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1 RFQ ExCEL After School Program Request for Qualifications for After School and/or Summer program Lead Agency San Francisco Unified School District Student, Family, & Community Support Department Date issued: July 1, 2014 Question Submittal: July 21, :00pm APPLICATION due: 12:00 p.m., August 31, 2014 Qualification Notification: September 30, 2014 Appeal Deadline: October 15, 2014 Final Notification: November 1, 2014 RFQ Page 1 of 22

2 Request for Qualifications (RFQ) TABLE OF CONTENTS I INTRODUCTION AND OVERVIEW... 3 A. Introduction B. Term of the List of Qualified Agencies; Annual Contracts with Selected Qualified Agencies C. Overview II III IV V VI VII VIII IX X SCHEDULE LEAD AGENCY OVERVIEW....5 DEPARTMENT OF CHILDREN YOUTH & FAMILIES (DCYF) MATCH FUNDING SERVICES CATEGORIES LEAD AGENCY QUALIFICATIONS SUBMISSION DETAILS APPLICATION SUBMISSION CONTENTS EVALUATION AND SELECTION TERMS AND CONDITIONS FOR RECEIPT OF APPLICATIONS XI STANDARD CONTRACT PROVISIONS XII APPEAL PROCEDURES.. 13 XIII EVALUATION RUBRIC APPENDIX I ExCEL Core Theories APPENDIX II RFQ APPLICATION..19 APPENDIX III CONTRACT BOILERPLATE CHECKLIST..21 APPENDIX IV CONTRACT SAMPLE Afterschool Program & Services Agreement.23 RFQ Page 2 of 22

3 I. INTRODUCTION AND OVERVIEW A. Introduction SFUSD has engaged all of its school communities in a series of opportunities to assess the level of support and alignment that exists in school programs to the District s Strategic Plan, Impact Learning. Impact Lives. The major goals that serve as the foundation for all District efforts are: 1. Access & Equity: Making Social Justice a Reality 2. Achievement: Engage high achieving and joyful learners 3. Accountability: Keeping our Promises to Students & Families. In order to achieve these goals, the success of the District s ExCEL Afterschool Programs is critical. The San Francisco Unified School District (SFUSD or the District) ExCEL Afterschool Programs Office invites interested community-based organizations (CBO) to respond with their qualifications to serve as a Lead Agency in designing, planning, coordinating and operating an effective and high-quality afterschool and/or summer program that supports and aligns with the District s goal of eliminating the achievement gap. With this Request for Qualifications, the District will provide to principals and individual school site stakeholders a list of prequalified CBOs from which principals and stakeholders may evaluate and choose as a Lead Agency. Those agencies selected as Lead Agencies will be committed to the goals of SFUSD s Strategic Plan and a commitment to supporting school communities in providing an Afterschool Program that is focused on the ExCEL Afterschool program components of Academic Support, Recreation and Enrichment while directly adding value to the overall school program and assisting the school to achieve its own unique goals as specified in its Balanced Scorecard. B. Term of the List of Qualified Agencies; Annual Contracts with Selected Qualified Agencies This Request for Qualifications (RFQ) for ExCEL After School & Summer Program Lead Agency will result in a list of qualified agencies from which school site Administrators may select an ExCEL After School Program contractor. The term of the Qualified Lead Agency list shall be a minimum of three years and a maximum of five years beginning July 1, The selection of the after school program Lead Agency is at the discretion of the school site administrator. School site administrators will select a Lead Agency from the list of qualified agencies by assessing the quality of the current after school and/or summer program, identifying future program goals, and considering any other factors relevant to the school site. The ExCEL After School Program office does not identify Lead Agencies for any of the ExCEL After School Programs. School site administrators submit their Lead Agency selection on an annual basis. The school site administrator may choose a new Lead Agency, or may choose to continue to contract with the same Lead Agency, on an annual basis subject to the District s annual availability of funds and annual satisfactory contractor performance with respect to meeting targeted attendance goals, the contractor s ability to provide a quality program that supports school and district objectives, and/or any other factors relevant to the school site. RFQ Page 3 of 22

