to all final approvals once grant awards are determined.

Pre-Bid Conference Information

Pre-Bid Conference Details: All applicants are encouraged to attend any of the available Pre-Bid

Conference meetings, hosted by Spring ISD and representatives from the National Center for Grow Your

Own. In each Pre-Bid Conference meeting, applicants can learn more about RFP requirements and ask clarifying questions based on RFP contents.

PRE-BID CONFERENCE #1:

Pre-Bid Conference #1 Date: August 16, 2024

Pre-Bid Conference #1 Time: 12:00 p.m. CST

Pre-Bid Conference #1 Format: Virtual

Pre-Bid Conference #1 Zoom Link: https://us02web.zoom.us/j/81570997125 https://us02web.zoom.us/j/81570997125

PRE-BID CONFERENCE #2:

Pre-Bid Conference #2 Date: September 10, 2024

Pre-Bid Conference #2 Time: 12:00 p.m. CST

Pre-Bid Conference #2 Format: Virtual

Pre-Bid Conference #2 Zoom Link: https://us02web.zoom.us/j/85232075882

Submission Guidelines and Logistics

There is no minimum or maximum page or word limit for individual questions or for the entire program application. Applicants are encouraged to respond to each question thoroughly but concisely. Standard formatting conventions of 1-inch margins, Times New Roman font, and 12-point font are encouraged.

EPP applicants must submit all application materials electronically through the District’s web-based e-Sourcing system (the “System”) by 12:00 p.m. CST on October 4, 2024.

If you require assistance either with the required online supplier registration process, or technical assistance with the e-Sourcing System, please contact Procurement Services at 281-891-6465. Paper copies of this application will not be accepted. Applicants should follow all instructions as outlined in the

“Steps to submitting an application” section below.

Applicants may submit only 1 proposal for this solicitation. However, based on an applicant's capacity and approved certification pathways, applicants may submit more than 1 differentiated program applications for consideration within a single proposal. Each program application should correspond to the certification area pathways that the applicant is able to offer (Early Childhood: PK-3, EC-6 Core

Subjects, 4-8 Core Subjects, EC-12 Special Education).

Individual program applications should be submitted as separate attachments to the applicant’s final proposal, should include all requested information as outlined within this Request For Proposals document, and should be clearly labeled to identify which certification area a given program application corresponds to. See below for a description of how program applications should be labeled:

Submission A: Early Childhood: PK-3

Submission B: EC-6 Core Subjects

Submission C: 4-8 Core Subjects

Submission D: EC-12 Special Education https://us02web.zoom.us/j/85232075882 https://springisd.ionwave.net/Login.aspx

Required Program Application Components:

1. Cover Page (1-page maximum), clearly labeled to indicate whether the program application corresponds to “Submission A: Early Childhood: PK-3”, “Submission B: EC-6 Core Subjects”, “Submission C: 4-8 Core Subjects”, or “Submission D: EC-12 Special Education”.

2. Mandatory Requirements Section.

3. Technical Response Section.

4. A proposed budget attachment and budget narrative, labeled “Project Budget & Narrative”.

Please use Appendix A as a budget template.

5. An attachment, labeled “Evidence of Educator Preparation Program Approval”, which clearly documents that the applicant is an approved educator preparation provider within Texas, that the applicant is currently approved to offer recommendation for certification in the specific certification fields/pathways which are outlined in the applicant’s RFP response, and that the applicant’s institution is an accredited institution of higher education that is able to award bachelor’s degree.

Steps to submitting a program application*

1. Address all required program application components in sequential order.

2. Clearly label each attachment and individual sections of each program application (i.e., mandatory, technical, budget, all other required attachments).

3. Ensure it is clear to which item each response corresponds.

4. Save the program application as one PDF.

5. Submit a PDF copy of the program application, via the District’s web-based e-Sourcing system, as part of the complete proposal.

All application materials must be submitted by the deadlines listed above.

