RFP CSCU- 1401806 QA.pdf

Questions & Answer about Request for Proposals (RFP) CSCU- 1401806 -Inclusive Postsecondary Education Consultant

Overall, Scope and Vision

What does a successful final product look like to you?

A successful final product will be a comprehensive, actionable statewide plan for developing and strengthening inclusive postsecondary educational opportunities for students with intellectual and developmental disabilities across the Connecticut State Universities. The plan should satisfy the requirements of Section 139 of Public Act 25- 168 and be suitable for submission to the Connecticut General Assembly by January 1, 2027.

The final product should move beyond describing national best practices and provide clear recommendations for Connecticut, including campus capacity, gaps, admissions, academic programming, student support, employment opportunities, extracurricular engagement, campus inclusion, training, financial sustainability, and implementation.

The final deliverables should include the environmental scan and best-practices review, stakeholder engagement findings, CSU capacity and gap analysis, strategic and implementation plan, executive summary, legislative briefing materials, and presentation materials appropriate for the Board of Regents.

National Review

How comprehensively do you envision the National Review being?

The review should be comprehensive enough to identify nationally recognized practices that can realistically inform a Connecticut statewide model. CSCU is particularly interested in federally recognized Comprehensive Transition and Postsecondary (CTP) programs, inclusive higher education models, programs at public universities, and approaches being implemented by other state university systems.

The review should focus not simply on identifying programs, but on understanding their structure, admissions practices, academic models, student support, staffing, funding, campus integration, employment outcomes, sustainability, and lessons learned.

Approximately how many exemplary programs or states would you expect us to examine in depth?

CSCU prefers quality and relevance over quantity. As a general guide, an in-depth examination of approximately 3-5 exemplary programs or state or system models, supplemented by a broader environmental scan, would provide a useful national comparison.

Assessment of Connecticut State Universities

Are there existing reports, strategic plans, or institutional data that will be made available?

CSCU will make relevant existing information available to the selected consultant to the extent that it is available. This may include institutional data, policies, program information, accessibility-related practices, student-support information, and other materials necessary to assess current capacity.

One of the specific responsibilities of the project is to assess existing policies, services, programs, and institutional capacity across the Connecticut State Universities.

What level of institutional participation has already been secured? Who at each of the four universities are primary partners?

CSCU anticipates active participation from each of the four Connecticut State Universities. The System Office will assist the consultant in identifying and coordinating appropriate campus participants.

CSCU envisions participation from individuals representing senior leadership, academic affairs, student affairs or student success, accessibility services, admissions and enrollment management, financial aid, career services, institutional research, faculty, and other areas relevant to inclusive postsecondary education. Specific campus contacts can be finalized with the selected consultant and the designated CSCU Project Lead after award.

Are there existing campus contacts or steering committees we would work through?

The consultant will work primarily through the designated CSCU Project Lead, who will assist with identifying appropriate university contacts and coordinating systemwide engagement. A formal project steering structure can be established at the beginning of the engagement if doing so will support the work.

Stakeholder Engagement

Which stakeholder groups are considered essential?

At a minimum, stakeholder engagement should include:

• Students with intellectual and developmental disabilities and, where appropriate, prospective students;

• Families and caregivers;

• University administrators and campus leadership;

• Faculty;

• Accessibility and disability services professionals;

• Student affairs and student success professionals;

• Admissions, enrollment management, and financial aid staff;

• Career services and workforce or employment partners;

• Community organizations and disability advocacy organizations;

• State agencies and other public partners;

• Employers and potential community partners; and

• Other stakeholders with expertise in inclusive postsecondary education.

The RFP anticipates interviews, focus groups, surveys, and listening sessions as part of the engagement process.

Is there an expected minimum number of interviews, focus groups, or survey participants?

No specific minimum number is established in the RFP. CSCU expects the consultant to propose an engagement methodology sufficient to provide meaningful representation from all four universities and the principal stakeholder groups.

Is accessibility support (interpreters, captioning, alternate formats) expected to be provided through the project?

Yes. CSCU is committed to ensuring that all stakeholder engagement associated with this project is accessible. CSCU currently has a standing contract with Co-Sign Communications, our designated vendor for interpreter services, and hires qualified interpreters through Co-Sign as needed for meetings, events, and stakeholder engagement activities.

