2008-2009 Application Year

4.0 Application Proposal
Please consider each of the responses carefully as these responses will become part of the terms of the contract signed with the school district. In addition, FDOE will monitor each provider to ensure that the implementation of the program is consistent with the approved application.
4.1 Contact Information
Name of Company of Agency: Smart Start Tutoring, Inc.
Name of Contact Person (Director who oversees curriculum and instruction):
Stacey Ellis
Title: Director
Address: 1440 Reed Canal Road, Suite 104
City: Port Orange
State: FL
Zip Code: 32129
Telephone Number: 386-760-2340
Fax Number: 386-760-2341
Email Address: smartstartinc@aol.com
Organization Website: http://www.smartstarttutoring.com

4.2 Applicant Status

Applying as a New provider Applying as a Renewing provider
Applicants Submitting as Renewing Providers
Which year(s) has the applicant been approved for providing SES in Florida?
2006-2007, 2007-2008
Under what business name(s): Smart Start Tutoring Inc.
Serving which school district(s): Volusia
Is the applicant an approved provider for SES in any other state?
No
Yes
Identify the states:
If approved in Florida, identify the Florida SES Provider ID: Smart Start Tutoring, Inc. (0267)
Has the applicant been removed as an approved provider in any state or district within a state, including Florida?
No
Yes
Identify the states:
If yes, provide the school year, dates, district and/or state and the reasons for removal:
Has the applicant ever served as a provider in Florida and had a contract with a district terminated?
No
Yes
Identify the district(s):
Identify the district(s), school year(s) and the reason(s) for termination:

4.3 School District(s) to be Served
Indicate the school district(s) for which the applicant will provide services. A list of Title I schools, by district, with the identified School In Need of Improvement (SINI) status may be accessed at http://www.fldoe.org/bsa/title1/pdf/2007sinilist.pdf. The report is entitled 2006 and 2007 SINI data as of 1-03-08. From this report, the 2007-2008 Title I schools that are in year two or more SINI status are required to offer SES to eligible students. This list will be updated with the 2008 AYP data and is expected to be released in the summer of 2008. For 2008-2009 planning purposes, any school on this list that remains in SINI status will be required to offer the option of state-approved SES to eligible students. A school that currently must offer SES to eligible students will continue to be required to offer this option until the school has made AYP for two consecutive years [NCLB, 20 U.S.C. Section 1116(e)(5)].
*Applicants that select to serve students at Florida School for Deaf and Blind must be able to provide transcription of materials into large print and Braille. In addition, tutors serving deaf students must be fluent in American Sign Language.
School District(s) to be Served:
Brevard, Osceola, Seminole, Volusia

4.4 Applicant Classification

Individual
For-profit company
Non-profit organization
Community based/faith-based organization
Institution of higher education
Local educational agency such as a Florida public school district, a university laboratory school, Florida School for the Deaf and the Blind, and Florida Virtual School, that is not identified as in need of improvement, or in corrective action, or restructuring
Public school that is not identified as in need of improvement, or in corrective action, or restructuring
Charter school that is not identified as in need of improvement, or in corrective action, or restructuring
Private school
21st Century Community Learning Center that is not affiliated with a school district that is identified as in need of improvement, or in corrective action, or restructuring
Public library
Distance learning service (computer based, either internet or non-internet service)
In-home tutoring service
Family literacy program/Even Start program
Child care center serving school-age students
Regional educational consortium
School district approved by USDE to provide SES services
Other
(Describe)
4.5 Academic and Instructional Information
4.5.1 Subject Area(s)
Subject(s): Reading/Language Arts, Mathematics
4.5.2 Staff Qualifications
Staff Qualifications:
Meet the minimum standards as Title I paraprofessionals
Are qualified with a reading certification or endorsement
Are qualified as state certified or licensed teachers
Have experience in teaching students with specific disabilities
Please specify disabilities: SLD, LD, EMH, autism, ADD, ADHD
Have experience in teaching students who are English Language Learners (ELL)
Have the ability to speak languages other than English
Spanish
Haitian Creole
Other (Identify):
Have experience in teaching students with visual impairments
Have experience in teaching students with hearing impairments
4.5.3 Type of Instruction
Small group instruction (not to exceed a group size of five students per tutor)

Large group instruction (not to exceed a group size of ten students per tutor)

Distance learning instruction (on-line, internet-based, or computer-based instruction)

Individual tutoring

In-home tutoring. A parent or guardian must be present during and throughout all tutoring sessions.
4.5.4 Grade Levels to be Served
K 1 2 3 4 5 6 7 8 9 10 11 12

4.6 SES Provisions
4.6.1 Student Capacity
State-approved providers must serve the minimum number of students at each site in each school district for which it is approved and for which a signed contract has specified the minimum number of students to be enrolled at each site. If a provider refuses to serve the minimum number of students enrolled at each site for which it was approved and contracted, the provider will be removed immediately from the approved list for the current school year for that school district, and will be ineligible to apply for approval to provide services in the state for the following year.
10 Indicate the minimum number of students that the applicant would serve at each site
1000 Indicate the maximum number of students that the applicant would serve at each school district
Yes No Capacity to serve students with disabilities or 504 plans
Yes No Capacity to serve students with limited English proficiency
4.6.2. Location of Services
School Campus
Provider facility
Faith-based center (for example, church, temple, mosque, etc.)
Community based center
Student’s home (on-line or computer based)
Student’s home with tutor present
Public site such as public library (Describe) library, YMCA, Rec center
Child Care Center
Other (Describe)
4.6.3 Transportation
Will the applicant provide transportation if services are provided at a site other than the student’s school?
No, transportation will not be provided to students.
4.6.4 Operations
Days of Operation:
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
Frequency of SES sessions for each student:
Every Day
Once a Week
Twice a Week
Three Times a Week
Other (Describe): as decided on in SLP meeting
Length of each service session (Cumulative sessions may not exceed two hours per day or six hours per week.):
2 Hours 1.5 Hours 1 Hour 30 Minutes
Other (Describe): minutes
Times of Service:
Before school
After school
Weekends
Summer (Identify dates):
Other (Describe):

