manabouttownjobs

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The Bridging the Gap Social Worker provides clinical supports, group counseling and school wide culture and climate initiatives, with a focus on prevention and intervention services in schools with high rates of students affected by homelessness.

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The STH Director of Capacity Building is the primary implementer of professional development, team building, technical assistance, and compliance training delivered to STH team members, school-based STH Liaisons, and to “role alike” staff in other DOE offices and City agencies supporting homeless students and families.  

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The New York City school system is the largest in the country, composed of approximately 1.1 million students and 75,000+ teachers in over 1,800 schools.  Each year there are over 100,000 students who are homeless and placed in temporary housing, including those living doubled up, or in shelter, foster care, and domestic violence safe housing. Research indicates that students in temporary housing face unique academic challenges and are more likely to be chronically absent than their housed peers.

The Department of Education (DOE) created the Office of Community Schools (OCS) to develop and implement one of the pillars of the education agenda of Mayor de Blasio and Chancellor Carranza. Community Schools are places where children have opportunities to learn, gain skills, create joy, and have the experiences that ignite curiosity and allow children discover their passions and talents. Community Schools are committed to bringing equity and using a “whole child, whole community” approach – looking holistically at students, families, and communities to ascertain their most pressing needs and decide together which services will best address those needs.  OCS seeks to increase the capacity of schools and community partners providing tailored social services, healthcare, expanded learning opportunities, and similar in-school supports.

Reporting to the school principal, with robust oversight support from the OCS STH Regional Manager, the STH Coordinator acts as the STH school-based liaison, identifying and facilitating supports to housing-unstable students alongside team members inside the school, such as social work and guidance staff, attendance team members, health and mental health providers, teachers, school safety officers, and other personnel.  Coordinators will also interact with other DOE offices and City agency partners, including the DOE Office of Pupil Transportation, shelter staff, Field Support Centers, and other City agencies.

The STH Coordinator will be an integral part of a borough-based team that facilitates and monitors services provided in shelters and schools, ensuring consistent adherence to Department of Education (DOE) polices and federal laws and regulations regarding Students in Temporary Housing. This includes compliance with the federal McKinney-Vento Homeless Assistance Act and Chancellor’s Regulation A-780. Performs related work.  

Equal Opportunity Employer

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The New York City school system is the largest in the country, composed of approximately 1.1 million students and 75,000+ teachers in over 1,800 schools.  Each year there are over 100,000 students who are homeless and placed in temporary housing, including those living doubled up, or in shelter, foster care, and domestic violence safe housing. Research indicates that students in temporary housing face unique academic challenges and are more likely to be chronically absent than their housed peers.

The Department of Education (DOE) created the Office of Community Schools (OCS) to develop and implement one of the pillars of the education agenda of Mayor de Blasio and Chancellor Carranza. Community Schools are places where children have opportunities to learn, gain skills, create joy, and have the experiences that ignite curiosity and allow children discover their passions and talents. Community Schools are committed to bringing equity and using a “whole child, whole community” approach – looking holistically at students, families, and communities to ascertain their most pressing needs and decide together which services will best address those needs.  OCS seeks to increase the capacity of schools and community partners providing tailored social services, healthcare, expanded learning opportunities, and similar in-school supports.

Reporting to the school principal, with robust oversight support from the OCS STH Regional Manager, the STH Coordinator acts as the STH school-based liaison, identifying and facilitating supports to housing-unstable students alongside team members inside the school, such as social work and guidance staff, attendance team members, health and mental health providers, teachers, school safety officers, and other personnel.  Coordinators will also interact with other DOE offices and City agency partners, including the DOE Office of Pupil Transportation, shelter staff, Field Support Centers, and other City agencies.

The STH Coordinator will be an integral part of a borough-based team that facilitates and monitors services provided in shelters and schools, ensuring consistent adherence to Department of Education (DOE) polices and federal laws and regulations regarding Students in Temporary Housing. This includes compliance with the federal McKinney-Vento Homeless Assistance Act and Chancellor’s Regulation A-780. Performs related work.  

Equal Opportunity Employer

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Reporting to Office of Community Schools Director of Students in Temporary Housing (STH), the STH Regional Manager will spend roughly two-thirds of their time leading a team of shelter-based Family Assistants, and school-based STH Coordinators and Bridging the Gap social workers to provide equity-based, whole child supports to students who are temporarily housed (STH) and schools with large numbers of these students. This includes conducting hiring, providing regular, one-on-one supervision for non-clinical staff, leading training sessions, conducting site visits to support program compliance, and implementing individual and team goals for achieve success in reducing chronic absence, and related tasks.