*Note: These steps would be repeated if an applicant is submitting more than 1 program application for consideration.

Question Submission Process:

All questions concerning this solicitation should be submitted through the District’s web-based e-

Sourcing System (under the ‘Questions’ tab). Questions are due by September 12, 2024, by no later than

12:00 pm CST. Responses will be sent back no later than the end of business day on September 19, 2024.

All Questions received, as well as answers provided, will be posted via an addendum.

Note: Questions received after the date and time specified will not be answered. Proposals received after the due date and time will not be considered. The System “locks” and does not allow the submission of any responses. Respondents are encouraged to submit their electronic responses with plenty of time in advance of the deadline indicated to ensure a timely response.

The District will not be responsible for lateness of receipt due to Internet delays or unavoidable circumstances.

Scope of Work Summary

Terms for EPP Applicant

The following Scope of Work summary provides an overview of the minimum requirements that selected awardees will be expected to provide upon contract award.

1. The Awardee must provide aspiring educators (“participants”) with a tuition-free education resulting in a bachelor’s degree, certification, and eligibility to teach in Spring ISD. All certification fields offered as part of the proposed partnership must be mutually agreed upon by the Awardee and Spring ISD. The Awardee must already be approved to offer the certification fields they have proposed in their application(s) and must be an accredited institution of higher education in Texas that is able to award bachelor’s degrees.

2. Grant funding must entirely cover tuition, textbooks, and fees for all selected participants. No cost for programming shall be passed on to participants.

3. The Awardee must agree to cover the cost of one issuance of all required certification assessments for all selected participants who complete the GYO Spring ISD program. This includes each required Texas Examination of Educator Standards (TExES). Unless covered by the Awardee’s approved grant budget, additional issuance of any required certification exams will be paid for by the participant.

4. The Awardee must administer their Grow Your Own program along a timeline that would allow all selected participants to be eligible to become a teacher-of-record by no later than August 1, 2028. Please note: selected participants may complete programming on an individualized timeline prior to that date, based on the agreed upon timing of their enrollment, as well as prior credits and credentials earned by each participant, and the course of study required in order for a participant to complete all program and certification requirements.

5. The Awardee must allow for Spring ISD to enroll candidates on a rolling basis, in compliance with the Awardee’s enrollment process and enrollment schedules as outlined in their RFP response, until all participant seats are filled. Based on the requirement that all selected candidates must complete a program that would allow them to become an eligible teacher-of-record in Texas by no later than August 1, 2028, Spring ISD and any awarded EPP applicants shall mutually agree upon a date after which no further candidates could be enrolled in order to comply with that stated timeline.

6. The Awardee must work with Spring ISD to place each participant in a paid paraprofessional position for the duration of their participation in the program. During the residency component of the program, participants will serve in a minimum 1-year clinical internship experience. Each participant must be assigned to a high-quality cooperating/mentor teacher, identified by Spring

ISD.

7. The Awardee must allow for the residency experience to satisfy the clinical internship/student teaching requirements for participants. Once selected and enrolled in the Awardee’s GYO program, participants will be employed by Spring ISD as a paid, full-time paraprofessional for the entire duration of the program. Participants will not serve as the teacher-of-record in a clinical practice setting during the completion of the program.

8. The Awardee must allow Spring ISD to recommend all candidates for participation in the proposed GYO program. As long as recommended candidates meet all state and local requirements for employment as a full-time teaching assistant, and as long as they meet minimum admission requirements for the partner Awardee’s institution, they must be automatically admitted to the Awardee’s institution.

9. The Awardee must ensure that if a participant chooses to unenroll from the Awardee’s program prior to their completion of the program, the Awardee will allow Spring ISD to select a new participant to enroll in the program at no additional cost. Prior to program start date, the Awardee and Spring ISD shall mutually agree upon a deadline after which new candidates would not be able to enroll and complete programming within the period covered under the award, unless otherwise discussed between both the Awardee and Spring ISD.