4.7 Cost of Service
Indicate the rate to serve SES for each student per hour and for each type of instruction offered and indicated in this application under 4.5.3 Type of Instruction (small group instruction, large group instruction, distance learning (internet-based), computer-based instruction, and/or individual tutoring). For the 2007-2008 school year, the statewide average cost per pupil for SES is $1,120. More detailed information on the cost per pupil allocation for supplemental educational services may be found at http://www.fldoe.org/flbpso/xls/perpupil-allocation0708.xls.
**Note** the allowable range is between $5.00 and up to $80.00 per hour for each student, per hour, and per type of instruction.

$60 Small group instruction
N/A Large group instruction
N/A Distance learning (internet-based) instruction
$70 Individual tutoring
N/A In-home tutoring

5.0 Application Narrative
THE FOLLOWING ITEM WILL NOT BE SCORED (0 points):
Summarize the overall proposed program in a narrative including services provided, diagnostic/prescription process, curriculum, type of instruction, mode of instruction, and major elements of the program.
Our program has proudly served as an SES provider for the past 2 years. We have demonstrated a record of increasing student achievement and our students have consistently met state achievement goals. We will serve students in grades K-5 at our center as well as the schools, community centers, libraries and churches. Our company uses instructional strategies that are high quality, based upon research, and designed to increase student academic achievement, such as scaffolding and graphic organizers. We will use two models of instruction, individual tutoring and small group instruction, depending on the specific requests of the parents and the needs of the student. The maximum tutor to student ratio will be 1:3. This personalized approach allows our company’s tutors to focus on each child’s unique needs. Our proposed program uses effective curriculum from Options Publishing, a Supplemental Educational Company that aligns its materials with Florida’s Sunshine State Standards. This curriculum is designed to meet the needs of diverse learners. Our program is focused, intensive and is shown to increase time on task so each lesson is meaningful. Diagnostic assessment data will be collected and used by our company to determine the student’s current achievement level as well as identify skill gaps so we are able to write specific goals to address specific needs. Our goal is to have all SLPs written, signed and approved by September 30th with all tutoring beginning by October 15, 2008.
THE FOLLOWING ITEMS WILL BE SCORED:
5.1 The provider must have a demonstrated record of effectiveness in increasing the student academic achievement toward meeting the state achievement standards [NCLB, 20 U.S.C. Section 1116(e)(12)(B)(i)].

5.1.1 (0-5 points) Describe specific student achievement data to document evidence that the applicant’s company or organization had a positive impact on increasing student achievement toward meeting state achievement standards. Include quantitative data that documents student learning gains.
(Max length 2500 characters or about 370 words) Our company has successfully participated in SES for the past two years. All of the students served in our SES program are low achieving students and are from low income families. Our highly qualified tutors and exceptional curriculum have had a positive impact on increasing student achievement toward meeting state achievement standards. Our data shows that the students we serve have made significant and measurable gains. During the 2007-2008 school year 100% of our students, including students with disabilities and ESL students, that completed the program met at least 1/3 of their individual achievement goals, which are based on state achievement standards. 89% of our enrolled students met 2/3 of their achievement goals and 72% met all of their achievement goals. This success is the result of our company’s high standards when choosing tutors and curriculum. In 2007 ninety-three percent (93%) of students served (grades K-5) showed improved performance as evidenced by our pre and post assessments, which measure achievement of Florida’s Sunshine State Standards. At the conclusion of their tutoring sessions, an increase of 50% or more was achieved on math or reading post-tests by 71% of our students. In addition, 65% of our students showed gains of 80% or more over their pre-test scores in reading or math. Reading achievement increased significantly with 79% of our students improving by at least one letter grade over their pre-test scores. Our math program has also been highly effective with 71% of our students increasing at least one letter grade or more on post-tests. In 2007, the school district conducted random parent surveys to measure provider performance. The results of this survey showed that 97% of our parents were highly satisfied and would choose our company again.
THE FOLLOWING ITEMS WILL BE SCORED:
5.2 The provider must document that the instructional strategies used are high quality, based upon research, and designed to increase student academic achievement of eligible students and attain proficiency in meeting the state’s academic achievement standards [NCLB, 20 U.S.C. Section 1116(e)(12)(C)(ii)].