4 C. Overview The ExCEL After School Program s mission is to create and sustain "safe havens" at public schools where students and community members can access expanded learning opportunities and integrated education, health, social service, and cultural programs in the out-of-school hours. Program design and evaluation is based on the theory of action, developed in 2011, which states that regular participation in high quality program has direct benefits for youth and contributes to other positive outcomes. The ExCEL After School Program operates in elementary schools, K-8 schools, middle schools, and high schools. School site administrators partner with ExCEL partners with local agencies to deliver quality after school and/or summer programs to SFUSD school sites. The ExCEL After School Program Central Office provides overall program design and administration of the after school and/or summer programs providing guidance related to grant compliance, funding requirements and supporting the alignment of the after school and/or summer program with school day initiatives. Please see Appendix I: ExCEL Core Theories for a description of the current initiatives in the ExCEL After School Program. The ExCEL After School Program is funded through grants from the California Department of Education and through matching grants from the City and County of San Francisco s Department of Children, Youth and Their Families. CDE provides funds to school districts that collaborate with community partners to provide safe and educationally enriching alternatives for children and youths during non school hours. The funds are awarded to specific school sites as part of a competitive process. The base grants are for school year programs. The supplemental grants are for summer programs. Both after school and summer programs are funded through two grant sources: 1. After School Education & Safety (ASES) and/or 21 st Century for Elementary, Middle, K-8. ASES grants are 3 year renewable funding sources 2. 21st Century After School Safety and Enrichment for Teens (ASSETS) grants for High Schools. 21 st Century and ASSETS grants are 5 year grants which sunset (end). Sites whose funding has ended must be re-applied for through an RFA process administered by the California Department of Education (CDE). RFQ Page 4 of 22

5 II. SCHEDULE The anticipated schedule for creating a list of Qualified Candidates is: 1. RFQ Issue Date: july 1, RFQ Question Submittal Date: July 21, :00pm submit questions to: SFUSD ExCEL Department at contractsasp@gmail.com. Answers will be posted by July 25, APPLICATION due: 12:00 p.m., August 31, Qualification Notification: September 30, Appeal Deadline: October 15, Final Notification: November 1, List of Qualified Lead Agencies distributed to Principals: November 1, Selection of Lead Agency by school site Principal: January 2015 for supplemental & March, 2015 for base 9. Service Start Date July 1, 2015 or August 2015 depending on grant funding allocation. III. LEAD AGENCY OVERVIEW Applicants may respond to the one or more of the following Lead Agency categories: 1. Lead Agency: Elementary School 2. Lead Agency: Middle School (including K-8) 3. Lead Agency: High School A Lead Agency may be selected to administer school year programs, summer programs or both. For summer programs, the ExCEL After School Program office may determine the school sites available to operate summer programs. After School and Summer Program Requirements ExCEL elementary and middle school BASE grants can ONLY be used to provide after school programming daily (180 days) immediately after the school day. ExCEL High School ASSETS base grants can be used to operate programs before school, after school, and weekends and during summer/intersession in accordance with grant guidelines. Some sites may also receive 21 st Century related grants including Equitable Access (to be used to support full inclusion of targeted student groups including EL, learning support, mental health staffing) and Family Literacy (to be used to provide literacy and career support for the adult family members of ExCEL program participants) ExCEL summer programs must operate for at least three hours per day during days when school is not in session. The intention of the after school funding is to provide a comprehensive after school and/or summer Program which consists of a balance of academic and enrichment activities, including physical activity components. The after school and/or summer program incorporates restorative practices and is in alignment with the District s strategic plan and other initiatives as applicable. The funds cannot be used to supplant school day activities. An after school and/or summer program must include the following: ASES Funding: 1) educational and literacy component to provide tutoring and/or homework assistance; 2) educational enrichment component and 3) physical activity/recreation component. In addition the program must provide a nutritious snack each day. RFQ Page 5 of 22

6 21 st CCCLC E/M: 1) educational and literacy component to provide tutoring and/or homework assistance; 2) educational enrichment component and 3) physical activity/recreation component; 4) family literacy component. In addition the program must provide a nutritious snack each day. ASSETs: 1) educational and literacy component to provide tutoring and/or homework assistance; 2) educational enrichment component and 3) physical activity/recreation component; 4) family literacy component. In addition the program must provide a nutritious snack each day. All programs will implement ExCEL After School Program initiatives that are aligned with the District s strategic plan and initiatives (see Appendix I for more detail on current initiatives). All ExCEL after school program must adhere to all applicable Board of Education policies. Please see the ExCEL program manual for details: ProgramManual.pdf Educational and Literacy Component includes: ASES and 21 st CCLC E/M: tutoring or homework assistance in one or more of the following areas: 1) Language arts, 2) Mathematics, 3) History & Social Science; 4) Computer training; 5) Science. ASSETs: The program shall include, but not be limited to: High school exit exam preparation; 2 )Tutoring; 3) Homework; 4) College Preparation; 5) Career technical education. Educational Enrichment component may include the following for all grants: 1) visual & performing arts, 2) career technical education; 3) recreation; 4) physical fitness; 5) prevention activities. Family Literacy: 21 st CCLC E/M and ASSETS must include a family literacy component (this is in addition to the dedicated funding that a school site may receivefor family literacy services) that assess the need for family literacy services among adult family members of students in the program and provide services based on those needs. The goal of the after school and/or summer program is to support student success in school through academic support and educational enrichment. The school site Principal is an integral part of the development of the after school and/or summer program components. This ensures that the program design supports the school site goals articulated in the Balanced Score Card/Single Plan of Student Achievement. All Lead Agencies selected by Principals will collaborate on the development and implementation of the school site s after school and/or summer program in compliance with State and Federal guidelines. Academic Component For after school programs funded through base grants, All ExCEL sites are required to identify a SFUSD certificated teacher as the Academic Liaison to support academic alignment with the school day. The Academic Liaisons provide important guidance and expertise to strengthen the academic program in afterschool including the homework help system, curriculum development, and/or direct tutoring intervention for targeted students. At the High School Level, the Academic Liaison may coordinate credit recovery program implementation. Enrichment Component Sites offer diverse enrichment activities according to the interests of students and the available expertise of staff. Physical Activity All ExCEL programs must follow the SFUSD wellness policy guidelines related to physical activity. RFQ Page 6 of 22