The STH Regional Manager will spend the remainder of their time developing and implementing programs designed to meet the unique needs of STH, escalating and problem-solving complex STH needs, strengthening the coordination of case management between shelters and schools, using data to understand trends in STH attendance and achievement to support continuous improvement, responding to crises in schools, and advocating for the needs of STH.

Equal Opportunity Employer 

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#Job: NYC DOE Community Schools seeks Part Time Associate

Job Title:                                      Partnership Associate, Community Schools

Organization:                             Division of School Climate and Wellness

Office:                                          Office of Community Schools (OCS)

Position Type:                             Part-time consultant (20 hr/ week)          

 Position Summary: The New York City school system is the largest in the country, composed of approximately 1.1 million students and 75,000+ teachers in over 1,800 schools. In February 2015, the Department of Education (DOE) created the Office of Community Schools (OCS) to develop and implement one of the pillars of the education agenda of Mayor de Blasio and Chancellor Fariña.

 The Office of Community Schools (OCS) is building a system of Community Schools. This system supports schools to leverage resources and partnerships to increase opportunities for children and families, and create more welcoming schools environments.  

 Community Schools are places where children have opportunities to learn, gain skills, create joy, and have the experiences that ignite curiosity and allow children to discover their passions and talents. They support the social, emotional, physical, and academic needs of students by offering a coordinated approach to increasing opportunities for young people and improving the academic performance of students through partnerships among principals, parents, teachers, and community-based organizations (CBOs).  

 In addition to the 220+ Community Schools in the City’s portfolio, OCS supports all schools and districts with CBO partnerships, afterschool programs, and community engagement.  OCS Partnership Associate will support schools to work with community-based organizations (CBOs).  Partnership Associates work with the NYSED and New York City agencies to develop and manage school / CBO partnerships in various programs and initiatives. This primarily includes working with NYSED staff who are responsible for program support, compliance and management of Extended School Day/ School Violence Prevention grants (75%). Additional responsibilities include coordination with other city agencies (e.g. – Dept. of Health and Mental Hygiene [DOHMH], Parks Department, etc.) (15%) and providing further program support and coordination for other OCS special initiatives (10%).  

 Reports to: Director of Service & Programs, Office of Community Schools

 Direct Reports: N/A

 Office Location: Staten Island

 Key Relationships: The Director of Service & Programs, the Director of Strategy and Partnerships, other Office of Community Schools Leadership and Program Managers, Borough Field Support Centers, Superintendents, principals and school-based staff, other DOE divisions, CBOs, NYSED, Corporation for National and Community Service, DOHMH, and other New York City agencies.

    Responsibilities

 ·         Oversees the implementation and management of NYSED funded Extended School Day/ School Violence Prevention day school and after School grants. Responsibilities include:

o   Provide project and fiscal management support to schools and CBOs in each one of the cohort of schools;

o   Conduct regular school visits to ensure quality programming and adequate student attendance;  

o   Connect schools to DOE resources from different divisions to help meet specific needs;

o   Support reporting and compliance within NYSED funded ESD/SVP grants

o    Work closely with L&G Evaluators, schools and CBOs to ensure that annual performance reports are submitted to NYSED for all ESD/SVP grants; and

o    Work with the ESD/SVP Site Coordinators at schools to ensure that resources are efficiently utilized in compliance with grant requirements and grant proposals.

o    Coordinates with OCS Operations team to implement budget and program modifications as necessary

·         Serves as liaison between schools and CBOs to resolve issues regarding use, safety, security, facilities, school food, and other pertinent areas.

·         Advises and manages development of new funding opportunities through requests for proposals and other similar approaches, as needed.

·         Coordinates with ESD/SVP site coordinators and grant vendor to provide professional development opportunities and capacity building to schools and CBOs, increasing content understanding and improving program quality.

·         Collects and analyzes program data to maintain quality of services, improve school partnerships and meet accountability and reporting measures.

·         Seeks to connect partnership work with NYSED, schools, CBOs and other partners to larger Community Schools strategies, goals, and objectives.  

·         Represents DOE Office of Community Schools at public events and conferences.

·         Other special projects, as assigned.  