5.2.1 (0-5 points) Identify the curriculum of the proposed program and quantitative research that documents its effectiveness in increasing student achievement.
(Max length 2500 characters or about 370 words)
The curriculum of the proposed program is from Options Publishing. We chose this curriculum because of its high interest materials, its correlations to the Sunshine State Standards, and the quantitative research which documents its effectiveness in increasing student achievement. The curriculum chosen by our company includes Just Right Reading, Best Practices in Reading, Buckle Down math and reading, Comprehension Matters, Phonics Options, Number Pals, Math Options, Math Marvels, and Foundations in Math. The Just Right Reading program (grades 1-5), our primary reading curriculum, covers the five critical areas of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension). It also addresses oral language development, guided and independent reading, word study, and writing skills. Each lesson has three parts: Get Ready to Read, Guide the Reading, and Respond to Reading. Throughout the lessons, instructional supports and accommodations for diverse learners, students with disabilities, and ESL learners are included. Math Options, our primary math curriculum (grades K-5), teaches problem solving skills using real life, motivating, hands-on activities and literature. Aligned with research-based NCTM standards, this curriculum focuses on the knowledge, skills, and strategies students must master to move to the next level. Students move through guided instruction with test preparation embedded into every question. The program follows research-based NCTM standards: diagnose, instruct, practice and assess. In 2005, Options Publishing conducted research at schools in Florida, California, and New York using their reading and math programs for in-school intervention, summer school remediation and English Language Learners summer school. The teams that collected the data and research results concluded that reading scores improved more than five points in just one year of implementing the Options programs. Since using Options Reading and Math Intervention Packages in summer remediation, greater percentages of students who retook the LEAP21 met the standard for promotion to the next grade. Out of 616 summer school students in 2005, only 12 failed to show progress, while 116 fully met targeted achievement goals as measured by the AIMS Web Assessment and Progress Monitoring System. Full results of this Intervention Results Study can be found at http://www.optionspublishing.com/uploads/InterventionResults8-2276.06.pdf

5.2.2 (0-5 points) Identify the key instructional strategies of the proposed program and the quantitative research that documents the effectiveness of the instructional strategies in increasing student achievement. Examples of instructional strategies may include scaffolding, graphic organizers, use of manipulative resources, effective question and answer techniques, use of prior knowledge, direct instruction, directed practice, and mastery learning. For more information on effective instructional strategies, see http://www.cpt.fsu.edu/ESE/in/strmain.html.
(Max length 2500 characters or about 370 words)
Our proposed program combines many effective instructional strategies that have been proven to increase student achievement. Instructional strategies built into the proposed program include scaffolding, questioning, direct explanation, and use of graphic organizers and manipulatives. Graphic organizers, which are diagrams and illustrations that help students organize information, are present throughout our math and reading programs. They are used as a key instructional strategy. In 2003, a study from Saint Xavier University conducted on second, third and fifth grade students revealed an improvement in writing and comprehension skills through the use of graphic organizers. Students were given pre and post assessment following instruction on graphic organizers. The data revealed that student comprehension of graphic organizers rose from 13% to 84%. 72% of students found graphic organizers helpful. The student’s ability to focus on the main idea changed from 80% to 95%. Correct grammar and usage improved from 63% to 72% and organization skills increased from 68% to 84%. Questioning, one of the six proven strategies that increase comprehension according to the National Reading Panel (2000), is a key element in our instruction. Students need to see tutors ask questions, as well as answer them. Questions presented in our curriculum lead the student to realize what they know, what they don’t know and what they need to learn. Questions in the material move from literal to inferential and encompass higher order thinking skills. Synthesizing is the most complex comprehension skill. To teach synthesizing, we instruct the reader to stop occasionally and think about what he or she has read. Each new piece of additional information enhances the student’s understanding. Our proposed program also includes the Direct Explanation approach to instruction. This focuses on the tutor’s ability to explain explicitly the reasoning and mental processes involved in successful reading instruction. Rather than teach specific strategies, tutors help students to view reading as a problem solving task that necessitates the use of strategic thinking.

5.2.3 (0-5 points) Identify the major design elements of the proposed program and quantitative research that documents the effectiveness of the elements in increasing student achievement. Examples of major elements may include mode of instruction, time on task, or resource materials.
(Max length 2500 characters or about 370 words)
The reading curriculum of our proposed program pairs fiction and nonfiction selections on the same topic to engage and hold students` attention. Extensive practice and guided instruction, which are the keys to academic growth, are the basis of our reading program. Students receive in-depth guided instruction and key reading skill development that enhances vocabulary, comprehension, and writing skills. Our proposed reading curriculum utilizes the six proven strategies which increase reading comprehension: monitoring comprehension, using graphic and semantic organizers, answering and generating questions, recognizing story structure, and summarizing what has been read. (The National Reading Panel, 2000) The curriculum also provides extensive modeling of each of the six research-based strategies (prior knowledge, prediction, making connections, drawing conclusions, questioning, visualizing, and summarizing) in early lessons gradually moving students to a point where they independently apply the strategies to texts. The proposed program includes curriculum guides, flexible pacing charts, lesson plans, and assessment support. Tutors’ use of well-planned curriculum guides and pacing charts improves the quality and effectiveness of academic interventions and increases the student time on task. (Metis Associates, 2002) The math curriculum of our proposed program allows students to develop mathematical ability by working with significant concepts and useful processes in a variety of meaningful contexts that promote the correlations between mathematical ideas. With tutor modeling, guided practice, and the use of manipulatives, students learn to adopt strategies as their own and apply them in a variety of situations. The program provides scaffolded, instructional practice with key assessment formats, similar to the FCAT. Low achieving students benefit most when the teacher models strategies and guides practice (Lauer, 2004; Strickland, 2002). The math lessons of our proposed curriculum are built on the principles established by the National Council of Teachers of Mathematics, and provide the in-depth coverage recommended in its "Curriculum Focal Points," and align with national mathematics education standards. The proposed reading and math content area involves the following: focusing on essentials, making linkages obvious and explicit, gathering background knowledge, providing temporary support for learning, using steps and strategies, and reviewing for fluency and generalization. Both the proposed math and reading programs use eye-catching photos, art, graphic organizers, and visuals to aid in comprehension.

