direct student, family and community services. Describe the means by which the district will hold the partner accountable for its performance. Evidence of Partner Effectiveness. Applicants should provide evidence of partner(s) proven track record of success in providing health and social services or other Community Schools programming and its impact on improving student achievement. Evidence to be submitted might include: A list of schools and/or LEAs the partner has previously supported. A summary of community health indicators, measures and metrics that the partner has been successful in improving over the last three years Academic performance data by subgroup from the schools that the partner has managed/supported in the past three years. A summary of the partner’s fiscal performance for the past years. A response that the standard for this section will: Present a persuasive explanation for working with the partner organizations selected including: a rationale for the selection of the partner organization identifying its capacity to assist the Community School in meeting the specified needs of the targeted population a clear description of the services to be provided by the partner organization performance expectations for the partner organization and the means by which the school district will hold the partner organization accountable for meeting those expectations evidence of a proven track record of success of the partner organization with the targeted sub-groups preliminary MOU between partners containing an overview of responsibilities and deliverables. Explain the process by which partners will collaborate and coordinate services throughout each phase of the program. Describe the roles/responsibilities of local governments; non-profit and community-based organizations; institutions of higher education; and the business and/or philanthropic community. Program Evaluation and Goals Fulfillment (10 points) The applicants will put forth a plan for qualitative and quantitative program evaluation, which reflect progress achieved on logical, achievable, measurable indicators of success. Further, the
Attachment 3: Three-Year Budget Summary Chart Agency Code Agency Name Year 1 (December 1, 2013 – June 30, 2014) Year 2 (July 1, 2014 – June 30, 2015) Year 3 (July 1, 2015 – June 30, 2016) Categories Code Categories Code Costs Categories Code Costs Professional Salaries 15 Professional Salaries 15 Professional Salaries 15 Support Staff Salaries 16 Support Staff Salaries 16 Support Salaries 16 Purchased Services 40 Purchased Services 40 Purchased Services 40 Supplies and Materials 45 Supplies and Materials 45 Supplies and Materials 45 Travel Expenses 46 Travel Expenses 46 Travel Expenses 46 Employee Benefits 80 Employee Benefits 80 Employee Benefits 80 Indirect Cost (IC)* 90 Indirect Cost (IC) 90 Indirect Cost (IC) 90 BOCES Service 49 Service 49 BOCES Service 49 Minor Remodeling 30 Minor Remodeling 30 Remodeling 30 Equipment 20 Equipment 20 Equipment 20 Year 1 Total Year 2 Total Year 3 Total
Applicant/Bidder Name: ______________________________________ RFP #: GC13-021 M/WBE Purchases For Year One Name of Vendor Type Type of Services or Supplies Cost MBE WBE MBE WBE MBE WBE MBE WBE MBE WBE MBE WBE MBE WBE MBE WBE MBE WBE Year 1 M/WBE Expenses Year 1 M/WBE Goal Total Year 1 M/WBE Costs divided by Total Year 1 M/WBE Goal(%) Total Year 1 WBE Costs divided by Total Year 1 MWBE Goal M/WBE Purchases (3 Years) Year 1 Year 2 Year 3 Grand Total For 3 Years % M/WBE Purchases to Budget
EQUAL EMPLOYMENT OPPORTUNITY - STAFFING PLAN Instructions on Page 2 Bidder Name: Telephone: Address: Federal ID No.: City, State, ZIP: RFP No: Report includes: Reporting Entity: Work force to be utilized on this contract Contractor Contractor/Subcontractor's total work force Subcontractor - Name: Enter the total number of employees in each classification in each of the EEO-Job Categories identified. EEO - Job Categories Work Force Race/Ethnicity - report employees in only one category Hispanic or Latino Not-Hispanic or Latino Male Female Male Female African-American or Native Hawaiian or Other Pacific Islander Asian American Indian or Alaska Native Two or More Disabled Veteran White African-American Native Hawaiian or Other Pacific Islander Asian American Indian or Alaska Native Two or More Disabled Veteran Executive/Senior Level Officials and Managers First/Mid-Level Officials and Managers Professionals Technicians