K12 Insight Proposal 12-24 E-Version (Public)
Transcription
K12 Insight Proposal 12-24 E-Version (Public)
Proposal of Services for The Cooperative Purchasing Network (TCPN) Response to: Solicitation Number 12-24 Request for Proposal Solution to Build Stakeholder Engagement in Public Schools Submitted by: K12 Insight 13454 Sunrise Valley Drive, Suite 440 Herndon, VA 20171 (703) 956-6460 ext. 314 Because Perspective Matters March 26, 2012 Mr. Jason Wickel Senior Vice President TCPN 11280 West Road Houston, TX 77065 Dear Mr. Wickel, Zarca Interactive, Inc. ADBA K12 Insight is pleased to submit this proposal in line with your Solicitation #12-24 for Solution to Build Stakeholder Engagement in Public Schools. Helping school districts build higher levels of engagement with their stakeholders represents the core of our competence as an organization. We are excited to have this opportunity whereby we may be able to offer our solution to districts around the country through TCPN. We have worked with over 300 school districts around the country. The need for public schools to build higher levels of engagement has never been more urgent. The advent of Social Media has fundamentally altered the landscape for public schools and it will never go back to how things were before the Internet and Social Media. As our proposal clearly outlines, we are an organization with proven experience and expertise to service the requirements you have listed in the RFP. Every district is unique in its goals, history and challenges and opportunities before it. We do not believe that a one-size-fits-all solution for all districts. Our proposal details the combination of technology and human expertise that are necessary to create a customized solution for each school district. We also have the capacity to address the volume of business that is likely to result from a contract awarded by TCPN. As our references will tell you, we are not satisfied until our client districts are satisfied. Please consider our proposal in detail. We welcome questions and comments. We hope to be selected and look forward to serving school districts around the country together with TCPN. Sincerely, Suhail Farooqui K12 Insight | www.k12insight.com Response to TCPN RFP for Solution to Build Stakeholder Engagement in Public Schools (12‐24) TAB 1 – VENDOR CONTRACT AND SIGNATURE FORM VENDOR CONTRACT Between Zarca Interactive, Inc. ADBA K12 Insight and THE COOPERATIVE PURCHASING NETWORK (TCPN) For Solution to Build Stakeholder Engagement in Public Schools The following pages will constitute the contract between the successful vendor(s) and The Cooperative Purchasing Network (hereinafter referred to as “TCPN”), having its principal place of business at 11280 West Road, Houston, TX 77065. Respondent shall include in writing any required exceptions or deviations from these terms, conditions, and specifications. If agreed to by TCPN, they will be incorporated into the final contract This contract consists of the provisions set forth below, including provisions of all attachments referenced herein. In the event of a conflict between the provisions set forth below and those contained in any attachment, the provisions set forth below shall control. GENERAL TERMS AND CONDITIONS Cancellation for non-performance or contractor deficiency: TCPN may terminate any contract if Members have not used the contract, or if purchase volume is determined to be “low volume” in any 12-month period. TCPN reserves the right to cancel the whole or any part of this contract due to failure by contractor to carry out any obligation, term or condition of the contract. TCPN may issue a written deficiency notice to contractor for acting or failing to act in any of the following: x x x x x x Providing material that does not meet the specifications of the contract; Providing work and/or material that was not awarded under the contract; Failing to adequately perform the services set forth in the scope of work and specifications; Failing to complete required work or furnish required materials within a reasonable amount of time; Failing to make progress in performance of the contract and/or giving TCPN reason to believe that contractor will not or cannot perform the requirements of the contract; and/or Performing work or providing services under the contract prior to receiving a TCPN reviewed purchase order for such work. Upon receipt of a written deficiency notice, contractor shall have ten (10) days to provide a satisfactory response to TCPN. Failure to adequately address all issues of concern may result in contract cancellation. Upon cancellation under this paragraph, all goods, materials, work, documents, data and reports prepared by contractor under the contract shall become the property of the Member on demand. COOPERATIVE PURCHASING This contract is based on the need for TCPN to provide the economic benefits of volume purchasing and reduction in administrative costs through cooperative