Specifications include, but are not limited to: • Train the trainer model, for a minimum of 4 APS staff that includes John Hopkins School of Education Early Warning Indicator and Intervention System for a minimum of 8 APS staff. • Training for a minimum of 20 APS staff in the John Hopkins School of Education Early Warning Indicator and Intervention System. Trainings and technical support must include a minimum of 10 of the following components: • SSS/EWS awareness. • Assisting schools in developing a master schedule that includes student cohorts for work with a small number of teachers. • Providing resource and intervention maps for college and career readiness. • Supporting school staff with analyzing data and root cause analysis quarterly for attendance, behavioral and course performance. • Supporting schools with continuous development and improvement for tiered interventions. • Modifying SSS/EWS to support distance and hybrid learning models. • Conducting Intervention Reviews • Supporting each school’s attendance plan to ensure a focus on chronic absenteeism. • Strengthening school and district staff facilitation skills to support effective weekly or bi-weekly SSS/EWS meetings. • Training school staff in best-practices in holding individual student conferences to develop attendance intervention plans. • Facilitating school staff in the development and implementation of time-based plans based on periodic data reviews. • Use of SSS/EWS rubrics to support high fidelity implementation of SSS/EWS including effective SSS/EWS meetings. • For each of the 16 schools, conduct a minimum of 3 classroom observations, 2 student and teacher focus groups, and observe current SSS/EWS practices, including a minimum of 2 interdisciplinary teacher team meetings with student level. • For each of the 16 schools, provide a minimum of 2 scheduled times to debrief with the school leader(s). Debriefs must include identification of any conditions for SSS/EWS success that are not in place, and guidance for the school on developing and implementing measurable goals and outcomes reduction of chronic absenteeism and increasing graduation rates (high school only). • Provide a minimum of 8 days on site (or the equivalent virtual support) trainings for 16 APS schools. • Provide a minimum of Bi-weekly virtual facilitated sessions with 4 school leaders for the John Hopkins School of Education Early Warning Indicator and Intervention System. Facilitated sessions must be conducted for each of the 16 sites. • Provide facilitation for a minimum of 10 monthly one-hour convening for each of the 16 school sites. • Develop or provide a self-assessment instrument for schools on quality implementation of SSS/EWS meetings. If a tool exist include as a part of the response to RFP if not describe how one will be developed and what components will be included. • Provide a minimum of 10 monthly, 8 quarterly virtual and/or in-person tele-mentoring sessions and 10 monthly one-hour phone calls or virtual meetings with all 16 school’s SSS/EWS leads, SSS/EWS teams and district staff. Trainings may include all sites in one training. Tele-mentoring sessions must provide support, guidance and focus on: • Requirements for John Hopkins School of Education Early Warning Indicator and Intervention System. • Creating a comprehensive SSS/EWS at each individual school taking into consideration the specific needs of each school. • Supporting school teams to develop a resource and intervention map through either virtual or onsite technical assistance. Evaluate and provide feedback on submitted resources and intervention maps to participating schools • Provide direction and support for a self-assessment assessment on quality implementation of SSS/EWS meetings. • Support school teams to operational SSS/EWS by June 30, 2024. • Evaluate and provide feedback on each school’s ability to demonstrate that they can successfully utilize SSS/EWS by implementing a comprehensive monitoring and intervention program. • Provide virtual planning/support to the schools before the school’s first SSS/EWS team meeting. • Observe a minimum of 2 SSS/EWS meetings for each of the 16 schools including debrief and feedback after meetings. • Develop a rubric for quality SSS/EWS meetings. If a rubric exists include as a part of the response to RFP if not describe how one will be developed and what components will be included. • Evaluate and provide feedback on SSS/EWS meetings rubric to provide guidance on quality implementation of SSS/EWS meetings. • Provide virtual or onsite planning/support before staff engage in quarterly analysis school’s EWS data. • Develop data review templates for SSS/EWS school data. If templates exists include as a part of the response to RFP if not describe how one will be developed and what components will be included.