5.2.4 (0-5 points) Identify the delivery model of the proposed program and the quantitative research that documents the effectiveness in increasing student achievement. Include academic research with specific evidence the delivery model has positive impact on increasing student achievement. Examples of delivery models include group size for instruction, direct instruction, distance learning, computer-based, individual tutoring, in-home tutoring. (NOTE: Homework assistance is not a form of SES.)
(Max length 2500 characters or about 370 words)
Our company will use two models of instruction, individual tutoring and small group instruction, depending on the specific requests of the parents and the needs of the student. The maximum tutor to student ratio will be 1:3. This approach allows our company’s tutors to focus on each child’s unique needs. There is overwhelming research to support the benefits of individual tutoring in improving students’ grades, study skills, and confidence levels (Bloom, 1984; Slavin et al., 1991; Slavin, Karweit, & Madden, 1989; Wasik & Slavin, 1990; McArthur, Stasz, & Zmuidzinas, 1990; Hock, Schumaker, & Deshler, 1995; Lepper et al., 1997; Merrill et al., 1995; Simmons, Fuchs, Fuchs, Mathes & Hodge, 1995; Vadasy, Jenkins, Antil, Wayne, & O’Connor, 1997). Research also shows that when skilled tutors perform individualized tutoring, the vast majority of test subjects show dramatic improvement- often by two or more letter grades as a result of the tutoring (Hock et al., 2001). The U.S. Department of Education’s Institute of Education Sciences reports that research evidence for individual tutoring meets the gold standard, which means outcomes, are found to be effective in randomized controlled trials. Research evidence clearly supports “one-on-one tutoring by qualified tutors for at-risk readers in grades 1-3.” (Institute of Education Sciences, 2003, p. iii). Small group instruction is also highly effective. Research has found small-group instruction to be correlated with increased reading and math outcomes (Elbaum,Vaughn, Hughes, Moody,& Schumm, 2000; National Reading Panel, 2000).The use of flexible groups to differentiate instruction has been supported for students of all ability levels, including ESL students (Kingore, 2004) and students with identified learning disabilities (Vaughn, Hughes, Moody, & Elbaum, 2001). The success of the individual tutoring and small group models of instruction can be seen in the documented math and reading learning gains range of 80-90% of our students served in 2006-2007.

5.2.5 (0-5 points) Describe how instruction will be focused, intensive, and tailored to meet the needs of individual students, including students with disabilities, students with 504 plans, and/or English language learners.
(Max length 2500 characters or about 370 words)
Our company uses key instructional strategies, differentiated instruction, individual and small group instruction, and district assessment data to address students’ needs as determined by their Student Learning Plan. Scores and information provided by the district, parents, and teachers are used to place the students at their instructional level, as well as to identify learning gaps. Differentiated instruction, teaching with student variance in mind, is a strategy used by our tutors. This method starts where students are, rather than adopting a standardized approach where it is presumed all learners of a given age or grade level are alike. Because the materials are leveled, they provide a continuum of manageable and challenging steps. Students can begin at their level and quickly progress through the activities with constant assessment and feedback. In addition, our method of one-to-one and small group instruction provides students an opportunity to build self-esteem and a positive attitude toward learning through intensive focus and individualized reinforcement of concepts. The lessons are structured to give two strategies side by side. This allows the students to choose which works best for them and their learning style. Our proposed curriculum can be easily modified to accommodate the specific needs of special populations. Our director and staff, many of whom are former and current certified teachers, provide specific strategies to help tutors engage students of varying abilities. We have two translators who help coordinate lessons, progress reports, letters to parents, and the Student Learning Plan in the students’ native language. During the Student Learning Plan meeting, IEPs, 504 plans, and AIP plans, which are provided by the school facilitator, are used to ensure accommodations for the student are implemented into the tutoring program. One to one instruction is provided for students with disabilities in order to deliver instruction more effectively so the achievement goals on the SLP can be met. The tutors are given a copy of the SLP which includes individual accommodations, and they then contact the child’s teacher to review information on the specific needs of the student. Our tutors modify lessons to allow for increased movement and hands-on learning. Our staff discusses these strategies with tutors during initial training sessions and by phone or in person throughout the school year.

THE FOLLOWING ITEMS WILL BE SCORED:
5.3 The provider must ensure that supplemental educational services are consistent with the instructional program of the local educational agency and the academic standards set forth by the state (Sunshine State Standards) [NCLB, 20 U.S.C. Sections 1116(e)(5)(B) and 1116(e)(12)(B)(ii)].