 Qualification Requirements:

 Minimum

 1.    A master’s degree from an accredited college in education, guidance, educational administration and supervision, or a related field; or

2.    A baccalaureate degree from an accredited college and one (1) year of full-time satisfactory professional experience in educational program administration, career or occupational program administration, or as a state certified or licensed teacher; or

3.    A four-year high school diploma or its educational equivalent approved by a State's department of education or a recognized accrediting organization plus five (5) years of full-time, satisfactory professional experience in education administration in one or more of the areas listed in "2" above; or

4.    A combination of education and/or experience which is equivalent to the requirements in "1," "2," and “3” above. However, all candidates must have at least an approved four-year high school diploma or its educational equivalent.

 Preferred

·         Expertise in school and CBO partnerships, effective after-school models and program requirements.

·         Expertise in Youth Development Practices  

·         Strong customer service orientation.

·         Knowledge of DOE policies and procedures.

·         Experience in mediation and conflict management.

·         A systems thinking approach, with the ability to make connections and align services to better support innovation in student engagement and learning.

·         Ability to think strategically and translate insights into action, mobilizing disparate groups of people toward a common goal.

·         Knowledge of NYS Education Department grant funded programs.

·         Exceptional project management skills, including planning, designing, documenting, follow-up, and problem-solving skills.

·         Superior research, reporting and analytical skills.

·         Ability to multi-task, take initiative, comfortably switch gears, and prioritize workload.

·         Excellent written and oral communication skills.

·         Expertise in all Microsoft Office applications, including Word, Excel, and PowerPoint.

 An Equal Opportunity Employer

 It is the policy of the Department of Education of the City of New York to provide educational and employment opportunities without regard to race, color, religion, creed, ethnicity, national origin, alienage, citizenship status, age, marital status, partnership status, disability, sexual orientation, gender (sex), military status, prior record of arrest or conviction (except as permitted by law), predisposing genetic characteristics, or status as a victim of domestic violence, sexual offenses and stalking, and to maintain an environment free of harassment on any of the above-noted grounds, including sexual harassment or retaliation.  Inquiries regarding compliance with this equal opportunity policy may be directed to: Office of Equal Opportunity, 65 Court Street, Room 1102, Brooklyn, New York 11201, or visit the OEO website at http://schools.nyc.gov/OEO.

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We are seeking a talented professional to manage all of our data tracking and program evaluation efforts.  They will lead the creation and execution of a coordinated and comprehensive strategy for measuring the impact of Phipps Neighborhoods programs as well as utilizing programmatic outcomes to inform policy.

This critical role will work across the organization to implement appropriate tools and strategies for data tracking, reporting and evaluating data as it aligns with the organization’s Theory of Change.  The Data and Evaluation Manager will work with senior program staff across the agency to set S.M.A.R.T growth benchmarks to improve program performance where necessary.

In this capacity, the Data and Evaluation Manager will be responsible for facilitating the training of all relevant staff in the collection of data and its use in assessing the impact and effectiveness of programming. S/he will also be responsible for working with external consultants on keeping the internal database, Salesforce, up-to-date and lead any necessary database customization efforts.

Working collaboratively with staff across the organization, this role provides an exciting opportunity for someone with an interest in demonstrating program effectiveness and increasing impact of social change efforts.  A background in research and evaluation and strong analytic skills will contribute to success in this role, as well as the continued growth and success of Phipps Neighborhoods.

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The We Speak NYC Program Director oversees the coordination and administration of all aspects of the We Speak NYC project including planning, organizing, leading and managing program activities.

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The Mayor’s Office of Immigrant Affairs (MOIA) is hiring a Program Manager to advance the work of ActionNYC in schools and other community-based sites. The Program Manager will be part of MOIA’s Legal Initiatives team, which manages and promotes innovative access to justice programs for immigrants including ActionNYC and NYCitizenship and makes policy recommendations with respect to the City’s immigration legal services funding and programming.

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#Job: Coordinator, Improving School Attendance for Homeless Children (ISAHC) Pilot Program

Organization: BronxWorks

Reports To: Scott Auwarter (with additional supervision from Judith Samuels, PhD, project consultant)

Location: Main location is in Manhattan, but travels to all of New York City is required

BronxWorks seeks a highly motivated, independent program coordinator who is committed to the goals of Improving School Attendance for Homeless Children (ISAHC) Pilot Program: assisting children living in New York City homeless shelters by reducing barriers to school attendance and success.