10. The Awardee must agree to allow Spring ISD, at the Spring ISD’s sole discretion, to purchase additional participant seats in the approved GYO program at the Awardee’s prorated amount per participant, as outlined in the grant award and corresponding budget.

11. The Awardee must submit a proof of participant progress report, on a semesterly basis, that outlines program progress and outcomes to date. Minimum semesterly report requirements include:

a. Participant progress data

b. Participant names

c. GPAs

d. Enrollment status (enrolled vs. unenrolled)

e. Degree and/or certification currently held.

f. Any other relevant information as requested by Spring ISD.

12. The Awardee shall provide to Spring ISD, within 90 calendar days of the conclusion of the grant term, a written final report that outlines program activities and outcomes. Minimum final report requirements include:

a. Comprehensive summary of program activities and outcomes, including wraparound support activity and outcomes, according to supports described in response to Technical

Response #6

b. Participant progress data outlined in scope item #11.

c. Graduation status, certification assessment passage status, and employment status for each participant

d. Overall evaluation of program effectiveness, including participant graduation rate and certification assessment passage rates

e. Spring ISD satisfaction survey regarding the effectiveness of the participants’ preparation as a result of the program

f. Recommendations for program improvements for future participants

13. For the duration of the grant term, the Awardee must be responsive to all program evaluation requests from Spring ISD.

14. The Awardee must provide supplementary academic, career, and certification preparation support, within grant funding, to all participants enrolled in the programs, as outlined in their individual program application(s).

15. The Awardee shall agree to cooperate with Spring ISD in establishing their Grow Your Own program as a Registered Apprenticeship program, if pursued by Spring ISD.

16. The Awardee shall agree to provide any information requested from Spring ISD to assist Spring

ISD with efforts to have participants pay back grant funds if they do not complete a 3-year teaching commitment as teacher-of-record, according to Spring ISD discretion. The Awardee will not be asked by Spring ISD to return any awarded funds, but instead the candidate would be asked to reimburse Spring ISD for an amount equivalent to their allocated seat’s value, according to a separate agreement between Spring ISD and the participant. Payback shall be proportional to the percentage of time the participant spent as a teacher, and funds ultimately shall be reimbursed to Spring ISD.

17. Unused funding from the Awardee’s grant award may be reallocated, at the discretion of Spring

ISD.

18. The Awardee shall otherwise implement a Grow Your Own program as specified in their application’s response to this RFP, including all specifications outlined by the applicant in response to Mandatory Requirement and Technical Response items.

Application Components

Mandatory Requirements (Pass/Fail)

The applicant must address all mandatory requirement items listed below and provide, in sequence, all requested information and documentation. Applications that do not earn a passing score in all mandatory requirement items may not be considered for award, at the district’s discretion. All mandatory requirements must be met and given a passing score in order for an application to receive remaining scores for the Technical Response section.

Item Mandatory Requirements (For Spring

ISD use only:)

Assigned

Score

(Pass/Fail)

M1 Contact Info: Detail the name, title, email address, mailing address, and telephone number of the person the District should contact regarding the response.

M2 Agrees to Scope of Services: Provide a statement confirming that, if awarded a contract, the applicant will accept and agree to all terms and conditions outlined in the section “Terms for EPP Applicant” of this RFP.

M3 EPP Approval Status Confirmation: The Applicant must provide evidence and a statement clearly certifying that they are 1) an accredited institution of higher education that is able to award bachelor’s degrees and 2) an approved Educator

Preparation Provider that is currently approved within Texas to offer the proposed certification pathways outlined in the application.

As required evidence, each Applicant’s proposal package must include an attachment, labeled “Evidence of Educator Preparation Program Approval” attachment, which clearly documents that the applicant is an accredited institution of higher education that is able to award bachelor’s degrees, is an approved educator preparation provider in Texas, and that the applicant is currently approved to offer recommendation for certification in the specific certification areas/pathways which are outlined in the applicant’s program application(s).*

*Note: Spring ISD reserves the right to confirm with TEA that each applicant is fully approved and able to offer a pathway to certification for the proposed certification areas outlined in their proposal.