5.3.1 (0-5 points) Describe the process the applicant will use to ensure that the proposed curriculum is correlated to the Sunshine State Standards. For information on Florida’s Sunshine State Standards, see http://www.fldoe.org/bii/curriculum/sss/.
(Max length 2500 characters or about 370 words)
Options Publishing has meticulously correlated the Sunshine State Standards and grade level expectations into our proposed curriculum. The correlations are conducted by reviewing each page, activity and worksheet and finding matches between concepts and wording in the standards and their benchmarks. Each program has the content standards listed specifically by page number. Our company has developed lesson plans for our curriculum that correlate to the SSS. When our tutors follow these plans, the standards have been taught. Completion of the curriculum by the student will ensure that standards and grade level expectations have been taught, and ongoing assessments and mastery of achievement goals will show that these standards have been met. Supplemental materials are included in the curriculum when students have difficulty with specific benchmarks to ensure each standard is met. For example, Benchmark LA.A.1.1 (predicts what a passage is about based on its title and illustrations) correlates with the following pages of Just Right Reading Level 1 of our proposed curriculum: pp. 7–11, 19–22, 29–33, 40–45, 51–55, 62–66, 73–77, 84–88, 95–99, 106–110, 117. The proposed reading and math curriculum correlates with the following Sunshine State Standards: LA.A.1.2, LA.A.2.2 LA.B.1.2, LA.B.2.2 , LA.C.1.1, LA.C.2.1, LA.C.3.1, LA.D.1.1, LA.D.2.1, LA.D.3.1, LA.E.1.2, LA.E.2.2. M.A.A.1.1, MA.A.1.2, MA.A.2.1, MA.A.3.1, MA.A.4.1, MA.A.5.1, MA.B.1.1, MA.B.2.1, MA.B.3.1, MA.B.4.1, MA.C.1.1, MA.C.2.1, MA.C.3.1, MA.D.1.1, MA.D.2.1, MA.E.1.1, and MA.E.2.1. These are only samples of benchmarks included in our program, there are many others. These standards also directly correlate with the state grade level expectations by the Florida Department of Education. For a complete list of SSS correlations to our proposed curriculum visit http://www.optionspublishing.com/fl.htm.

5.3.2 (0-5 points) Describe the process the applicant will use to ensure the proposed program aligns with the instructional program of the school district(s) in which the applicant intends to serve students. Cite at least one example of the correlation of the proposed program and describe its integration with at least one district that the applicant intends to serve.
(Max length 2500 characters or about 370 words)
The districts our company serves have curriculum guides in place for each grade level. These guides have been developed to correlate to the Sunshine State Standards with specific courses taught in the districts and are designed to meet the needs of teachers, students, and the community. Planning and delivering instruction based on Content Statements ensures coverage of all appropriate Sunshine State Standards. Our proposed program is correlated to the Sunshine State Standards, which are then correlated to the district curriculum guides. Our company will adhere to the curriculum guides of Volusia County by using the Options curriculum which are updated every school year to ensure that the connection between tutoring and the district’s expectations are closely aligned. For example, page 124 in Options Level F Best Practices for Reading tells the student that the purpose of the article is informational and asks the student to make predictions about the article. This exercise aligns with Volusia County Schools curriculum guide’s content statements EFEZ014A: identifies and discusses the author’s purpose in text, and EFFZ001A: uses text features to predict content and monitor comprehension. Page 23 of Math Options 2 has an exercise that asks the student to count pennies, nickels and dimes and find the correct amount, which aligns with Volusia County Schools curriculum guide’s content statement ECCZ049A: knows and compares amounts of money in coins, to one dollar or more. Skills and concepts throughout the program are aligned with each district’s instructional program (curriculum guides). Volusia County Schools curriculum guides can be found at (http://www.volusia.k12.fl.us/DEVELOPMENT/STRATEGICPLAN/curriculum_guides.htm).

5.3.3 (0-5 points) Describe the process to ensure that the applicant will coordinate supplemental educational services with the classroom instructional program of the students receiving the services.
(Max length 2500 characters or about 370 words)
Our program and curriculum is coordinated with Sunshine State Standards and district standards, which are the basis of the classroom instructional program. Letters are sent to every teacher with our contact information to open a line of communication. Monthly progress reports are also distributed to the child’s school and teacher. In addition, tutors and company supervisors keep in close contact with classroom teachers, guidance counselors and site NCLB facilitators to ensure the tutoring curriculum continues to address individual student learning gaps. Our tutors ask for input from teachers on specific student’s needs and learning gaps through email, telephone and meetings. Our tutors use that information to individualize tutoring lessons. For example, if a student is having difficulty in the classroom with reading comprehension, our tutors then customize that student’s sessions to include remediation and practice in reading comprehension. Our tutors use the Sunshine State Standards and district curriculum guides as a guide for what is being taught in the classroom. Our team will make unannounced visits during tutoring sessions to ensure compliance. The director of our company will monitor all lesson plans and the students’ progress through monthly progress reports.

THE FOLLOWING ITEMS WILL BE SCORED:
5.4 The provider must set measurable achievement goals for each student in consultation with each student’s parents and the school district and adhere to the timetable for improving the student’s achievement in the student learning plan. The provider must measure the student’s progress, and regularly inform the student’s parents and teachers regarding the progress of the student in improving academic achievement as outlined in the student learning plan [NCLB, 20 U.S.C. Sections 1116(e)(3)(A) and (B)].