purchasing to schools and other Members. Although contractors may restrict sales to certain public units (for example, state agencies or local government units), any contract that prohibits sales from being made to public school districts may not be considered. Sales without restriction to any Members are preferred. Page 9 of 43 Cooperative purchasing agreements: Cooperative Purchasing Agreements between TCPN and its Members have been established under state procurement law. Cooperative purchasing contracts: Offeror agrees all prices, terms, warranties, and benefits granted by offeror to Members through this contract are comparable to or better than the equivalent terms offered by offeror to any present customer meeting the same qualifications or requirements Customer Support The vendor shall provide timely and accurate technical advice and sales support to TCPN staff and TCPN participants. The vendor shall respond to such requests within one (1) working day after receipt of the request. Assignment of Contract No assignment of contract may be made without the prior written approval of TCPN. Purchase orders and payment can only made to awarded vendor unless otherwise approved by TCPN. Awarded vendor is required to notify TCPN when any material change in operations is made that may adversely affect TCPN’s members, (i.e. bankruptcy, change of ownership, merger, etc.) FORM OF CONTRACT Contract type: The term contract shall be a percent of discount off manufacturer’s price list or catalog, or fixed price, or a combination of both with indefinite quantities. Form of contract: The form of contract for this solicitation shall be the Request for Proposal, the awarded proposal(s) and best and final offer(s), and properly issued and reviewed purchase orders referencing the requirements of the Request for Proposals. If a firm submitting an offer requires TCPN and/or Member to sign an additional agreement, a copy of the proposed agreement must be included with the proposal. Parol evidence: The contract, as specified above, represents the final written expression of agreement. All agreements are contained herein and no other agreements or representations that materially alter it are acceptable. Vendor contract documents: TCPN will review proposed vendor contract documents. Vendor’s contract document shall not become part of TCPN’s contract with vendor unless and until an authorized representative of TCPN reviews and approves it. LICENSES Contractor shall maintain in current status all federal, state and local licenses, bonds and permits required for the operation of the business conducted by contractor. Contractor shall remain fully informed of and in compliance with all ordinances and regulations pertaining to the lawful provision of services under the contract. TCPN reserves the right to stop work and/or cancel the contract of any contractor whose license(s) expire, lapse, are suspended or terminated. All applicable software license agreements, warranties or service agreements that were entered into between Vendor and Customer under the terms and conditions of the Contract shall survive the expiration or termination of the Contract. All Purchase Orders issued and accepted by Order Fulfiller shall survive expiration or termination of the Contract. Page 10 of 43 Disclosures Respondent affirms that he/she has not given, offered to give, nor intends to give at any time hereafter any economic opportunity, future employment, gift, loan, gratuity, special discount, trip, favor or service to a public servant in connection with this contract. Include a complete description of any and all relationships that might be considered a conflict of interest in doing business with participants in TCPN. The respondent affirms that, to the best of his/her knowledge, the offer has been arrived at independently, and is submitted without collusion with anyone to obtain information or gain any favoritism that would in any way limit competition or give an unfair advantage over other vendors in the award of this contract. Renewal of Contract Unless otherwise stated, all contracts are for a period of three (3) years with an option to renew annually for an additional two (2) one –year extensions. TCPN shall review the contract prior to the renewal date and notify the current awarded vendor each year of the contract renewal. Awarded vendor shall honor the administrative fee for any sales occurred beyond 30 days on any sales made based on a TCPN contract whether awarded a renewal or not. TCPN reserves the right to exercise two (2) one-year extensions at the same time. Funding Out Clause Any/all contracts exceeding one (1) year shall include a standard “funding out” clause. A contract for the acquisition, including lease, of real or personal property is a commitment of the entity’s current revenue only, provided the contract contains either or both of the following provisions: Retains to the entity the continuing right to terminate the