BronxWorks, in collaboration with Gateway Housing and others is participating in a pilot program to improve school attendance for children in homeless shelters that includes an independent program evaluation. BronxWorks helps individuals and families improve their economic and social well-being. From toddlers to seniors, they feed, shelter, teach, and support our neighbors to build a stronger community. Gateway Housing seeks to achieve transformation of homeless services, coordinates, and shares findings as well as provides technical expertise on all aspects of its initiatives to participating providers, government and the affordable housing community at large.

Gateway Housing and its participating service providers have been examining how they might have a positive impact on homeless families while in shelter by implementing a new model of service. Despite primary focus of myriad resources directed to housing stability and exiting shelters, they are not producing system - wide positive results. Gateway Housing has concluded that a more effective and efficient service model in shelters would be to focus on an outcome that can be directly and significantly impacted: school attendance of students in temporary housing school, which has a high likelihood of resulting in other positive family outcome. Along with BronxWorks, this project is a collaboration with some of the premier homeless family shelter providers in NYC. 

The ISAHC model is designed to focus on improving school attendance for children living in New York City Tier II homeless family shelters, additional expected outcomes include shelter stays and more useful whole- family assessments while in shelter. The Coordinator will help to implement the model, working with shelter-based staff as well as the Department of Education (DOE). The three family shelter providers participating in this pilot program are: BronxWorks, HELP USA, and Women in Need (WIN).

The ISAHC model with the input and assistance of organizations that work with homeless families, especially those who have responsibility for ensuring school attendance of homeless children living in shelters. The model also has benefited from input of policymakers and program experts at the New York City Human Resource Administration (HRA), Department of Homeless Services (DHS), DOE, Advocates for Children of New York, and the three participating shelter provides organizations.

SUMMARY:

ESSENTIAL DUTIES AND RESPONSIBILITIES:

The ISAHC Program Coordinator will assist the ISAHC program teams at three (3) homeless family shelters in New York City participating in the Pilot Program. The ISAHC Coordinator will work with each of the teams, assisting with weekly team meetings to ensure use of the principals of the model, concepts from the training sessions, absentee data reports and tools as prescribed. The ISAHC coordinator will also identify solutions to attendance challenges that cannot be solved by a team due to needed system or policy changes. The ISAHC coordinator also will ensure that schools local to the shelters participating in the pilot program are informed and kept up- to- date on the work and progress of the ISAHC teams. The coordinator will meet with school principals and other school staff members as recommended by the principals.

The ISAHC Coordinator will have a “home base” location in Manhattan but will be required to travel throughout New York City to attend meetings and work with ISAHC team members. The Coordinator will be required to input data into a database and produce reports with simple analytics.

JOB QUALIFICATIONS:

Education Background: Master’s degree in social work, social sciences, public health, public administration or related area, or currently enrolled in a Master’s program.  Bachelor’s degree candidates with substantial experience are also encouraged to apply.

Experience: Minimum of three (3) years experience working with homeless families and/or students in temporary housing is preferred.

Skills required:

· Demonstrated leadership within a complex, problem-solving context

· Data analysis and reporting, including use of Microsoft Excel to develop of tracking reports and perform simple data analysis

· Excellent computer skills using software such as Microsoft Excel, Word and PowerPoint  

Additional skills preferred:

·  Understanding of the New York City homeless service sector 

· Knowledge of education requirements for students in temporary housing and navigating the New York City education system  

Applicants are required to submit: resume, cover letter, writing sample, description of work using Excel to analyze data. Candidates who are asked to interview may also be given a brief writing and data analysis test.

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#Job: #NYCHA Fund for Public Housing Seeks: Deputy Director, Office of Public/Private Partnerships

Deputy Director, Office of Public/Private Partnerships, NYCHA

The New York City Housing Authority (NYCHA) seeks a Deputy Director for the Office of Public/Private Partnerships. The Office of Public/Private Partnerships (OPPP) was created in 2010 to serve as part of NYCHA’s commitment to foster collaborations between the public and private sectors, as well as to seek opportunities to improve the quality of services and programs to better serve NYCHA residents. In 2016, OPPP launched the Fund for Public Housing (“the Fund”) an independent non-profit entity dedicated to raising funds and piloting innovations to improve NYCHA communities.

 The Fund for Public Housing invests in the well-being of NYCHA residents and communities.  We collaborate with public and private partners to improve the way public housing in New York City works.

 The Office of Public/Private Partnerships identifies and recruits external collaborators who share NYCHA’s vision to improve the lives of more than 600,000 public housing and Section 8 residents, effectively linking these efforts to enhance the educational, employment, health and cultural needs of residents.  As part of its strategic plan, NextGeneration NYCHA, the Authority is reevaluating and redesigning its community programming and its approach to stakeholder relationships.  Through this work, it aims to better support residents and communities, and to foster innovative relationships to build on NYCHA’s strategic goals.