5.4.1 (0-5 points) Describe how diagnostic assessment data will be used to identify the student’s knowledge and skills gaps and set measurable goals for the student learning plan. Identify the specific assessment to be administered if district student data are not available for developing the student learning plan.
(Max length 2500 characters or about 370 words)
Diagnostic assessment data collected will be used by our company to determine the student’s current achievement level as well as identify skill gaps so we are able to write specific goals to address specific needs. In the districts we serve, assessment data is readily available for most students including the DIBELS, FCAT, Holistic, and Big Idea Assessments. The DIBELS is a test widely used throughout the districts to measure phonemic awareness and fluency. If a student’s DIBELS scores show a deficiency in the area of oral reading fluency, for example, our company will use this information to create an appropriate achievement goal, such as: By the end of tutoring sessions, the student will increase oral reading fluency from ____ WPM to at least ___ WPM with 80% mastery as measured by the DIBELS reading assessment. If district student data is not available when developing the Student Learning Plan, our company will assess the student using the Options assessments (from our proposed curriculum), which are grade level appropriate assessments to diagnose student needs. Options Best Practice Reading tests show a student’s level for comprehension, fluency, phonics, vocabulary and word analysis. The Options Math Achievement Predictor assesses computation, concept and problem solving skills. If no other information is available, the results of the Options assessments will be combined with teacher and parent input to determine each child’s specific needs and learning gaps. This information will be used to set measurable achievement goals on the Student Learning Plan. An appropriate leveled curriculum and personalized lesson plan will be created from this data. Any necessary modifications will be made to the tutoring curriculum to meet student needs, such as increased focus on specific skills or deficiencies.

5.4.2 (0-5 points) Describe the process and timelines for the development of the student learning plan.
(Max length 2500 characters or about 370 words)
When we receive our student list from the district, we will make initial contact with the school facilitator within forty-eight hours, begin gathering student data, and set up a date and time to develop the Student Learning Plan with the parent. If there is no data available, we will assess the students using our assessments described in question 5.4.1. All student data will be collected within seven days after initial contact. When all assessment data is collected, our team will analyze the results within 48 hours and identify areas of academic deficiencies. Within the next five days, a representative of our company will meet with the parent and school personnel to create a comprehensive Student Learning Plan. The plan will include SMART (specific, measurable, achievable, relevant, and time based) learning goals that address academic deficiencies and are aligned with state and district standards. At the conclusion of the meeting, the Student Learning Plan will be submitted electronically through the CAYEN system for approval by the district. Once approved, we will contact the parent within 24 hours and services will begin.

5.4.3 (0-5 points) Describe the procedures and timelines to be used to evaluate, monitor, and report each student’s progress toward meeting the goals as stated on the student learning plan. Address how applicant ensures that the progress reports are understandable to parents and in parents’ native language, if feasible. Include frequency of progress reports to student’s parents, teachers, and appropriate school district staff.
(Max length 2500 characters or about 370 words)
Our company completes weekly and monthly progress reports. Weekly progress reports are distributed to the student every Friday. The weekly progress reports, completed by the tutor, include skills worked on for that week and work samples which are sent home for the parent to review. Once a month, concise, easy-to-read and district compliant progress reports are completed by the tutor for each student and distributed to parents, teachers, administrators and other county staff. The monthly progress reports include: our company’s contact information, the student’s name, ALPHA, grade level, teacher, school, tutor’s name, date of report, subject area, SLP goals, parent comment section, and ways to support learning. Our company’s website is also included which gives parents an opportunity to explore other learning suggestions. The website contains helpful links and information that could improve student achievement. These progress reports will provide a statistical assessment of the student`s level of improvement of the specific achievement goals worked on during the month. This process is described in detail to parents during the development of the Student Learning Plan. We will use this information to adjust instruction which may include specific interventions to address areas identified as deficient. Interventions may include modified pacing, use of additional supplemental materials, or implementation of additional teaching strategies. The reports also detail specific strengths and weaknesses observed during the reportable period. Bilingual tutors on staff will facilitate written or oral communication of these reports to parents and guardians who speak a language other than English. Parents are encouraged to contact our center at any time for further assistance and guidance on how to increase their child’s academic achievement.

5.4.4 (0-5 points) Describe how student attendance and participation data will be collected, verified, and reported to the school district. Include strategies for improving attendance of students who are habitually absent.
(Max length 2500 characters or about 370 words)
Tutors document attendance at every tutoring session on a calendar log, which is signed by the student, and returned weekly to the company. Our company also requires the tutors to fill out a session log sheet which specifically documents what has been covered during each session. Both tutor and student sign this document. The student attendance is entered into the CAYEN system which tracks and reports data to the child’s school and the county office. Attendance patterns will be closely monitored to ensure students are receiving their tutoring as intended. We strive to ensure our program is inviting and family oriented and work to create relationships with families in order to improve the child’s academics. We offer Smart Start Super Star tickets which are awarded to enhance the child’s feeling of success and may be redeemed for monthly prizes such as books, school supplies, backpacks, academic activities, etc. This reward system helps improve attendance patterns, study skills and a love of learning. Chronic absences will be managed on an individual basis using school and parent conferences and phone calls to understand and address any issues which may be interfering with the student’s ability to attend tutoring sessions. Strategies for improving attendance may include determining special travel arrangements for students such as carpooling, finding alternative locations for tutoring, or arranging more convenient tutoring schedules. Chronic absences will be discussed with the school facilitator in order to proceed with further action including, but not limited to, an incentive or attendance plan. Parents will be responsible for calling our company to notify us if their child is going to be absent. Habitually absent students will be discontinued from our program, as per district procedure, once all avenues of remedy have been exhausted.