contract at the expiration of each budget period during the term of the contract and is conditioned on a best efforts attempt by the entity to obtain appropriate funds for payment of the contract. Ordering Procedures Purchase orders are issued by participating entities to the awarded vendor stating “Per TCPN Contract”. Audit rights Supplier shall, at Supplier’s sole expense, maintain appropriate due diligence of all purchases made by Region 4 ESC and any entity that utilizes this Agreement. TCPN and Region 4 ESC each reserve the right to audit the accounting for a period of three (3) years from the time such purchases are made. This audit right shall survive termination of this Agreement for a period of one (1) year from the effective date of termination. TCPN shall have the authority to conduct random audits of Supplier’s pricing that is offered to eligible entities at TCPN's sole cost and expense. Notwithstanding the foregoing, in the event that TCPN is made aware of any pricing being offered to eligible agencies that is materially inconsistent with the pricing under this agreement, TCPN shall have the ability to conduct an extensive audit of Supplier’s pricing at Supplier’s sole cost and expense. TCPN may conduct the audit internally or may engage a third-party auditing firm. In the event of an audit, the requested materials shall be provided in the format and at the location designated by Region 4 ESC or TCPN. Contract placed on hold TCPN shall have the ability to place a contract on hold, if it is deemed necessary to address ongoing problems with an awarded contract. Details of the decision to place the contract on hold shall be provided in a written deficiency notice. A reasonable amount of time shall be provided to contractor to address issues in the written deficiency notice. Page 11 of 43 Novation If contractor sells or transfers all assets or the entire portion of the assets used to perform this contract, a successor in interest must guarantee to perform all obligations under this contract. TCPN reserves the right to accept or reject any new party. A simple change of name agreement will not change the contractual obligations of contractor. Order of precedence In the event of a conflict in the provisions of the contract as accepted by TCPN, the following order of precedence shall prevail: 1. 2. 3. 4. 5. Special terms and conditions General terms and conditions Specifications and scope of work Attachments and exhibits Documents referenced or included in the solicitation Inspection & Acceptance Contractor shall deliver said materials purchased on this contract to the TCPN member issuing a Purchase Order. Conforming product shall be shipped within 7 days of receipt of Purchase Order. If delivery is not or cannot be made within this time period the contractor must receive authorization from the purchasing agency for the delayed delivery. At this point the participating entity may cancel the order if estimated shipping time is not acceptable. If defective or incorrect material is delivered, purchasing agency may make the determination to return the material to the contractor at no cost to the purchasing agency. The contractor agrees to pay all shipping costs for the return shipment. Contractor shall be responsible for arranging the return of the defective or incorrect material. SITE REQUIREMENTS Cleanup: Contractor shall clean up and remove all debris and rubbish resulting from their work as required or directed by Member. Upon completion of the work, the premises shall be left in good repair and an orderly, neat, clean and unobstructed condition. Preparation: Contractor shall not begin a project for which Member has not prepared the site, unless contractor does the preparation work at no cost, or until Member includes the cost of site preparation in a purchase order. Site preparation includes, but is not limited to: moving furniture, installing wiring for networks or power, and similar pre-installation requirements. Registered sex offender restrictions: For work to be performed at an schools, contractor agrees that no employee or employee of a subcontractor who has been adjudicated to be a registered sex offender will perform work at any time when students are or are reasonably expected to be present. Contractor agrees that a violation of this condition shall be considered a material breach and may result in the cancellation of the purchase order at the Member’s discretion. Contractor must identify any additional costs associated with compliance of this term. If no costs are specified, compliance with this term will be provided at no additional charge. Safety measures: Contractor shall take all reasonable precautions for the safety of employees on the worksite, and shall erect and properly maintain all necessary safeguards for protection of workers and the public. Contractor shall post warning signs against all hazards created by its operation and work in progress. Proper precautions shall