M4 No Cost to Participants: Provide a statement confirming that, if the grant is awarded, participants will not bear any costs from tuition, textbooks, or fees.

M5 Registered Apprenticeship: Provide a statement indicating that, upon successful program implementation, applicant and LEA partners are willing to participate in registration of the GYO program as an official Registered Apprenticeship, with Spring

ISD serving as sponsor.

M6 One-Year Residency Period: Applicants must attest that program participants will have at least one year of full-time residency experience.

M7 Coursework Delivery Format: Applicants must clearly describe the coursework delivery format and outline whether coursework will be delivered in an in-person, remote, or hybrid format.

M8 Offers Certification Area Aligned to Spring ISD Educator Workforce Needs and

Priorities: The Applicant’s proposed program must provide a pathway for all participants to be eligible for Texas teacher certification in one of the following certification areas:

● Early Childhood: PK-3

● EC-6 Core Subjects

● 4-8 Core Subjects

● EC-12 Special Education

Each application should clearly outline which of the above certification areas is being offered as part of the proposed GYO program. As a reminder, applicants may submit multiple applications for consideration.

Additionally, the Applicant must provide participants with supplemental certification in at least one of the following fields:

● Bilingual Education

● English as a Second Language

● Special Education

M9 Minimum Admissions Requirements: Please outline your institutions’ minimum admissions requirements for entry into the approved teacher preparation program being offered as part of the proposed GYO program.

Minimum admissions requirements provided should be reflective of the specific requirements applicable for each of the following intended applicant pools of candidates:

● Candidates with an Associate of Arts in Teaching (AAT) degree

● Candidates with an Associate’s degree, but not necessarily in education or a related field

● Candidates with at least 60 undergraduate credits (not necessarily in education or a related field).

As a reminder, if awarded, the applicant must allow Spring ISD to recommend all candidates for participation in the proposed GYO program. As long as recommended candidates meet all minimum requirements of an Associate’s Degree or 60 undergraduate credits, state, and local requirements for employment in a full-time paraprofessional position within Spring ISD, and as long as they meet minimum admission requirements for the applicant's teacher preparation program, they must be automatically admitted to the applicant institution’s teacher preparation program.

M10 Program Timeline: Provide a statement affirming that the Applicant’s proposed

Grow Your Own program will be offered along a timeline that would allow each participant to be eligible to become a teacher-of-record in Spring ISD by no later than

August 1, 2028.*

* Note: As noted in the Technical Response section below, Priority will be given to programs that allow eligible candidates to complete programming by August 1, 2027.

Technical Response (100 Points)

The applicant must address all technical response items and provide, in sequence, the information requested. The evaluation team members will evaluate the responses and assign a score to each item based on a summary review and assessment of the applications received.

# Technical Response Item Max

Points

Assigned

Points

(For

Spring

ISD use only)

T1 Participant Seats: Provide a count of the total number of participant seats that will be offered to Spring ISD for the proposed GYO program. Applicants should include the following in their response:

● Total # of Participants Seats Offered in Early Childhood: PK-3

○ Maximum Number of Seats Applicant can offer in Early Childhood:

PK-3, with Bilingual Education Supplemental Certification*

○ Maximum Number Maximum Number of Seats Applicant can offer in Early Childhood: PK-3, with English as a Second Language

Supplemental Certification*

○ Maximum Number of Seats Applicant can offer in Early Childhood:

PK-3 , with Special Education Supplemental Certification*

OR

● Total # of Participants Seats Offered in EC-6 Core Subjects

○ Maximum Number of Seats Applicant can offer in EC-6 Core

Subjects, with Bilingual Education Supplemental Certification*

○ Maximum Number Maximum Number of Seats Applicant can offer in EC-6 Core Subjects, with English as a Second Language