5.4.5 (0-5 points) Describe the process and timelines the applicant will use to ensure that services begin no later than October 15th of each school year. Include steps and timelines the applicant will implement from approval of the application to the provision of services to students.
(Max length 2500 characters or about 370 words)
Once the approved provider list is released, our company will begin a five week hiring process. We will reemploy 90% of the staff from the 2007-2008 school year. Our goal is to secure facility space, sign the district contract and have all tutors hired, fingerprinted and JLA approved by July 30th. Tutor training will take place the first week of August. Our company will have adequate curriculum materials on hand to begin the program and we will order more materials as needed, which will arrive within 3 days of ordering. Once we receive the list of students from each county, our team will set up meeting times that are convenient for parents and school facilitators to develop the Student Learning Plan. Parents will be notified of the times and location of these meetings via phone calls and letters on or about September 11th. Using the CAYEN system will enable us to keep track of documented contact, Student Learning Plan meetings, goals and objectives, and tutoring status. Appointments will be scheduled with all parties involved to guarantee that the Student Learning Plan will be written as quickly as possible so as to begin serving students by October 15th. The school based facilitators will be involved with these meeting plans and provide necessary student information. After Student Learning Plans are written, a representative from our company will hand deliver a hard copy to our county office. Our goal is to have all SLPs written, signed and approved by September 30th, with all tutoring beginning by October 15, 2008.

THE FOLLOWING ITEMS WILL BE SCORED:
5.5 The provider must have the capacity and resources, including financial soundness and compliance with applicable federal, state, and local health, safety, and civil rights laws and regulations, to provide supplemental services to students [NCLB, 20 U.S.C. Sections 1116(e)(12)(b)(iii) and (e)(5)(C)].

5.5.1 (0-5 points) Describe the applicant’s infrastructure, including resources such as personnel, buildings, or equipment, and capacity to ensure services begin no later than October 15th of each school year. Include roles and responsibilities of staff within the organization.
(Max length 2500 characters or about 370 words)
Our company has maintained a high quality SES program for the past two years with a strong infrastructure. Financially, our company has the means to not only continue the program but to expand to three additional counties in the upcoming year. Our company has an excellent reputation and has not ever been late on rent, payroll, or debt payments. Our NCLB team includes our director, our NCLB manager, six area managers, lead tutors and tutoring staff. The lead tutors are placed at each location in order to monitor the tutors and students and deal with the simple day-to-day issues that may arise. The lead tutors report to our NCLB area managers who are responsible for coordinating the schedules and supplies for the schools within their geographical area. Our area managers report to our NCLB manager, who coordinates the school facilitators, parents and tutors to ensure understanding and implementation of SLPs throughout each county being served. Our tutoring staff is responsible for tutoring the students and reporting to the lead tutors. Ultimately, the company director is responsible for all communication and decision making. In order to accommodate our initial enrollment, we hire an ample number of tutors and order adequate materials to ensure our students are served by October 15. We have the most up-to-date computers with high speed internet access which enables us to have access to the county and state NCLB/SES information systems. Our management team possesses cellular phones with wireless access in order to effectively communicate while traveling. Our management staff checks to be certain we are in compliance during the initial processes of SLP development so that services begin by October 15. As shown in our Financial Soundness Affidavit, resources are in place to be sure books, manipulatives, rent, insurance, payroll and incidentals are well covered. Our company’s physical location is in a new building complex which is handicap accessible and conforms to all building and zoning codes for the county of Volusia and the city of Port Orange. We hold all required permits for the city, county and state. We tutor in all the identified schools and also in our center, local libraries, community centers, and churches. Our tutors are provided with travel bags that include manipulative kits, student reinforcements, and necessary school supplies so that they are able to meet the needs of diverse learners.

5.5.2 (0-5 points) Describe the process for recruiting, hiring, and initial training of staff.
(Max length 2500 characters or about 370 words)
Our process for recruiting is to advertise for positions through the local newspaper, Teacher’s Union Newspaper, craigslist.com, job postings in local college student placement offices and the DBCC, Embry Riddle, Bethune Cookman College, Stetson University and UCF alumni associations. Each applicant is interviewed by our Director and NCLB manager to assess their ability to work successfully with students. All tutors are required to have a minimum of sixty college credit hours or an Associate’s degree completed as documented through transcripts and copies of diplomas as outlined in the NCLB Title I Paraprofessionals Non-Regulatory Guidance. The interviewers use a rubric to determine the qualifications of the tutor. They also check the tutor’s references and examine prior work experience. Initial training is provided by Options Publishing to train tutors in the effective use of the curriculum materials. A mandatory new-hire workshop is held to provide training to new tutors on NCLB standards, company employment expectations, proposed curriculum, instructional methods, and code of ethics. Newly hired tutors are required to sign a statement that they have read our company Tutor Handbook regarding their work responsibilities. The Tutor Handbook contains information regarding job descriptions, methods of communication, tutoring session protocol, dress code, professional standards and ethics. This information is reviewed in detail during the initial new hire training sessions along with tutoring strategies and effective methods.