be taken pursuant to state law and standard practices to protect workers, general public and existing structures from injury or damage. Page 12 of 43 Smoking: Persons working under the contract shall adhere to local smoking policies. Smoking will only be permitted in posted areas or off premises. Stored materials: Upon prior written agreement between the contractor and Member, payment may be made for materials not incorporated in the work but delivered and suitably stored at the site or some other location, for installation at a later date. An inventory of the stored materials must be provided to Member prior to payment. Such materials must be stored and protected in a secure location, and be insured for their full value by the contractor against loss and damage. Contractor agrees to provide proof of coverage and/or addition of Member as an additional insured upon Member’s request. Additionally, if stored offsite, the materials must also be clearly identified as property of buying Member and be separated from other materials. Member must be allowed reasonable opportunity to inspect and take inventory of stored materials, on or offsite, as necessary. Until final acceptance by the Member, it shall be the Contractor's responsibility to protect all materials and equipment. The Contractor warrants and guarantees that title for all work, materials and equipment shall pass to the Member upon final acceptance. Payment for stored materials shall not constitute final acceptance of such materials. Invoices The awarded vendor shall submit invoices to the participating entity clearly stating “Per TCPN Contract”. The shipment tracking number or pertinent information for verification shall be made available upon request. Tax Exempt Status Since this is a national contract, knowing the tax laws in each state is the sole responsibility of the vendor. Reporting The awarded vendor shall electronically provide TCPN with a detailed monthly or quarterly report showing the dollar volume of all sales under the contract for the previous month or quarter. Reports shall be sent via e-mail to TCPN offices at [email protected]. Reports are due on the fifteenth (15th) day after the close of the previous month or quarter. It is the responsibility of the awarded vendor to collect and compile all sales under the contract from participating members and submit one (1) report. The report shall include at least the following information as listed in the example below: Vendor Name TCPN Report Month or Quarter Entity Name Zip Code State PO or Job# Total Page 13 of 43 Sale Amount Payments The entity using the contract will make payments directly to the awarded vendor. Pricing The awarded vendor agrees to provide pricing to TCPN and its participating entities that are the lowest pricing available and the pricing shall remain so throughout the duration of the contract. The awarded vendor agrees to lower the cost of any product purchased through TCPN following a reduction in the manufacturer or publisher's direct cost. Price increases must be approved by TCPN. However, the awarded vendor must honor previous prices for thirty (30) days after approval and written notification from TCPN if requested. All price increases must be supported by manufacture documentation, or a formal cost justification letter. All pricing submitted to TCPN shall include the administrative fee to be remitted to TCPN by the awarded vendor. It is the awarded vendor’s responsibility to keep all pricing up to date and on file with TCPN. All price changes shall be presented to TCPN for acceptance, using the same format as was accepted in the original contract. All deliveries shall be freight prepaid, F.O.B. destination and shall be included in all pricing offered unless otherwise clearly stated in writing. Price reduction and adjustment Price reduction may be offered at any time during contract and shall become effective upon notice of acceptance from TCPN. Special, time-limited reductions are permissible under the following conditions: 1) reduction is available to all Members equally; 2) reduction is for a specific time period, normally not less than thirty (30) days; 3) original price is not exceeded after the time-limit; and 4) TCPN has approved the new prices prior to any offer of the prices to a Member. Contractor shall offer TCPN any published price reduction during the contract period. PRODUCT LINES Current products Proposals shall be for materials and equipment in current production and marketed to the general public and education/government agencies at the time the proposal is submitted. Discontinued products: If a product or model is discontinued by the manufacturer, contractor may substitute a new product or model if the replacement product meets or exceeds the specifications and performance of the discontinued model and if the discount is the same or greater than the discontinued model. New products/Services: New products and/or services that meet the scope