7 Required Program Hours School year programs: Elementary & Middle School programs must operate 5 days/week, commence immediately at the end of the regular school day, run until at least 6 p.m. and for at least 15 hours/week, whichever is longer. The after school program must operate every regular school day during the school year. Elementary students are expected to be enrolled and participate 5 days/week. Middle school students are expected to attend a minimum of 3 days/week and 9 hours/week, but the program must operate all 5 days. High School programs must operate a minimum of 15 hours per week. Summer programs Summer programs must operate a minimum of three (3) hours per day during days when school is not in session. Late Arrival and Early Release policies: ExCEL has an established early release and late release policies that must be implemented at each after school and/or summer program. Each High School ASSETs program has the option of operating under either of the following modes: (1) after school only, or (2) after school and during any combination of before school, weekends, summer, intersession, and vacation. Special arrangements for facility use must be made in advance of weekends, summer, intersession and/or vacation timeframes are proposed. Staffing All staff supervising students in the after school program must meet District TB/Fingerprinting requirements as well as all minimum requirements for SFUSD Instructional Aide positions. In addition if the program will include any physical activities related to bicycle riding, at least one staff member must be a League Certified Instructor (LCIs) from the League of American Bicyclists. LCI information can be found at the following website - Additionally, each school site is required to have a Site Coordinator. Education Code provides that selection of the program site [coordinator] shall be subject to the approval of the school site principal. Contract and Payments Programs may not begin program operations at a school site unless the District is in receipt of a contract that has been properly completed (including all required attachments) and fully executed by the Lead Agency. Invoices are on a cost reimbursement basis. Matching Funds Awarded contractors are required to provide no less than thirty three percent (33%) match funding or a mix of funding and in-kind services to enhance program services at the named school site program. Lead agencies that receive DCYF ExCEL Matching Funds may count those funds towards the 33% match funding requirement. Lead Agencies that have fee structure that meets the CDE/SFUSD guidelines may count program fees generated towards 33% match funding requirement. Guidelines for Charging Fees The intent of the ASES or 21st CCLC programs is to establish local programs that offer academic assistance and enrichment to students in need of such services regardless of their ability to pay. ASES or 21st Century grants do not prohibit charging fees for after school programs; therefore should a program chose to charge fees, the following guidelines must be followed: RFQ Page 7 of 22

8 Programs that opt to charge fees* may not prohibit any family from participating due to its financial situation. All program materials related to outreach and enrollment must state clearly that no child will be denied services due to inability to pay. Programs that opt to charge fees must offer a sliding scale of fees and/or scholarships for those who cannot afford the program. Income collected from fees must be used to fund program activities specified in the grant application. Funds generated from fees are subject to audit and program monitoring; therefore programs must maintain documentation for a period of five (5) years. *Fees include any fees charged to families. This includes, but is not limited to: tuition, enrollment fees, application fees, snack fee, supplies fees etc. Core Competencies Core competencies are the abilities of staff to apply specific knowledge and skills to their professional practice. In other words, the core competencies are the key ingredients necessary to make a successful afterschool staff. Afterschool programs whose staff exhibit the core competencies will be best equipped to transform the next generation of youth in San Francisco. For more information go to: The San Francisco Afterschool for All Advisory Expanded Learning Collaborative Policy Council (formerly Afterschool for All) adopted two sets of competencies: one for afterschool line staff and one for afterschool supervisors. These core competencies were aligned to the California After School Program Quality Self- Assessment Tool. Qualified Lead Agencies are required to be familiar with and have experience in implementing core competencies in after school programs. Quality Programming Qualified Lead Agencies will work with the ExCEL After School Program Central Office and school site administrators to develop a Quality Action Plan (QAP) during the annual August Institute Common Planning Time. The QAP is developed in collaboration with the school site principal and designated academic liaison. Grant Funding Calculated by Attendance ASES/21st Century grants are attendance based grants. Elementary/Middle School Grants are based on $7.50 per child per day for all days of the school year. High School grants are based on $10/student/day for all days of the school year. Sites that fail to meet calculated attendance will trigger California Department of Education intervention and funding levels may be reduced. Sites must earn 85% of attendance to be in good standing for full funding. Failure to achieve attendance targets may result in a Lead Agency being removed from the qualified list of Lead Agencies. Attendance and Evaluation Documentation All attendance data must be collected in ExCEL required formats, closely monitored, and managed for accuracy by the Site Coordinator. All required evaluation activities must be completed. Enrollment Policy: Qualified Lead Agencies will work with the school site administrator to develop a written enrollment policy. The enrollment policy should include, but not be limited to, enrollment priorities, application process, acceptance notification, wait list procedures, behavior guidelines, parent expectation, student expectation, process for RFQ Page 8 of 22

