Specifications include, but are not limited to: The focus of the state systemic improvement plan (SSIP) is to support LEAs with the implementation of evidence-based practices in mathematics that will lead to measurable improvement in the State Identified Measurable Results (SIMR) for children with disabilities.; RIDE seeks a vendor to provide technical assistance and professional learning to improve outcomes for students with disabilities in math. Work would focus on grades K-8 in support of the State Systemic Improvement Plan.; The successful vendor will demonstrate the ability to do the following in alignment to SSIP Logic Model Activities (https://www.ride.ri.gov/InformationAccountability/Accountability/StatePerformancePlan.aspx# 41832103-logic-model-revisions ) : • Provide training and resources on evidence-based math (see https://sites.google.com/view/rimathproject/project-resources ) instruction across the Tiers of MTSS through an the existing online learning management system (see https://www.mtssri.org/ ) used by RIDE in alignment with current efforts of the Office for Student, Community, and Academic Supports, Office of Instruction, Assessment and Curriculum professional learning and curriculum frameworks in math, and Office of School Improvement supports to identified districts.; • In consultation with LEAs,; o Connect professional learning to current RIDE efforts to Provide training (see https://www.mtssri.org/course/index.php ) and resources on data-based individualization (DBI) through an online learning management system.; o Provide training and resources on defining and delivering specially designed instruction (SDI) while supporting general education access to culturally responsive, evidence-based math instruction.; o Provide virtual and in person coaching (see https://intensiveintervention.org/resource/coaching-within-tiered-support-models ) of school teams on DBI and SDI; • Submit an annual report in compliance with OSEP Indicator 17 reporting expectations on Feb 1 of each year which will include; o Engagement of diverse parents, families, and broader stakeholders (including student voice) as active team members maintaining data on numbers and type of stakeholders, type of input, and actions taken in response to that input in alignment with Ind 17 reporting structures and in coordination with the RI Parent Training and Information Center, RI Parent Information Network (RIPIN).; o Collection of the data necessary to measure outputs; short-term, intermediate, and long-term outcomes as described in the logic model in support of the evaluation plan (see https://www.ride.ri.gov/InformationAccountability/Accountability/StatePerforma ncePlan.aspx#41832104-ssip-evaluation-plan-revisions ); o Creation of a data sharing agreement with RIDE to analyze impact of project activities on student outcomes on RICAS math growth and proficiency data.; • Apply an anti-bias and equity lens in all areas of work.