of work may be added to the contract. Pricing shall be equivalent to the percentage discount for other products. Contractor may replace or add product lines to an existing contract if the line is replacing or supplementing products on contract, is equal or superior to the original products offered, is discounted in a similar or to a greater degree, and if the products meet the requirements of the solicitation. No products and/or services may be added to avoid competitive procurement requirements. TCPN may require additions to be submitted with documentation from Members demonstrating an interest in, or a potential requirement for, the new product or service. TCPN may reject any additions without cause. Options: Optional equipment for products under contract may be added to the contract at the time they become available under the following conditions: 1) the option is priced at a discount similar to other options; 2) the option is an enhancement to the unit that improves performance or reliability. Product line: Offerors with a published catalog may submit the entire catalog. TCPN reserves the right to select products within the catalog for award without having to award all contents. TCPN may reject any addition of equipment options without cause. Page 14 of 43 Administrative Fees The awarded vendor agrees to pay administrative fees to TCPN as calculated as follows: (Sales will be calculated for fiscal year of January 1st through December 31st and reset each year) Annual Sales Through Contract Administrative Fee 0 - $50,000,000 2% $50,000,001 - $100,000,000 1.75% $100,000,001 - $150,000,000 1.5% $150,000,001 - $200,000,000 1.25% $200,000,001 - $500,000,000 1% $500,000,001 - $1,000,000,000 0.75% $1,000,000,000+ 0.5% Warranty conditions All supplies, equipment and services shall include manufacturer's minimum standard warranty and one (1) year labor warranty unless otherwise agreed to in writing. Indemnity The awarded vendor shall protect, indemnify, and hold harmless TCPN and its participants, administrators, employees and agents against all claims, damages, losses and expenses arising out of or resulting from the actions of the vendor, vendor employees or vendor subcontractors in the preparation of the solicitation and the later execution of the contract. Any litigation involving TCPN, its administrators and employees and agents will be in Harris County, Texas. Any litigation involving TCPN’s members shall be in the jurisdiction of the participating agency. Franchise Tax The respondent hereby certifies that he/she is not currently delinquent in the payment of any franchise taxes. Marketing Awarded vendor agrees to allow TCPN to use their name and logo within website, marketing materials and advertisement. Any use of TCPN name and logo or any form of publicity, inclusive of press releases, regarding this contract by awarded vendor must have prior approval from TCPN. Supplemental Agreements The entity participating in the TCPN contract and awarded vendor may enter into a separate supplemental agreement to further define the level of service requirements over and above the minimum defined in this contract i.e. invoice requirements, ordering requirements, specialized delivery, etc. Any supplemental agreement developed as a result of this contract is exclusively between the participating entity and awarded vendor. TCPN, its agents, members and employees shall not be made party to any claim for breach of such agreement. Page 15 of 43 Certificates of Insurance Certificates of insurance shall be delivered to the TCPN participant prior to commencement of work. The insurance company shall be licensed in the applicable state in which work is being conducted. The awarded vendor shall give the participating entity a minimum of ten (10) days notice prior to any modifications or cancellation of policies. The awarded vendor shall require all subcontractors performing any work to maintain coverage as specified. Legal Obligations It is the Respondent’s responsibility to be aware of and comply with all local, state, and federal laws governing the sale of products/services identified in this RFP and any awarded contract and shall comply with all while fulfilling the RFP. Applicable laws and regulation must be followed even if not specifically identified herein. Protest Any protest of an award or proposed award must be filed in writing within ten (10) days from the date of the official award notification and must be received by 5:00 pm CDT. No protest shall lie for a claim that the selected Vendor is not a responsible Bidder. Protests shall be filed with the Director of TCPN and shall include the following: x Name, address and telephone number of protester x Original signature of protester or its representative x Identification of the solicitation by RFP number x Detailed statement of legal and factual grounds including copies of relevant documents; and the form of relief requested x Any protest review and action