 Reporting to the Director, the Deputy Director will serve as a key leadership team member and the Director’s principal advisor in making strategic decisions affecting NYCHA and the Fund.  Delegated to this position is responsibility for all financial forecasting and management and all systems development that impact OPPP and the Fund; and managing daily operations of the department.  The Deputy Director will represent OPPP and the Fund on behalf of the Director as needed.  The Deputy Director will also serve as the lead relationship manager on strategic partnerships that will determine the future of OPPP and the future of the Fund.

 The Deputy Director will have primary responsibility for assisting the Director in the strategic oversight and management of the internal organizational processes and infrastructure; determining operational priorities; managing the strategic allocation of staff and other resources; ensuring effective monitoring, evaluation and reporting of organizational performance; and the synthesis and dissemination of new knowledge and lessons learned.

 Responsibilities will include, but are not limited to, the following:

·        Work with the Director to ensure the coordination and integration among departments and divisions within NYCHA.

·        Undertake strategic and financial planning and priority setting together with senior staff.

·        Play a leading role in representing OPPP and the Fund with internal and external stakeholders that are essential to the success of OPPP and the Fund, and serve as an excellent spokesperson and representative.

·        Lead and coordinate the annual work plan and budget process for OPPP and the Fund.

·        Together with the Director, ensure sound fiscal management of OPPP and the Fund, and act as the primary bookkeeper for the Fund.

·        Oversee fulfillment of all contractual obligations of OPPP and the Fund.

·        Plan and implement for the Fund the transition to independent fiscal management and all systems management.

·        Work with the Director to administer all financial plans and budgets and oversee business policies and administrative practices to ensure sound management and stewardship of all grant funding.

·        Oversee administrative functions to ensure smooth daily operations for the Fund, as well as compliance with non-profit laws.

·        Work with the Director to provide staff support and guidance to the Board of Directors and Advisory Council of the Fund, and act as liaison to relevant committees.

·        Other duties as assigned.

 Successful Candidate Will Have

·        Minimum of a bachelor’s degree in public policy, non-profit management, urban studies, social work, or another relevant field and five years of experience in positions with progressive levels of responsibility in developing and managing programs, budgets, and operations.

·        Practice in establishing and implementing new operational policies and procedures.

·        An entrepreneurial and independent working style but knows when and how to collaborate with team members and other stakeholders.

·        Exceptional problem-solving skills and the ability to make tough decisions.

·        Proficiency in relationship building and articulating agency positions to external constituencies.

·        Fluency in developing written content for many audiences and purposes.

·        Energetic and effective public speaking skills.

·        Demonstrated experience coaching individuals and teams to achieve desired results.

·        Mastery of the Microsoft Office Suite, customer relationship management platform(s), project management software, and the flexibility to learn other products and product types as needed.

·        A basic understanding of website and social media management and a willingness to learn more.

·        A deep commitment to public housing and innovation.

 Equal Opportunity Employer

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@we_are_CUP is hiring!  

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#RFP: NYC DOE Community Schools seeks Adult Education Program #Evaluation

Request for Work Proposals

NYC Community Schools Initiative Program Evaluation

The Department of Education (NYCDOE)’s Office of Community Schools (OCS) proposes to select an external partner to conduct an evaluation of the implementation of the New York City (NYC) Community Schools Adult Education program in 25 New York City schools. This is a two-month formative evaluation study, with a total budget of up to $25,000. The research and final report are expected to be completed by June 30, 2018.

Proposals are due Monday April 10th at 5pm (ET), and must be submitted to:  Sheryl Smith at SSmith138@schools.nyc.gov.  

Community Schools Overview

Launched in 2014, the NYC Community Schools Initiative addresses barriers to student achievement with coordinated supports. The initiative provides a strategic framework and intensive resources to 227 schools that serve over 117,000 of the city’s highest-need children.[1]

The Community Schools Initiative is a central element of the city’s strategy to provide all students with equitable educational opportunities. The Community Schools stand as centers of opportunities in neighborhoods – places where families can get the supports they need to make sure students come to school ready and able to learn.