9 students being removed from the after school program, etc. Qualified Lead Agencies are required to provide the written enrollment policy to all families who apply for the program. IV. DEPARTMENT OF CHILDREN YOUTH & FAMILIES (DCYF) MATCH FUNDING The San Francisco City and County s Department of Children, Youth and Their Families has allocated funds to providing matching grants to support SFUSD s ExCEL afterschool programs for FY through FY Lead Agencies who had been selected by the SFUSD school site administrator to operate afterschool programs for K-8 students during the school year and Lead Agencies who had been selected by SFUSD to operate summer programs for K-8 students at assigned sites were eligible to compete for matching funds from DCYF. DCYF grant awards for both afterschool programming and summer programming were determined based on: responses to the DCYF ExCEL Match Applications, the number of youth to be served, the proposed number of youth on the wait list to be served, number of days of programming offered,, and the level of need of the students to be served (Level of need was determined using SFUSD and DCYF data.) Only one Lead Agency was awarded a DCYF matching grant for afterschool per school site. The DCYF ExCEL Match funds should be viewed as a critical component of ExCEL programs multiple funding sources, and used in a way that supports the ExCEL program holistically not just for specific aspects or single components of the program. Similarly, DCYF encourages lead agencies to work collaboratively with school principals and other school leadership team members to design the program and budget. Lead agencies and principals should plan how all funding sources, including the DCYF ExCEL Match funds, are used to support success throughout the program and for all participants. DCYF ExCEL Match funds can only be used for budget items incurred by the lead agency. No funds can be used to support SFUSD staff or school day activities. School principals and lead agency signatories must ultimately both approve how the DCYF ExCEL Match funds will be spent. The DCYF ExCEL Match funds retain their flexibility even though they will now be administered by SFUSD. The DCYF ExCEL Match funds are NOT subject to the state and federal audit requirements that ExCEL s state and federal funds fall under. ExCEL providers receiving DCYF ExCEL Match funds through the District are subcontractors to DCYF s master grant agreement with SFUSD, and therefore are held to all City contractual requirements and published DCYF funding guidelines as outlined in Doing Business with DCYF. DCYF ExCEL Matching Funds for afterschool programs may be used to help meet SFUSD s 33% matching fund requirement, and may be used in the following ways: To serve students projected to be on the program s wait list per their award letter To cover operating expenses for the afterschool program DCYF ExCEL Matching Funds for afterschool programs may NOT be used to support staff to work with youth during the instructional day except for the Site Coordinator. DCYF ExCEL Matching Funds for summer programs may be used to help meet SFUSD s 33% matching fund requirement, and may be used in the following ways: To serve students projected to be on the program s wait list per their award letter To cover operating expenses for the summer program RFQ Page 9 of 22

10 DCYF ExCEL Matching Funds for afterschool and summer programs will remain in use at the original school site awarded through FY even if the school site administrator changes the Lead Agency at any point in time, subject to continued compliance with the terms of the DCYF matching grant. Lead Agencies will need to comply with all of DCYF s contracting requirements. V. Service Categories 1. Lead Agency for Elementary School 2. Lead Agency for K 8 or Middle School 3. Lead Agency for High School VI. LEAD AGENCY QUALIFICATIONS All agencies submitting applications must meet the Minimum Qualifications listed below. Any applications failing to demonstrate how the proposing agency meets these minimum requirements as outlined below will be considered non-responsive and will not be eligible for review for placement on the qualified candidates list. Agencies applying as Lead Agencies for any of the three service categories listed in Section V above, must demonstrate a least two (2) years of experience in the following: 1. Documented experience in providing program services to the students in the service category (ies) being applied for. Specifically, evidence of a positive track record of the capacity to effectively coordinate the entirety of a school s afterschool and/or extended-year program as well as successful collaboration with the school site administrator, faculty and staff. 2. Documented experience of agency administrative capacity to comply with compliance and fiscal policies of the SFUSD and CDE, including: agency administration manual; fiscal and personnel policies; cost allocation plans, etc. 3. Documented experience in the hiring, retention, and provision of professional development of appropriately qualified staff to provide services to SFUSD students in a culturally and linguistically competent and age appropriate manner with a focus on youth development strategies. 4. Documented experience of the capacity to effectively engage a large number of diverse students on an ongoing basis who demonstrate the desire and enthusiasm to participate in the program at a very high and consistent rate. Additionally, the agency can illustrate specific examples and strategies it has developed that actively engage parents and family members throughout the school year. 5. Documented knowledge of and application of youth development strategies and Core Competencies for After School Program Line Staff and Supervisors. 6. Documented experience in maintaining collaborative relationships with school site leadership in the development and implementation of a quality after school program that supports the district s and the school s goals. VII. SUBMISSION DETAILS A. TIME AND PLACE OF SUBMISSION Applications must be received by 12:00 p.m., August 31, 2014 at the ExCEL Office at 20 Cook Street, Room 2. Postmarks will not be considered in judging the timeliness of submissions. Applications may be delivered in person or mailed to: RFQ Page 10 of 22