shall be considered final with no further formalities being considered. Force Majeure If by reason of Force Majeure, either party hereto shall be rendered unable wholly or in part to carry out its obligations under this Agreement then such party shall give notice and full particulars of Force Majeure in writing to the other party within a reasonable time after occurrence of the event or cause relied upon, and the obligation of the party giving such notice, so far as it is affected by such Force Majeure, shall be suspended during the continuance of the inability then claimed, except as hereinafter provided, but for no longer period, and such party shall endeavor to remove or overcome such inability with all reasonable dispatch. The term Force Majeure as employed herein, shall mean acts of God, strikes, lockouts, or other industrial disturbances, act of public enemy, orders of any kind of government of the United States or the State of Texas or any civil or military authority; insurrections; riots; epidemics; landslides; lighting; earthquake; fires; hurricanes; storms; floods; washouts; droughts; arrests; restraint of government and people; civil disturbances; explosions, breakage or accidents to machinery, pipelines or canals, or other causes not reasonably within the control of the party claiming such inability. It is understood and agreed that the settlement of strikes and lockouts shall be entirely within the discretion of the party having the difficulty, and that the above requirement that any Force Majeure shall be remedied with all reasonable dispatch shall not require the settlement of strikes and lockouts by acceding to the demands of the opposing party or parties when such settlement is unfavorable in the judgment of the party having the difficulty Page 16 of 43 Prevailing Wage It shall be the responsibility of the Vendor to comply, when applicable, with the prevailing wage legislation in effect in the jurisdiction of the purchaser (TCPN or its Members). It shall further be the responsibility of the Vendor to monitor the prevailing wage rates as established by the appropriate department of labor for any increase in rates during the term of this contract and adjust wage rates accordingly. Miscellaneous Either party may cancel this contract in whole or in part by providing written notice. The cancellation will take effect 30 business days after the other party receives the notice of cancellation. After the 30th business day all work will cease following completion of final purchase order. TCPN reserves the right to request additional items not already on contract at any time. Page 17 of 43 STATE NOTICE Pursuant to certain state notice provisions, including but not limited to Oregon Revised Statutes Chapter 279A.220, the following public agencies and political subdivisions of the referenced public agencies are eligible to register with TCPN and access the Master Agreement contract award made pursuant to this solicitation, and hereby given notice of the foregoing request for proposals for purposes of complying with the procedural requirements of said statutes: Nationwide: State of Alabama * State of Alaska State of Hawaii State of Idaho State of Massachusetts State of Michigan State of Arizona State of Illinois State of Minnesota State of Arkansas State of Indiana State of Iowa State of Kansas State of Kentucky State of Louisiana State of Maine State of Mississippi State of California State of Colorado State of Connecticut State of Delaware State of Florida State of Georgia State of Maryland State of Missouri State of Montana State of Nebraska State of Nevada State of New Hampshire State of New Jersey State of New Mexico State of New York State of North Carolina State of North Dakota State of Ohio State of Oklahoma State of Oregon State of Pennsylvania State of Rhode Island State of South Carolina State of South Dakota State of Tennessee State of Texas State of Utah State of Vermont State of Virginia State of Washington State of West Virginia State of Wisconsin State of Wyoming District of Columbia Lists of political subdivisions and local governments in the above referenced states/districts may be found at http://www.usa.gov/Agencies/State_and_Territories.shtml and http://www.usa.gov/Agencies/Local.shtml *Some public agencies and political subdivisions of these states may be restricted by state statutes that limit competition among cooperative purchasing organizations by only allowing use of purchasing cooperatives sponsored by certain National Associations. Certain Public Agencies and Political Subdivisions: Cities, Towns, Villages, and Boroughs including but not limited to: CITY OF ADAIR VILLAGE CITY OF ASHLAND CITY OF AUMSVILLE CITY OF AURORA CITY OF BEAVERTON CITY OF BOARDMAN CITY OF BURNS CITY OF CANBY CITY OF CANYONVILLE CITY OF CLATSKANIE Page 18 of 43 CITY OF COBURG CITY OF CONDON CITY OF LA GRANDE CITY OF LEBANON CITY OF MILL CITY CITY OF MILWAUKIE CITY OF MOSIER CITY OF NORTH PLAINS