5.5.3 (0-5 points) Describe the professional development and support provided to tutors to ensure that the proposed program is implemented with fidelity.
(Max length 2500 characters or about 370 words)
Tutors are initially trained in a two day workshop. On the first day, tutors are trained by the curriculum representative on the use of materials, assessments, pacing guides, and on interpreting data. The second day involves training on record keeping, student session logs, monthly calendars, progress reports, and accountability. Also included on this day are the FERPA, ethics, and child abuse report training. All tutors sign forms stating they understand these procedures, as well as confidentiality agreements. Once the training is successfully completed, tutors are assigned to specific schools and students. Monthly e-conference meetings with the entire staff take place to discuss the program to ensure high quality program implementation and compliance. Training meetings for new tutors are held as needed. Additional workshop training is implemented when new issues arise or new pacing guides are published. The monthly procedure is as follows for tutors: Tutors return their student session logs and calendars once a week to their lead tutor. Logs are reviewed to ensure tutors are following the pacing guides. Tutors complete the monthly calendar and progress reports on each student and these are due the first of each month. Managers review the calendars and reports to be certain every procedure is being followed. In addition, tutors have ongoing access to our NCLB area managers via e-mail, phone or fax to voice any concerns or issues that may arise during their sessions. These area managers forward messages to the NCLB manager and Director of our company within one business day. Our staff conducts unannounced observations to ensure high quality instruction is always provided. When deemed necessary by management, additional training and support is provided for tutors to improve specific skills.

5.5.4 (0-5 points) Describe procedures for supervising tutors to ensure the proposed program is implemented with fidelity and that all employees comply with ethical business practices pursuant to assurances found in the Request for Application, such as behavior at provider fairs, quality of tutoring services, and effectiveness of instruction.
(Max length 2500 characters or about 370 words)
Our company uses lead tutors at each school to ensure the proposed program is implemented with fidelity and that all employees comply with ethical business practices. During every tutoring session, the lead tutors check to be sure tutors have lesson plans, JLA badges, and school emergency plans. The lead tutors report any issues to the area manager. The area manager reports to the Director of our company. The director and manager of our company do spot checks and are in constant communication with the school facilitators to be sure we are operating the program with fidelity and high quality. Tutors are expected to behave ethically and professionally at all times. If an employee is observed acting in an unprofessional manner, a warning will be issued and feedback will be given. Feedback may include: modeling, suggestions, or additional training. If the offense is severe and is a direct violation of FERPA, confidentiality agreement, the Tutor Handbook or the Ethics Code of Conduct they are terminated immediately. Our company has strict codes of behavior and procedures that must be followed. All tutors have signed the agreements and understand the procedures. Our company documents fully any wrong doing. A detailed incident report is placed in the employee’s permanent file. At provider fairs, our director is there to ensure there is proper behavior and ethical recruiting practices exhibited.

5.5.5 (0-5 points) Describe the process and procedures for monitoring the program to ensure the proposed program is implemented with fidelity, such as tutor/student ratio, supervision of students, approved instructional materials, students on task, or beginning services on time.
(Max length 2500 characters or about 370 words)
Our company’s procedure for monitoring the program to ensure the proposed program is implemented with fidelity is to create a team to visit the schools and report on progress of tutors and students. The director and NCLB manager train the individual lead tutors. Each tutor receives a copy of the student’s SLP along with any accommodations and contact information needed. On a daily basis, the lead tutors ensure that the tutors all have the correct materials, that they are billing for tutoring time only, they are optimizing time on task( not working on the child’s homework), and that they are providing high quality instruction. They make sure the SLP is being followed closely, and that the services begin on time. The lead tutors are supplied with an observation checklist. The checklist is based on the components listed above in the daily observations. The use of this checklist will take place once a week for the tutors. Feedback on the checklist will be provided to the tutor following the observation. The school facilitator, area managers, lead tutors and the director of our company are in constant communication to be sure nothing is out of compliance and that the students are having the most effective tutoring sessions. Documentation occurs daily and is reported to the Director, NCLB manager, and area managers of our company. The turnaround time for responding to any tutors issues is 48 hours. The tutor will first be contacted by the lead tutor and then by the director of the company. Action will be taken to resolve the situation and may include additional training, support materials, or adjust tutoring scheduling. After repeated attempts or in extreme cases of non compliance, immediate termination will occur.

5.5.6 (0-5 points) Describe procedures to be used to ensure that all staff providing direct services to students and having access to school grounds comply with fingerprint-based background screening pursuant to Section 1012.465, Florida Statutes (Background screening requirements for certain noninstructional school district employees and contractors). For more information, see the related Technical Assistance Paper at http://www.fldoe.org/flbpso/pdf/tap_fingerprint.pdf (PDF).
(Max length 2500 characters or about 370 words)
Our company begins with prescreening of employees through a rigorous interview and reference check process. Once they pass this screening, the tutors are invited back for the fingerprinting and identification process. Our company has potential tutors come into our center to complete the fingerprinting application online at www.PrideRockHoldings.com. Each tutor logs onto the JLA website from our center and complete the application. They print out a receipt and bar code to take to the fingerprinting site. We keep a copy of this documentation. Tutors are fingerprinted and complete the Pride Rock Holdings background investigation. We contact the County Professional Standards office to obtain a letter of clearance for any current school employee on our staff. Once the clearance has come through to our center, we contact the tutor and email the NCLB county office to document the clearance. In order for us to comply with state and county laws, tutors are not assigned to a student until they have successfully obtained JLA clearance. Each tutor is provided with a JLA Clearance ID Card. This card, along with a nametag, is worn at all times. A copy of their JLA clearance notification is kept in each tutor’s personnel file. Our company adheres to all state, county and local regulations as they apply to the JLA process.