Specifications include, but are not limited to: Contractor shall employ the Mentor Coaches supporting the Initiative, supporting Initiative goals and providing technical assistance to grant program participants, as described below. The Mentor Coaches will maintain skills that focus on a relationship-based coaching model to support grantee internal coaches with identifying desired outcomes, setting goals, creating ongoing action plans and providing reflection and feedback. The Mentor Coaches will meet with internal coaches monthly to set goals and track data supporting grantee internal coaches and directors regarding the elements of high-quality as defined under Utah Code §35A-15-202. The Mentor Coaches shall: Maintain a monthly coaching log documenting dates, times, progress, struggles, technical assistance needs and improvement. The Mentor Coaches shall report the coaching log to program specialists quarterly. Create and collect pre-, mid-, and post-surveys from grantee internal coaches and directors to monitor the provider growth in setting and meeting goals. Document grantee progress toward high-quality benchmarks using pre-, mid-, and post assessment surveys to create Individual Development Plans. This data will be shared by the lead Mentor Coach with program specialists quarterly and present data upon the request of the OCC. Send online monthly surveys to coaches within 24 hours after every professional development. This survey will be created in collaboration with the Mentor Coaches, the Contractor’s early childhood leadership and the DWS, OCC program specialist. The Contractor will distribute the coaching evaluation survey to grantees via email. Internal coaches will be given one week to submit the survey back to the Contractor. The monthly surveys will include, but not be limited to: A coaching evaluation of the Mentor Coaches An overall evaluation of the professional developments provided that month Meet with DWS, OCC and USBE program specialists in November and May to analyze grantee ECERS-3 reports, coaching logs, program-reflection surveys, Individual Development Plans, Preschool Entry and Exit Profile (PEEP) entry and exit assessment results, and curriculum based pre-, mid-, and post-assessments. The Mentor Coaches shall conduct monthly Professional Learning Community (PLC) meetings with grantee directors and coaches to participate in a professional peer learning format. BHQ grantees are required to attend PLCs and one-on-one coaches mentor sessions, but Mentor Coaches shall also make PLCs available to ESA grantees. Additionally, the Mentor Coaches will collaborate with DWS, OCC and USBE program specialists to provide grantee updates. Updates to include, but not be limited to, technical assistance needs, Individual Development Plan progress, compliance issues, progress towards achieving high-quality, incorporation of research based instructional methods. The Mentor Coaches shall report updates on at least a quarterly basis: The Mentor Coaches shall participate in monthly one-on-one meetings with the DWS, OCC program specialist to discuss grantee updates and needs. The Mentor Coaches shall collect grantees’ internal coach monthly coaching log and high-quality benchmark data addressing the elements of high-quality. The Mentor Coaches shall create Individual Development Plans with internal coaches. In order to develop individualized plans with grantees, the Mentor Coaches shall: On a quarterly basis, send an online survey to assess the progress of internal coaches in the areas of high-quality. The Mentor Coaches will collect and report the results of the survey to DWS, OCC. Ensure internal grant coaches self-assess skills and set goals based on the strengths and areas needing improvement. Work with internal coaches to monitor successful progress throughout the school year. The Mentor Coaches shall provide at least nine professional developments during the school year and collect monthly surveys from internal coaches to learn more about coaching needs. Professional developments will promote education, training, coaching development and peer learning opportunities with an intentional focus on the elements of high-quality programming for grantee internal coaches. The Mentor Coaches shall support grantee internal coaches’ work with teachers to help incorporate research-based instructional practices into teaching to support effective learning. The Mentor Coaches shall meet with grantees and document obstacles and strengths in internal coaching logs to provide clear, timely, and ongoing instructional feedback to teachers for: Improved feedback, Improved instructional practice, and Increased student achievement. The Mentor Coaches shall provide on-site classroom assistance, if requested by BHQ grantees. The Mentor Coaches shall maintain reliability checks on the ECERS-3 observation tool. Ongoing reliability checks will occur every four months to ensure fidelity to the ECERS-3 tool. The Mentor Coaches will participate in available professional development in the early childhood community. The Mentor Coaches will assist program specialists with administering the ECERS-3 observation tool, as needed. The Contractor’s early childhood leadership will meet with the DWS, OCC program specialist on at least a quarterly basis.