CITY OF OREGON CITY CITY OF PILOT ROCK CITY OF PORTLAND CITY OF POWERS CITY OF RIDDLE CITY OF SANDY CITY OF SCAPPOOSE CITY OF SHADY COVE CITY OF SHERWOOD CITY OF ST. PAUL CITY OF TIGARD, OREGON CITY OF TUALATIN, OREGON CITY OF WARRENTON CITY OF WILSONVILLE CITY OF WINSTON LEAGUE OF OREGON CITIES PORTLAND DEVELOPMENT COMMISSION CITY OF BATON ROUGE CITY OF BOSSIER CITY CITY OF KENNER CITY OF LAFAYETTE CITY OF LAKE CHARLES CITY OF METAIRIE CITY OF MONROE CITY OF NEW ORLEANS CITY OF SHREVEPORT Counties including but not limited to: BOARD OF WATER SUPPLY COUNTY OF HAWAII MAUI COUNTY COUNCIL CADDO PARISH CALCASIEU PARISH EAST BATON ROUGE PARISH JEFFERSON PARISH LAFAYETTE PARISH LIVINGSTON PARISH ORLEANS PARISH PLAQUEMINES PARISH RAPIDES PARISH SAINT TAMMANY PARISH TERREBONNE PARISH WEST BATON ROUGE PARISH K-12 including but not limited to: BEAVERTON SCHOOL DISTRICT BEND-LA PINE SCHOOL DISTRICT Page 19 of 43 BROOKING HARBOR SCHOOL DISTRICT NO. 17-C CANYONVILLE CHRISTIAN ACADEMY CASCADES ACADEMY OF CENTRAL OREGON CENTENNIAL SCHOOL DISTRICT CENTRAL CATHOLIC HIGH SCHOOL CENTRAL POINT SCHOOL DISTRICT NO.6 CENTRAL SCHOOL DISTRICT 13J COOS BAY SCHOOL DISTRICT NO.9 COUNTY OF YAMHILL SCHOOLD DISTRICT 29 CULVER SCHOOL DISTRICT DALLAS SCHOOL DISTRICT NO.2 DAVID DOUGLAS SCHOOL DISTRICT DAYTON SCHOOL DISTRICT NO.8 DE LA SALLE N CATHOLIC HS DESCHUTES COUNTY SCHOOL DISTRICT NO.6 DUFUR SCHOOL DISTRICT NO. 29 ESTACADA SCHOOL DISTRICT NO.10B FOREST GROVE SCHOOL DISTRICT GLADSTONE SCHOOL DISTRICT GRANTS PASS SCHOOL DISTRICT 7 GREATER ALBANY PUBLIC SCHOOL DISTRICT HEAD START OF LANE COUNTY HIGH DESERT EDUCATION SERVICE DISTRICT HOOD RIVER COUNTY SCHOOL DISTRICT JACKSON COUNTY SCHOOL DISTRICT NO.9 JEFFERSON COUNTY SCHOOL DISTRICT 509-J JEFFERSON SCHOOL DISTRICT KLAMATH FALLS CITY SCHOOLS LAKE OSWEGO SCHOOL DISTRICT 7J LANE COUNTY SCHOOL DISTRICT 4J LINCOLN COUNTY SCHOOL DISTRICT LINN COUNTY SCHOOL DISTRICT 95C LOST RIVER JR/SR HIGH SCHOOL LOWELL SCHOOL DISTRICT NO.71 MARION COUNTY SCHOOL DISTRICT MARION COUNTY SCHOOL DISTRICT 103 MCMINNVILLE SCHOOL DISTRICT NOAO MEDFORD SCHOOL DISTRICT 549C MITCH CHARTER SCHOOL MONROE SCHOOL DISTRICT NO.1J MULTISENSORY LEARNING ACADEMY MUL TNOMAH EDUCATION SERVICE DISTRICT NEAH-KAH-NIE DISTRICT NO.56 NESTUCCA VALLEY SCHOOL DISTRICT NO.101 NOBEL LEARNING COMMUNITIES NORTH BEND SCHOOL DISTRICT 13 NORTH CLACKAMAS SCHOOL DISTRICT NORTH WASCO CITY SCHOOL DISTRICT 21 NORTHWEST REGIONAL EDUCATION SERVICE DISTRICT ONTARIO MIDDLE SCHOOL OREGON TRAIL SCHOOL DISTRICT NOA6 PHOENIX TALENT SCHOOL DISTRICT NOA PORTLAND JEWISH ACADEMY PORTLAND PUBLIC SCHOOLS REDMOND SCHOOL DISTRICT Page 20 of 43 REYNOLDS SCHOOL DISTRICT ROGUE RIVER SCHOOL DISTRICT NO.35 ROSEBURG PUBLIC SCHOOLS SCAPPOOSE SCHOOL DISTRICT 1J SEASIDE SCHOOL DISTRICT 10 SHERWOOD SCHOOL DISTRICT 88J SOUTH LANE SCHOOL DISTRICT 45J3 SOUTHERN OREGON EDUCATION SERVICE DISTRICT SPRINGFIELD SCHOOL DISTRICT NO.19 SWEET HOME SCHOOL DISTRICT NO.55 THE CATLIN GABEL SCHOOL TIGARD-TUALATIN SCHOOL DISTRICT WEST LINN WILSONVILLE SCHOOL DISTRICT YONCALLA SCHOOL DISTRICT NO.32 CADDO PARISH SCHOOL DISTRICT CALCASIEU PARISH SCHOOL DISTRICT EAST BATON ROUGE PARISH SCHOOL DISTRICT JEFFERSON PARISH SCHOOL DISTRICT LAFAYETTE PARISH SCHOOL DISTRICT LIVINGSTON PARISH SCHOOL DISTRICT ORLEANS PARISH SCHOOL DISTRICT RAPIDES PARISH SCHOOL DITRICT TERREBONNE PARISH SCHOOL DISTRICT Higher Education BIRTHINGWAY COLLEGE OF MIDWIFERY BLUE MOUNTAIN COMMUNITY COLLEGE CENTRAL OREGON COMMUNITY COLLEGE CHEMEKETA COMMUNITY COLLEGE CLACKAMAS COMMUNTIY COLLEGE COLUMBIA GORGE COMMUNITY COLLEGE GEORGE FOX UNIVERSITY KLAMATH COMMUNITY COLLEGE DISTRICT LANE COMMUNITY COLLEGE LEWIS AND CLARK COLLEGE LINFIELD COLLEGE LINN-BENTON COMMUNITY COLLEGE MARYLHURST UNIVERSITY MT. HOOD COMMUNITY COLLEGE MULTNOMAH BIBLE COLLEGE NATIONAL COLLEGE OF NATURAL MEDICINE NORTHWEST CHRISTIAN COLLGE OREGON HEALTH AND SCIENCE UNIVERSITY OREGON UNIVERSITY SYSTEM PACIFIC UNIVERSITY PORTLAND COMMUNITY COLLEGE PORTLAND STATE UNIVERSITY REED COLLEGE ROGUE COMMUNITY COLLEGE SOUTHWESTERN OREGON COMMUNITY COLLEGE TILLAMOOK BAY COMMUNITY COLLEGE UMPQUA COMMUNTIY COLLEGE WESTERN STATES CHIROPRACTIC COLLEGE WILLAMETTE UNIVERSITY ARGOSY UNIVERSITY Page 21 of 43 BRIGHAM YOUNG UNIVERSITY-HAWAII COLLEGE OF THE MARSHALL ISLANDS RESEARCH CORPORATION OF THE UNIVERSITY OF HAWAII UNIVERSITY OF HAWAII AT MANOA State Agencies BOARD OF MEDICAL EXAMINERS OFFICE OF MEDICAL ASSISTANCE PROGRAMS OFFICE OF THE STATE TREASURER OREGON BOARD OF ARCHITECTS OREGON CHILD DEVELOPMENT COALITION OREGON DEPARTMENT OF EDUCATION OREGON DEPARTMENT OF FORESTRY OREGON DEPARTMENT OF TRANSPORTATION OREGON DEPARTMENT OF EDUCATION OREGON LOTTERY OREGON OFFICE OF ENERGY OREGON STATE BOARD OF NURSING OREGON STATE DEPARTMENT OF CORRECTIONS OREGON STATE POLICE OREGON TOURISM COMMISSION OREGON TRAVEL INFORMATION COUNCIL SANTIAM CANYON COMMUNICATON CENTER SEIU LOCAL 503, OPEU ADMIN. SERVICES OFFICE HAWAII CHILD SUPPORT ENFORCEMENT AGENCY HAWAII HEALTH SYSTEMS