Adult Education Program Overview

To further these efforts, the OCS and the Office of Adult and Continuing Education (OACE) with support from the New York City Council created this adult education pilot-awarding 25 school and nonprofit partnerships supplemental funding to create or expand adult learning opportunities at their school.  Through this effort, we hope families of students in Community Schools and adults living in neighborhoods served by Community Schools will:

•       Have greater access to enroll in adult education classes;

•       Develop literacy skills that make them more employable, enhance their advancement toward citizenship, and enable them to support their children’s education at home;

•       Grow their relationship with the school as family leaders, deepening parent leadership to increase school accountability and engagement in student learning;

•       Gain practical, life management skills such as how to navigate the high school selection process, or how to apply for the NYC affordable housing lottery;

•       Connect to social service supports to reduce barriers to employment, increase access to stable health and housing security, and address other stresses resulting from poverty; and

•       Achieve a high school equivalency degree, making them more employable and better able to support their families and communities.

Assuming positive findings and adequate resources, the partners hope to expand adult education in 2017 and beyond to support the long-term goals of Community Schools and OACE. See Appendix A for a copy of the program RFP, and Appendix B for a related Q&A.

Task Overview

The external evaluation partner will conduct a formative evaluation study of the adult education program. Findings from this evaluation will ideally inform the expansion of adult education to additional schools and students in years to come.

The goal of this task is to provide both formative and summative feedback for schools engaged in adult education:  

·        Have the core components of the OCS adult education program been fully implemented as envisioned in year 2?   

·        What schools are high performers in the program, and why?  What schools are low performers in the program, and why?

·        Have the parents or adult learners better connected to wraparound services offered through the CBO partners, and have these resources and opportunities helped the family to thrive?

·        Does the adult learners/parents have a better relationship with the school?  Did it foster parent leadership and advocacy in support of their children’s education?

Work Tasks

In order to conduct quality research, the contracted partner will:

1.      Create a research plan that outlines a strong conceptual, evidence-based foundation and includes an explanation of the data collection methods and analysis that will be undertaken.

2.      Select or create all data collection instruments and essential research documents (informed consent and assent forms, recruiting materials, principal letters, etc.), and revise in accordance with feedback from DOE stakeholders.

3.      Complete an Institutional Review Board application to conduct research in NYC schools.

4.      Implement the data collection per set timeline that is agreed to by vendor and DOE.

5.      Clean and securely store all data, ensuring participants’ and schools’ confidentiality.

6.      Analyze all data, including both quantitative and qualitative sources, on an ongoing basis.

7.      Produce all deliverables on time.

8.      Revise all deliverables based on feedback.

Deliverables/Supporting Materials

The contracted partner will:

1.      Select/create all data collection instruments and essential research documents.

2.      Collect data via visits to schools and through surveys, interviews, observations, focus groups and/or other approved methods. Conduct quantitative and qualitative data collection as specified in the project plan. Note that there is an expectation this will complement existing data collection efforts as much as possible to reduce the overall data collection burden.

3.      Provide presentations and a final report, including:

a.      A PowerPoint presentation and formal report summarizing findings by July 16, 2018.

b.      A facilitated discussion to walk through the presentation deck with key stakeholders (date TBD, but occurring no later than August 15, 2018).

Proposal Instructions and Selection Process

Evaluators are invited to submit a proposal for this evaluation. Proposals should include a narrative of up to five pages excluding attachments (12-point font, one-inch margins, single-spaced). Proposals are due Monday April 10th at 5pm (ET), and must be submitted to:  Sheryl Smith at SSmith138@schools.nyc.gov.  

Likewise, please submit any pre-submission questions electronically to Mike Hickey as well.  

The vendor’s response should detail:      

A.  Evaluator’s narrative description of relevant experience and proposed evaluation approach.

B.  Staffing Plan/brief description of key staff’s relevant qualifications (may be included as a separate attachment but should be referenced in the 5-page narrative).

C.  Availability/Timeline (should be referenced in the 5-page narrative).

D.  Detailed Budget (separate attachment).

E.  Budget Narrative (separate attachment).

F.   Resumes (if not previously submitted – separate attachments).

G.  Proposed data collection plan.

The selected contractor must have extensive knowledge and experience successfully providing evaluations that are substantively similar in nature, quality, and complexity to the services described in this mini-bid competition. In this competition, the technical score will be based on the following criteria:

1. Quality of  Relevant and Successful Experience/Expertise

40 points

2.    Quality of Proposed Approach

50 points

3.   Cost

10 points

Cost

This is a two-month study with a total budget of up to $25,000. Exact payment will be negotiated further in the task order and work assignments.