11 Mele Lau-Smith San Francisco Unified School District ExCEL After School Program 20 Cook Street, Room 2 San Francisco, CA ** Applications submitted by facsimile, telephone or electronic mail will not be accepted. Applicants shall submit one (1) original and one (1) copy of the application, clearly marked RFQ SFUSD After School Program Lead Agency and the service category applying for. The original copy of the application must be clearly marked as Original. B. FORMAT All submissions must be typewritten on standard recycled paper with an easy to read 12-point font such as Arial or Times New Roman and one inch margins. All submissions must be 1.5 to double-spaced. Please print copies double sided to the maximum extent possible and bind with binder clip or single staple. Please do not bind your application with a spiral binding, glued binding or anything similar. No Binders. VIII. APPLICATION SUBMISSION CONTENTS Failure to provide any of the following information or forms may result in an application being disqualified. A. MINIMUM AGENCY REQUIREMENTS (ONE COPY per proposing agency) 1. Letter of Introduction (no more than one (1) page): An one-page letter signed by the person authorized to obligate the proposing agency to perform the commitments contained in the application. The letter should state that the proposing agency is willing and able to perform the commitments contained in the application. 2. Agency Minimum Qualifications: Completion of the application in Appendix I. 3. Boilerplate Checklist: Afterschool Program and Services Agreement - Submission of the Signed Boilerplate Checklist (Appendix II) will constitute a representation by your firm that it has read all of the clauses contained in the SFUSD Afterschool Program and Services Agreement, the sample contract for the services detailed in this RFQ (ATTACHED as Appendix III, version for Fiscal Year 14-15), and that your firm is willing to comply with SFUSD contracting requirements. Any application that does not demonstrate that the proposer meets these minimum requirements by the deadline for submittal of applications will be considered non-qualified and will not be eligible to be placed on the list of qualified Lead Agencies from which school site principals select the after school program provider. IX. EVALUATION AND SELECTION For all applications, the Minimum Agency Requirements will be reviewed first; applications that do not submit complete documentation meeting the minimum requirements will not have the project application reviewed. Project applications meeting minimum agency qualification requirements will be evaluated and scored by a selection committee made up of individuals with expertise in the project for which the application is submitted The SFUSD intends to evaluate the applications generally in accordance with the criteria itemized below. Only applications scoring 70 or more points on the evaluation/scoring criteria will be entered on an eligible list RFQ Page 11 of 22

12 ( Qualified After School Program Lead Agencies ) for funding. Proposers must agree to abide by all SFUSD policy requirements as outlined in Appendix III. The eligible list will be utilized by school site Principals for a period of three (3) to five (5) years pending funding availability to select a Lead Agency to administer the after school program on his/her school site. No Lead Agency shall have any legal or equitable right or obligation to enter into a contract or to perform services as a result of such Lead Agency being identified on the list as a Qualified After School Program Lead Agencies. X. TERMS & CONDITIONS FOR RECEIPT OF APPLICATIONS A. Errors and Omissions in RFQ Proposers are responsible for reviewing all portions of this RFQ. Proposers are to promptly notify the District, in writing, if the proposer discovers any ambiguity, discrepancy, omission, or other error in the RFQ. Any such notification should be directed to the District promptly after discovery, but in no event later than five working days prior to the date for receipt of applications. Modifications and clarifications will be made by addenda as provided below. B. Change Notices The District may modify the RFQ, prior to the application due date, by issuing Change Notices, which will be posted on the website. The proposer shall be responsible for ensuring that its application reflects any and all Change Notices issued by the District prior to the application due date regardless of when the application is submitted. Therefore, the District recommends that the proposer consult the website frequently, including shortly before the application due date, to determine if the proposer has downloaded all Change Notices. C. Term of Application Submission of an application signifies that the proposed services and prices are valid for 120 calendar days from the application due date and that the quoted prices are genuine and not the result of collusion or any other anticompetitive activity. D. Errors and Omissions in Application Failure by the District to object to an error, omission, or deviation in the application will in no way modify the RFQ or excuse the vendor from full compliance with the specifications of the RFQ or any contract awarded pursuant to the RFQ. E. Financial Responsibility The District accepts no financial responsibility for any costs incurred by a firm in responding to this RFQ. Submissions of the RFQ will become the property of the District and may be used by the District in any way deemed appropriate. F. Proposer s Obligations under the Conflict of Interest laws and board policies A proposer must be aware that if the proposer will enter into a contract with the District, proposer/contractor shall be responsible to comply with conflict of interest laws and Board policies, which are briefly summarized in Section 15 ( Conflict of Interest ) of the attached Appendix III ( Afterschool Program and Services Agreement sample contract). It is the responsibility of a contractor to comply with the law and SFUSD Board policies. G. Reservations of Rights by the District The issuance of this RFQ does not constitute an agreement by the District that any contract will actually be entered into by the District. The District expressly reserves the right at any time to: 1. Waive or correct any defect or informality in any response, application, or application procedure; 2. Reject any or all applications; RFQ Page 12 of 22