CSCU will coordinate with the selected consultant to identify accessibility needs in advance and arrange appropriate support, including interpreters, captioning, accessible electronic materials, alternate formats, and other reasonable accommodations as needed.

Recommendations

How prescriptive would you like the recommendations to be?

Recommendations should be specific and actionable rather than conceptual. CSCU is seeking recommendations that can inform actual implementation and decision-making.

Recommendations should identify priorities, proposed actions, responsible parties or levels of responsibility, resource requirements, potential timelines, and measurable outcomes wherever possible.

Are recommendations expected at both the system and individual campus levels?

Yes. Recommendations should address both:

System-level opportunities, including common policies, shared infrastructure, funding, training, partnerships, standards, and coordination; and

Campus-level considerations, recognizing that the four universities may have different levels of existing capacity, resources, infrastructure, and readiness.

The required CSU Capacity and Gap Analysis should inform these differentiated recommendations.

Faculty, Staff, and Peer Training

What level of detail is expected?

The consultant should provide more than a general recommendation that training occur.

The plan should identify recommended training topics, target audiences, possible delivery models, frequency, and whether training should occur at the system or campus level.

Potential areas may include inclusive teaching and learning, disability awareness, universal design and accessibility, student support and referral practices, peer mentoring, employment preparation, and creating inclusive campus environments.

Financial and Sustainability Analysis

What level of financial detail is expected?

The financial analysis should be detailed enough to allow CSCU and policymakers to understand the likely costs of establishing, operating, and sustaining inclusive postsecondary education programming.

It should address major cost categories such as personnel, academic support, student support, program administration, technology and accessibility, transportation or housing considerations where appropriate, training, career and employment support, and other anticipated operational requirements.

Are cost models expected for multiple implementation scenarios?

Yes. If feasible, CSCU would welcome cost models for multiple implementation approaches -for example, a foundational model, an expanded model, and a more comprehensive model.

Scenario-based costing would assist CSCU and the state in evaluating implementation options.

Does the state plan to support program development activities at each state university? If so, what is the funding level?

That has not been determined and that is why they have given us funding to do this project.

Part of the consultant's work should therefore be to identify the resources necessary to implement the recommendations and potential mechanisms for supporting those costs.

Should recommendations include state funding strategies, federal funding opportunities, institutional funding, philanthropy, and partnerships?

Yes. Sustainability analysis should consider a diversified approach to funding, including state appropriations, federal opportunities, institutional resources, philanthropy, grants, community partnerships, employer partnerships, and other sustainable funding sources. The RFP specifically requires identification of funding sources and partnerships as part of the financial and sustainability analysis.

Is the focus of the financial analysis on the finances needed for institutions of higher education to operate a program? Or finances for a state-level initiative? Or both?

Both. The analysis should identify the resources required for individual universities to develop and operate inclusive postsecondary education programs, as well as potential systemwide or state-level costs associated with coordination, infrastructure, training, evaluation, technical assistance, or shared services.

Implementation Plan

What level of specificity do you expect in the implementation plan?

The implementation plan should be sufficiently detailed to serve as a roadmap following legislative submission. It should identify:

• Recommended phases of implementation;

• Short-, intermediate- and longer-term priorities;

• System and campus responsibilities;

• Estimated resource requirements;

• Key dependencies;

• Policy or regulatory changes that may be necessary;

• Partnerships;

• Measures of success;

• Potential risks or barriers; and

• Recommended evaluation and reporting processes.

The consultant is specifically charged with preparing a comprehensive implementation plan addressing the requirements of Public Act 25-168.

Are there anticipated legislative or policy deadlines the implementation plan should align with?

The immediate statutory deadline is January 1, 2027, when the final statewide plan must be submitted to the Connecticut General Assembly. The implementation plan should acknowledge that deadline while also establishing realistic milestones for implementation following submission of the plan. Ideally the plan should be presented to the Board prior to submission in December.

Strategic Plan

Who do you want to be involved in creating the strategic plan?

The strategic plan should be developed through a collaborative process involving CSCU System Office leadership, representatives from each of the four universities, faculty and staff, students with IDD and their families, disability and accessibility professionals, community and advocacy organizations, relevant state partners, and other stakeholders identified through the engagement process.

