Specifications include, but are not limited to: The bidder must NOT be virtual-only platform/s. Buffalo Schools is not looking to partner with a virtual program at this time. The bidder must supply the following information: • How the organization will enhance existing services and contribute to a school's improvement plan. • How the proposal will support existing school-based service delivery models and helps fill in the resource and service gaps based on the needs of the schools for which the proposal is designed. • The bidder’s organization Diversity, Equity, and Inclusion statement. • Knowledge and skills critical to improving student and school outcomes. • Familiarity with and ability to align with the BPS strategic plan. • Three references • A sample invoice with an ideal budget that includes duration of service, frequency, and cost. The bidder will choose the category/s of which the proposed programming will align. The bidder will then supply the following information for the category to which the programming relates: Family and Community Engagement, Social Emotional Learning, Positive Youth Development/Mentoring, or Supplemental Academic Enrichment. Family and Community Engagement: • A data-supported plan or program developed to increase the capacity and relationships of the school staff and students' families. • Meaningful evidence to show that its staff has a plan or program developed to increase the capacity of/relationship with the surrounding community. • A strategic plan, or sufficient evidence of past practices, for communicating with building administration to address the needs of students and families. • Evidence of, or has an evidence-based program/method, that specializes in including parents as valued stakeholders in students' educational decisions and outcomes. Social Emotional Learning: • align with data from the Youth Risk Behavior Survey, the School Health Index, and/or the Tiered Fidelity Inventory. (See www.BuffaloSchools.org for more information on these data reports.) • supports the whole school, whole community, and whole child (WSCC) model. • Aligns with data on attendance and/or Office Discipline Referrals. • The proposal shows an effort to support increasing on-track graduation rates. • Program/s offered to follow the District’s Code of Conduct and restorative practices. Positive Youth Development/Mentoring • The proposal effectively develops and engages/exposes students to art, music, theatre, and dance. • How the proposal has established additional, meaningful connections to engage students with college and career readiness exploration. • Programming shows evidence of including life skills, resiliency, and esteem-building activities. • The proposal has aligned its programming with the School Goals and the BPS strategic plan for social-emotional learning, amplifying student voices, and cultivating trust. Supplemental Academic Enrichment • All programming must align to in the following ways: o Social-emotional learning, amplifying student voices, and cultivating trust. o Homework support/exam preparation support o Reading/Literacy support o Supplemental instruction support, tutoring support, or academic skills support