13 3. Reissue a Request for Applications; 4. Prior to submission deadline for applications, modify all or any portion of the selection procedures, including deadlines for accepting responses, the specifications or requirements for any materials, equipment or services to be provided under this RFQ, or the requirements for contents or format of the applications; 5. Procure any materials, equipment or services specified in this RFQ by any other means; 6. Determine that no project will be pursued. H. No Waiver No waiver by the District of any provision of this RFQ shall be implied from any failure by the District to recognize or take action on account of any failure by a proposer to observe any provision of this RFQ. XI. STANDARD CONTRACT PROVISIONS Any agency selected from the After School Program Lead Agency Qualified List by a school site Principal, and which chooses to enter into contract with the District, will enter into a contract substantially in the form of the After School Program Services Agreement, attached hereto as Appendix III. Failure to timely execute the contract, or to furnish any and all insurance certificates and policy endorsement, surety bonds or other materials required in the contract, shall be deemed an abandonment of a contract offer. The District, in its sole discretion, may select another qualified agency and may proceed against the original selectee for damages. XII. APPEAL PROCEDURES A. Protest of Non Responsiveness Determination Any agency that has submitted an application and believes that the District has incorrectly determined that its application is not qualified may submit a written notice of appeal to the District. Such notice of appeal must be received by the District on or before January 26, 2013 or the fifth (5th) working day following the District s issuance of After School Program Lead Agency Qualified List. The notice of appeal must include a written statement specifying in detail each and every one of the grounds asserted for the appeal. The appeal must be signed by an individual authorized to represent the proposer, and must cite RFQ provision on which the appeal is based. In addition, the appealer must specify facts and evidence sufficient for the District to determine the validity of the protest. Appeals that are based on a disagreement with the professional judgment of the reviewer will not be considered. B. Delivery of Appeal All appeals must be received by the due date. If an appeal is mailed, the appealer bears the risk of non-delivery within the deadlines specified herein. Appeals should be transmitted by a means that will objectively establish the date the City received the protest. Appeals or notice of appeals made orally (e.g., by telephone) will not be considered. Appeals must be delivered to: Kevin Truitt Associate Superintendent Student, Family & Community Support Department 555 Franklin Street, 3rd Floor San Francisco, CA RFQ Page 13 of 22

14 Evaluation Rubric: a) ORGANIZATIONAL CAPACITY up to 50 points 1. Extent to which the organization s goals are in alignment with the district s goals and ExCEL s goals. Total of up to 10 points 2. Degree to which the organization has experience in the hiring, retention, and provision of professional development to appropriately qualified staff to provide services to SFUSD students in a culturally and linguistically competent and age appropriate manner with a focus on youth development strategies. Total of up to 10 points 3. Extent to which the organization s systems, policies, and/or requirements will ensure that staff provide culturally competent services to the community they serve including policies and training to support the district s goal of safe and supportive schools that does not include suspensions as a behavior modification strategy. Cultural competency is defined as behaviors, attitudes, and policies that enable effective work in a cross-cultural situation. Total of up to 10 points 4. Degree to which the organization will provide administrative support and the processes in place that the organization will utilize to assure that the contract requirements and activities are met in a timely manner. Total of up to 10 points 5. Describe the Degree to which the organization has administrative systems in place to provide the necessary infrastructure to ensure that project staff comply with compliance and fiscal policies of the SFUSD and CDE, including descriptions of the agency s administrative process with respect to fiscal and personnel policies, budgeting and cost allocation plans and enrollment. Total of up to 10 points. b) STATEMENT OF EXPERIENCE AND PAST PERFORMANCE up to 50 points 1. Extent to which the organization s experience in administering an afterschool program in the particular service area(s) for which it is applying. If you are applying for both school year and summer program, please describe your organization s experience in BOTH areas. Discuss your enrollment policies, program policies, etc and how your organization collaborates with a school site administrator to tailor to the school site. (Total of up to 20 points) 2. Describe your organization s knowledge of and application of youth development strategies as well as Core Competencies for After School Line staff and Core Competencies for After School Supervisors (see the San Francisco After School Alliance website for more information: (Up to 15 points) 3. Provide a concrete example of your organization s process in which you collaborate with a school site administer to develop the after school program plan.(up to 15 points) c) SUPPORTING DOCUMENTATION To support and verify the qualifications cited in your Organizational Capacity and Statement of Experience and Past Performance, the following documentation is required: Provide one (1) sample After School Program Summary and budget related to the program summary. Copy of Monitoring Reports and/or other evaluations (maximum of 1) Organizational chart of agency that illustrates how the SFUSD ExCEL after school program is supported administratively and programmatically. Copy of enrollment policy and behavior expectations for students and families Job description for Site Coordinator and Program Leader Letters of Reference (maximum of 2) RFQ Page 14 of 22