Supplemental Certification*

○ Maximum Number of Seats Applicant can offer in EC-6 Core

Subjects, with Special Education Supplemental Certification*

● Total # of Participants Seats Offered 4-8 Core Subjects

○ Maximum Number of Seats Applicant can offer in 4-8 Core

Subjects, with Bilingual Education Supplemental Certification*

○ Maximum Number Maximum Number of Seats Applicant can offer in 4-8 Core Subjects, with English as a Second Language

Supplemental Certification*

○ Maximum Number of Seats Applicant can offer in 4-8 Core

Subjects, with Special Education Supplemental Certification*

● Total # of Participants Seats Offered EC-12 Special Education

○ Maximum Number of Seats Applicant can offer in EC-12 Special

Education, with Bilingual Education Supplemental Certification*

○ Maximum Number Maximum Number of Seats Applicant can offer in 4-8 Core Subjects, with English as a Second Language

Supplemental Certification*

Scoring Formula = (Number of total participants applicant can support) / (maximum number of total participants supported across all other applications received) * 35

*Note: The individual maximum number of seats applicants can offer in each of the specified certification areas, with either Bilingual Education, English as a Second

Language, Special Supplemental Certification must not exceed the total # of participant seats offered.

T2 Budget and Budget Narrative: Submit a proposed budget (using the attached

Appendix A: Budget Template), and an accompanying budget narrative. The budget must be annualized for each fiscal year (Spring ISD’s Fiscal Year runs from July 1 -

June 30) of the program and must categorize all proposed costs for the program. No budget match is required, but if the applicant will supplement total program costs with other funding sources, this must be indicated in the budget. Additionally, submit a reimbursement schedule, aligned to the applicant’s budget and budget narrative, detailing when invoices will be sent and, generally, what will be charged at each program milestone.

Note: Individual program application budgets received must not exceed $125,000.00.

Note: Spring ISD’s Fiscal Year runs from July 1 - June 30

T3 Type of Certification: In what content area(s) does the applicant propose to offer certification? Note that all applicants must provide a pathway for all participants to be eligible to earn Texas certification in one of the following fields:

● Early Childhood: PK-3

● EC-6 Core Subjects

● 4-8 Core Subjects

● EC-12 Special Education

Additionally, the applicant must provide participants with supplemental certification in at least one of the following fields:

● Bilingual Education

● English as a Second Language

● Special Education

Note: Additional points may be given to applications offer the flexibility for candidates to earn supplemental certification in one or more of the following supplemental areas, based on district and/or candidate preference: Bilingual Education, English as a Second Language, or

Special Education.

T4 Program Timeline: Provide a clear description of the timelines on which candidates with each following credentials could be expected to complete the proposed GYO program:

● Associate of Arts in Teaching (AAT) Degree

● Associate’s degree, not necessarily in education or a related field

● At least 60 undergraduate credits (not necessarily in education or a related field).

For each candidate group outlined above, responses should include at a minimum:

1) Confirmation of enrollment deadlines for each semester of the proposed grant contract period (January 6, 2025-September 1, 2028).

2) Confirmation of the last date after which no further candidates could be enrolled in order to complete programming by the required deadline of

August 1, 2028. Note: This date will likely differ based on candidate credentials, so please ensure this proposed date is provided for each candidate group as outlined above.

3) Confirmation of the expected timeline for completion of all programming, including the earliest date by which candidates could be expected to complete all requirements to become eligible to serve as a teacher-of-record.

As a reminder, the applicant must provide a program that will allow each selected participant to be eligible to become a teacher-of-record in Spring

ISD by no later than August 1, 2028.*

4) Confirmation of the expected timeline on which candidates will complete the first issuance of all required certification assessments.