CSCU leadership and the Board of Regents should also have opportunities to review and provide input during development of the plan.

What time span do you want the strategic plan to cover?

The RFP does not specify the required period. A five-year strategic horizon beginning in Fall 2028 would be appropriate, with more detailed actions and milestones for the first one to five years and longer-term goals for subsequent years.

Presentations

How many presentations do you anticipate?

At minimum, the project should include a formal final presentation to the Board of Regents. The scope also anticipates presenting findings and recommendations to CSCU leadership and legislative stakeholders.

CSCU anticipates several opportunities for presentations or briefings during the engagement, including working sessions or progress updates and a final presentation. The exact number can be mutually determined during project planning.

Are presentations expected to be formal board presentations, workshops, or working sessions?

A combination may be appropriate. Interim meetings may function as workshops or working sessions, while the final Board of Regents presentation would be more formal.

Will presentation materials become public documents?

Materials developed for formal presentation to the Board of Regents or submission to the legislature should be prepared with the expectation that they will become public documents.

Will presentations be expected to be made in person?

CSCU expects the selected consultant to be available for key presentations and stakeholder activities in the format determined to be most effective. The final presentation format will be coordinated with the designated CSCU Project Lead and will likely be in person.

Logistics and Project Management

Are there regular meetings with the project officer or steering committee?

Yes. CSCU anticipates regular meetings with the designated CSCU Project Lead throughout the engagement. The cadence should be established at project kickoff and may increase during major stakeholder-engagement, drafting, and finalization periods.

Who has final approval authority for deliverables?

The consultant reports to the designated CSCU Project Lead. The Project Lead will coordinate the review and approval process with appropriate CSCU leadership and the Board of Regents.

Final materials must ultimately meet the requirements for submission to the Connecticut General Assembly.

Are there any anticipated political or organizational considerations we should be aware of that would help us tailor our approach?

The project is being undertaken in response to a specific legislative mandate, so recommendations need to be evidence-based, realistic, financially responsible, and capable of implementation within Connecticut's public higher education environment.

The consultant should also recognize differences in campus size, infrastructure, programs, student populations, and institutional capacity across the four universities. Recommendations should therefore establish a coherent statewide vision while allowing appropriate flexibility in campus implementation.

Budget

What level of detail is required for the cost proposal, or is a specific budget template available?

Please break out costs between consulting services, administrative costs and travel.

Does the funder allow pass-through or subcontracting?

Yes depending on proposal. We would require the qualifications of the subcontractor in writing in the proposal submitted.

Would this contract be awarded as a fixed-price contract, cost reimbursable, or other?

The budget is $100K-$150K so the cost cannot exceed the budget.

Is there an existing template, required format, or reporting structure for the legislative report required under Public Act 25-168 Section 139?

At this time, CSCU has not identified a required legislative report template or prescribed format beyond ensuring that the final plan comprehensively addresses the requirements of Section 139 of Public Act 25-168. The consultant should develop a clear, professional, and accessible report structure appropriate for submission to the Connecticut General Assembly.

CSCU anticipates working collaboratively with the selected consultant on the organization and presentation of the final report. The final deliverables should include the comprehensive statewide plan, executive summary, legislative briefing materials, and presentation materials appropriate for CSCU leadership and the Board of Regents.

The selected consultant should also be prepared to make reasonable formatting or organizational modifications during the review process to ensure that the final submission meets CSCU and legislative needs.

What is the required date for submission of draft and final deliverables to CSCU to allow sufficient internal review, approval, and legislative submission prior to the January 1, 2027, reporting deadline?

The RFP does not establish specific internal submission dates for the draft and final deliverables.

The statutory requirement is that the final statewide plan be submitted to the Connecticut General Assembly by January 1, 2027.

CSCU expects the project schedule to provide sufficient time for review by the designated CSCU Project Lead, appropriate CSCU leadership, and the Board of Regents before legislative submission. Ideally, the final plan will be presented to the Board of Regents prior to submission in December.

Specific dates for interim drafts, CSCU review, revisions, final approval, and presentation will be established with the selected consultant during project kickoff. Respondents should propose a project schedule that includes adequate time for these review and revision periods and results in a substantially completed final product early enough in December to accommodate Board and legislative processes.