15 Appendix I: ExCEL Core Theories All students have the right to a quality education that provides them the skills, knowledge, and tools to thrive. The ExCEL After School Program is part of the Student, Family, Community Support Department (SFCSD). The SFCSD is dedicated to supporting San Francisco youth and families, through building school capacity to address student needs, and working to achieve District-wide academic goals. Additionally, through ExCEL After School Program, SFCSD seeks to increase student achievement, and pro-social student behaviors so all students can become high achieving and joyful learners. Higher educational achievement predicts positive health outcomes directly. Education is also linked to health via effects on income. Education is one of the most important factors in determining access to jobs, health care, housing to THRIVE. A in the after school program will identify ways to modify systems and structures to eliminate barriers to opportunity and build bridges to opportunity to achieve transparency, inclusion and equity. ExCEL Guiding Principles: : non-discrimination, equality, AND equity in the distribution of resources and opportunities. of improving student educational experience and achievement can be had without looking at educational inequities through a social justice lens. to dismantle these inequities can be made without the of those communities ( ) impacted most. RFQ Page 15 of 22

16 The goal of the ExCEL After School Program is, in collaboration with parents, students and SFUSD & community partners, to develop and provide quality after school programs that support the SFUSD goal of preparing students to thrive in college, career and life. The ExCEL After School Program evaluation focuses on a Theory of Action that believes that students who participate regularly in high quality after school programs will demonstrate the greatest improvements in key outcomes, including safety, school engagement, social skills development, and academic skills and academic behaviors. A high quality program is defined as being safe, supportive, interactive, engaging, diverse, accessible, inclusive, school aligned, skill building and physically active. Students engaging in a high quality program will directly benefit by being exposed to new skills and experiences, developing strong relationships with peers and adults, improved academic behaviors and skills, increased school engagement. These benefits will translate to positive outcomes such as increased English fluency, improved academic performance, and higher test scores. 16 Essential Habits of Mind: 1. are integrated into after school activities focus on youth development. The 16 Essential Habits of Mind were identified by Arthur Costa and Bena Kallick. They are described as the attributes of what human beings do when they behave intelligently and are the characteristics of what intelligent people do when they are confronted with problems, the resolution to which are not immediately apparent. The critical attribute of intelligent human beings is not only having information, but also knowing how to act on it. These essential habits of mind support the Common Core State Standards, a set of national standards for English Language Arts and Mathematics that represent what students in RFQ Page 16 of 22

17 grades K-12 should master in order to be college and career ready. Forty-six states, including California, have adopted the standards. The Common Core standards emphasize students demonstrating understanding of content and analyzing written materials rather than memorizing specific information..after school programs are uniquely suited to the Common Core State Standards though their programs and activities that are grounded in youth development practices. When developing lessons and activities after school programs are intentional in connecting activities to one or more of the range of skills from the 16 Essential Habit of Minds listed below. Academic Liaison The Academic Liaison will serve in a leadership capacity to guide and develop the academic component. Recognizing that each school site has unique goals and objectives as articulated in the Balanced Scorecard, each school can craft the Academic Liaison role to ensure coherence between the school day goals and after school program. The Academic Liaison collaborates in the development of the Quality Action Plan (QAP). The QAP is developed each year at the annual August Institute. Attendance at the August Institute is mandatory for ExCEL After School Program Site Coordinators and Lead Agency Directors. Restorative Practices: reducing expulsions and suspension, the ExCEL After School Program provided a Restorative Practices introductory training opportunity to all after school program staff last school year. The ExCEL After School Program Office provides additional training to incorporate the RP model into the after school program and supports alignment with the day program. Incorporating restorative practices into the after school program setting is a transformational change from focusing on behavior policy that relies heavily on rules for behavior and consequences for breaking those rules to building a community that transforms community ExCEL after school program lead agencies are required to create plans to develop and implement in the after school program. In alignment with the District s goal of PRINCIPLES THAT REFLECT THE VALUES AND CONCEPTS FOR IMPLEMENTING RESTORATIVE PRACTICES Relationships are central to building community Builds systems that address misbehavior and harm in a way that strengthens relationships. Focuses on the harm done rather than only on rule breaking. Gives voice to the person harmed. Engages in collaborative problem-solving. Empowers change and growth. Enhances responsibility members to repair and restore community should conflicts, disagreements, or disputes arise. Each after school program will develop an action plan to integrate the following RP tools: Shift away from traditional/punitive discipline practice Embrace the concept of with one another to create a sense of inclusion and shared responsibility Using restorative questions to repair harm and restore community; Using the circle process to address larger behavior issues and respond to harm. RFQ Page 17 of 22