5) Confirmation of whether the applicant can offer a program that will allow eligible candidates to complete programming by August 1, 2027. If so, applicants must outline which candidate group will be eligible to complete programming by August 1, 2027, and what the latest possible enrollment date for those candidates would be in order to meet that timeline for completion.

* Note: Priority will be given to programs that allow for select, eligible candidates to complete programming by August 1, 2027.

T5 Program Details: Provide a detailed timeline of program activities and the intended course schedule. Applicants are expected to outline how their program is clearly designed to accommodate the full-time work schedule of participants, while maintaining rigorous content requirements.

This response should include, at a minimum, differentiated program details corresponding to the types of programming that would be offered to candidates who possess the following credentials:

Differentiated program details provided by applicants must include the following:

1) Descriptions of how courses will be delivered (online, in-person, hybrid), and an outline of where courses will be offered (e.g. on-campus, online learning management system, etc.)

2) Course descriptions, a full course schedule broken down by each semester, and a degree plan for the proposed GYO program, including number of credit hours for the degree and/or credential.

3) Please outline how your proposed GYO program will ensure that all candidates, most notably candidates with 60+ undergraduate credits but no associate’s degree, will be able to successfully complete the program by the required completion date of no later than August 1, 2028.

4) Please provide a degree map or coursework sequence that outlines how individuals with each set of qualifications outlined above would complete the program by the required completion date and confirmation that this degree map or coursework sequence will be valid with all university policies for the duration of the program.

5) Description of when participants will complete each of their required certification assessments.

6) Description of when all applicants would be expected to be completed with all required components of the program necessary for entry into the required one-year residency/clinical internship experience, including assessments.

7) Description of when all applicants would be expected to be completed with all required components of the program necessary for eligibility for certification, including completion of all coursework, and clinical internship requirements.*

*EPP applicants must be able to prepare selected candidates along a timeline that would allow each candidate to serve as a teacher-of-record in Spring ISD by no later than August 1, 2028.

T6 Description of Residency Model: Provide a description of the residency and 1-year minimum clinical internship model to be employed during the program. At a minimum, this response must outline the following:

1) How will high-quality site coordinators/field supervisors be incorporated into the program?

2) How will participants gradually take on more instructional responsibility over the course of the grant?

3) What evaluation process will be established to provide feedback to participants throughout the program?

T7 Wraparound Supports: Describe in detail the academic, career, and certification preparation support plan that the EPP will offer to participants to ensure success during their completion of the program and successful passage of any certification exam(s).

This response should include, at a minimum, details outlining what specific and differentiated wraparound supports will be offered to candidates who possess the following credentials:

EPP Applicants should outline how they will offer, at a minimum, the following wraparound supports:

● Frequent check-ins and progress monitoring of candidates

● High-quality support around preparation for and passage of required certification exams

● Content-enrichment for candidates

● Tiered support systems for those who are not successful on practice certification exams (before attempting TExES) and the TExES exams

● Remediation plans if candidates fail after the first attempt of the required

TExES exams

● Coursework or other support systems building study skills and time management for the participants at the start of the program

Please provide the certification exam pass rates of participants from similar programs your institution has administered in the past. Applicants should outline what wraparound supports were provided to those participants, and how supports for this

GYO program would compare. Exam passage rates should be provided for the following exams:

● Pedagogy and Professional Responsibilities EC–12 (160) (PPR)

● Science of Teaching Reading (293) (STR)

As relevant, based on Core Areas and Supplemental Areas outlined in the applicant’s program application(s):

● Early Childhood: PK-3 (292)

● EC-6 Core Subjects (391)

● 4-8 Core Subjects (211)

● Special Education EC-12 (161)

● Bilingual Education Supplemental (164)

● English as a Second Language Supplemental (154)

● Special Education Supplemental (163)

Score Awarded (Maximum Possible= 100)

Appendix A: Budget Template

Note: Spring ISD’s Fiscal Year runs from July 1 - June 30

Appendix A: Budget Template