Stakeholder Engagement — The RFP summary references interviews, focus groups, surveys, and listening sessions. What are CSCU's expectations regarding the number of stakeholder interviews, focus groups, listening sessions, and survey respondents?

CSCU has not established a required minimum number of interviews, focus groups, listening sessions, or survey respondents. Rather than prescribing a specific number, CSCU expects the selected consultant to propose an engagement methodology that provides meaningful representation across all four Connecticut State Universities and the principal stakeholder groups.

Stakeholder engagement should include, at a minimum, students with intellectual and developmental disabilities, families and caregivers, university leadership, faculty, accessibility and disability services professionals, student affairs and student success professionals, admissions and enrollment management, financial aid, career and workforce partners, community and advocacy organizations, relevant state agencies, employers, and other individuals with expertise in inclusive postsecondary education.

CSCU is particularly interested in ensuring that the engagement process captures diverse perspectives while remaining manageable within the overall project timeline. The consultant should recommend the appropriate combination and scale of interviews, focus groups, listening sessions, and surveys based upon their professional expertise.

University Assessment — Is an on-site assessment expected at each of the four universities, or may institutional assessments be conducted virtually?

The RFP does not require that every component of the institutional assessment be conducted on-site. CSCU is open to a combination of virtual and in-person engagement, based upon the methodology proposed by the consultant and the needs of the assessment.

The assessment must, however, provide sufficient depth to evaluate current policies, programs, services, infrastructure, institutional capacity, and readiness at each of the four Connecticut State Universities.

CSCU would welcome on-site engagement when the consultant determines that campus observation, meetings, or review of facilities and infrastructure would materially strengthen the assessment. The selected consultant and CSCU Project Lead can determine the most appropriate format for each campus during project planning.

National Best Practice Review — Does CSCU expect a comprehensive review of all identified CTP programs nationally, or a representative sample of leading inclusive postsecondary education models?

CSCU does not expect an in-depth review of every Comprehensive Transition and Postsecondary (CTP) program nationally.

The national review should include a broader environmental scan of inclusive postsecondary education nationally, supplemented by a more detailed examination of a representative sample of approximately three to five exemplary programs, states, or system-level models. CSCU prefers quality and relevance over quantity.

Particular attention should be given to federally recognized CTP programs, programs at public universities, state university system approaches, and models that could reasonably inform implementation within Connecticut. The review should examine not only program design but also admissions, academic structure, student supports, staffing, funding, campus integration, employment outcomes, sustainability, and lessons learned.

Does CSCU anticipate a single statewide implementation model or campus-specific implementation recommendations for each university?

CSCU anticipates both a coherent statewide framework and differentiated campus-level recommendations.

The statewide plan should identify system-level opportunities related to common policies, standards, shared infrastructure, funding, training, partnerships, coordination, evaluation, and other areas where a systemwide approach would be beneficial.

At the same time, CSCU recognizes that the four universities differ in size, infrastructure, existing programs, student populations, resources, and institutional capacity. Campus recommendations should therefore reflect each university's individual readiness, strengths, gaps, and implementation needs.

The goal is not necessarily to create four identical programs. The consultant should recommend a consistent statewide vision and set of expectations while allowing sufficient flexibility for appropriate campus implementation.

Has CSCU identified a preferred governance structure, or should the consultant develop governance recommendations, including roles for CSCU, universities, state agencies, students, and families?

CSCU has not identified a predetermined governance structure for the future statewide initiative.

Developing appropriate governance and coordination recommendations should be part of the consultant's strategic and implementation of planning work.

The consultant should consider and recommend appropriate roles and responsibilities for the CSCU System Office, the four universities, relevant state agencies and public partners, students with intellectual and developmental disabilities, families and caregivers, community and advocacy organizations, and other appropriate stakeholders.

During the consultant engagement itself, the consultant will work primarily through the designated CSCU Project Lead, who will assist in coordinating university and systemwide participation. CSCU may also establish a project steering structure at the beginning of the engagement if it supports the work.

For the longer-term implementation structure, CSCU welcomes the consultant's expertise in recommending a governance model that clearly defines decision-making authority, campus and system responsibilities, stakeholder participation, accountability, evaluation, and ongoing coordination.