18 Multi tiered System of Support (AKA: Response to Intervention) embedded into the after school program requirements of providing all students with academic/homework help, enrichment and recreation/physical activity (Tier 1); targeted academic support for small groups of students (Tier 2), and intensive target support in small groups or one-to-one (Tier 3). Community Schools Strategy: The after school program should be an integral component to any is Physical Activity: Moving the body; moves the mind Each ExCEL after school programs is required to create a physical activity and nutrition quality action plan which includes providing every student the opportunity to participate in at least at 30 minutes of daily physical activity. These opportunities are intentionally built into the weekly program schedule. And, like the Common of Core Habits Mind, a youth development model can integrate physical activity into all parts of program activities. RFQ Page 18 of 22

19 Appendix II RFQ Application Agency Name: Contact Person: Telephone: Service Category Elementary School Year Summer Program K-8 and/or Middle School Year Summer Program High School NOTE: Only one application needs to be completed if more than one service category is checked. Be sure to speak to each service category in your application. a) ORGANIZATIONAL CAPACITY (no more than 4 pages) up to 50 points Candidate will provide a comprehensive description of the organization s capacity relevant to the service category for which the application is being submitted, including: 1. Briefly describe your organization and its overall goal(s). Describe how your organization s goals are in alignment with the district s goals and ExCEL s goals. (up to 10 points) 2. Describe your organization s experience in the hiring and retention of appropriately qualified staff to provide services to SFUSD students in a culturally and linguistically competent and age appropriate manner with a focus on youth development strategies. (up to 10 points) 3. Describe the systems, policies, and/or requirements your organization has in place to ensure that staff provide culturally competent services to the community they serve including policies and training to support the district s goal of safe and supportive schools that does not include suspensions as a behavior modification strategy. Cultural competency is defined as behaviors, attitudes, and policies that enable effective work in a cross cultural situation. (10 points) 4. Describe the administrative support and process your organization would utilize to assure that the contract requirements and activities are met in a timely manner. (up to 10 points) 5. Describe administrative systems in place to provide the necessary infrastructure to ensure that project/program staff comply with compliance and fiscal policies of the SFUSD and CDE, including descriptions of the agency s administrative process with respect to fiscal and personnel polices, budgeting and cost allocation plans and enrollment). (up to 10 points) b) STATEMENT OF EXPERIENCE AND PAST PERFORMANCE (no more than 4 pages) up to 50 points Candidate will provide a comprehensive description of the organization s past performance relevant to the service category for which the application is being submitted. The following areas will be considered in the review and evaluation process: RFQ Page 19 of 22

20 1. Describe your organization s experience in administering an afterschool program in the particular service area(s) for which you are applying. If you are applying for both school year and summer program, please describe your organization s experience in BOTH areas. If you are applying more than one grade level, please description your organization s experience in EACH of the grade levels. Discuss your enrollment policies, program policies, etc and how your organization collaborates with a school site administrator to tailor to the school site. (Up to 20 points) 2. Describe your organization s knowledge of and application of youth development strategies as well as Core Competencies for After School Line staff and Core Competencies for After School Supervisors ( For more information see ). (Up to 15 points) 3. Provide a concrete example of your organization s process in which you collaborate with a school site administrator to develop the after school program plan.(up to 15 points) c) SUPPORTING DOCUMENTATION To support and verify the qualifications cited in your Organizational Capacity and Statement of Experience and Past Performance, list the projects presented as qualifying experience with dates and managing organization. Provide one (1) sample After School Program Summary and budget related to the program summary. Copy of Monitoring Reports and/or other evaluations (maximum of 1) Organizational chart of agency that illustrates how the SFUSD ExCEL after school program is supported administratively and programmatically. Copy of enrollment policy and behavior expectations for students and families Job description for Site Coordinator and Program Leader Letters of Reference (maximum of 2) RFQ Page 20 of 22