CORPORATION SOH-JUDICIARY CONTRACTS AND PURCH STATE DEPARTMENT OF DEFENSE STATE OF HAWAII STATE OF HAWAII STATE OF HAWAII, DEPARTMENT OF EDUCATION STATE OF LOUISIANA STATE OF LOUISIANA DEPARTMENT OF EDUCATION Page 22 of 43 GENERAL TERMS & CONDITIONS ACCEPTANCE FORM Signature on the following page certifies complete acceptance of the General Terms and Conditions in this solicitation, except as noted below (additional pages may be attached, if necessary). Check one of the following responses to the General Terms and Conditions: We take no exceptions/deviations to the general terms and conditions (Note: If none are listed below, it is understood that no exceptions/deviations are taken.) We take the following exceptions/deviations to the general terms and conditions. All exceptions/deviations must be clearly explained. Reference the corresponding general terms and conditions that you are taking exceptions/deviations to. Clearly state if you are adding additions terms and conditions to the general terms and conditions. Provide details on your exceptions/deviations below: (Note: Unacceptable exceptions shall remove your proposal from consideration for award. TCPN shall be the sole judge on the acceptance of exceptions/deviations and TCPN’s decision shall be final. ) Page 23 of 43 TAB 2 – QUESTIONNAIRE Please provide responses to the following questions that address your company’s operations, organization, structure and processes for providing products and services. 1. States Covered Bidder must indicate any and all states where products and services can be offered. Please indicate the price co-efficient for each state if it varies. 50 States & District of Columbia (Selecting this box is equal to checking all boxes below) Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware District of Columbia Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming All U.S. Territories & Outlying Areas (Selecting this box is equal to checking all boxes below) American Samoa Federated States of Micronesia Guam Midway Islands Northern Marina Islands Puerto Rico U.S. Virgin Islands 2. Minority and Women Business Enterprise (MWBE) and (HUB) Participation It is the policy of some entities participating in TCPN to involve minority and women business enterprises and historically utilized businesses (HUB) in the purchase of goods and services. Respondents shall indicate below whether or not they are an M/WBE or HUB certified. a. Minority/Women Business Enterprise Respondent certifies that this firm is an M/WBE Yes No b. Historically Underutilized Businesses Respondent certifies that this firm is a HUB Yes ■ No Page 25 of 43 3. Residency VA Herndon Responding Company’s principal place of business is in the city of___________State of ___. 4. Felony Conviction Notice Please check applicable box: A publicly held corporation; therefore, this reporting requirement is not applicable. X Is not owned or operated by anyone who has been convicted of a felony. Is owned or operated by the following individual(s) who has/have been convicted of a felony. x If the 3rd box is checked, a detailed explanation of the names and convictions must be attached. 5. Processing Information Company contact for: Contract Management Pamela Mantis Contact Person: __________________________________________ Vice President of Operations Title: ___________________________________________________ Zarca Interactive ADBA K12 Insight Company: _______________________________________________ 13454 Sunrise Valley Drive, Suite 440 Address: ________________________________________________ Herndon VA City: ___________________ State: _____________ Zip: 20171_____ Phone: 703-956-6460 Fax: 703-852-3901 _____ Email: [email protected] _____ Billing & Reporting/Accounts Payable Pamela Mantis Contact Person: __________________________________________ Vice President of Operations Title: ___________________________________________________ Zarca Interactive ADBA K12 Insight Company: _______________________________________________ 13454 Sunrise Valley Drive, Suite 440 Address: ________________________________________________ Herndon VA City: ___________________ State: _____________ Zip:20171_____ Phone: 703-956-6460 Fax: 703-852-3901 _____ Email: [email protected] _____ Page 26 of 43 Marketing Rochelle Levy Contact Person: __________________________________________ Senior Director of Marketing Communications Title: ___________________________________________________ Zarca Interactive ADBA K12 Insight Company: _______________________________________________ 3454 Sunrise Valley Drive, Suite 440 Address: ________________________________________________ Herndon VA City: ___________________ State: _____________ Zip:20171_____ Phone: 703-956-6460 Fax: 703-852-3901 _____ Email: [email protected] _____ 6. Distribution Channel: Which best describes your company’s position in the distribution channel: 7. Manufacturer direct Certified education/government reseller Authorized distributor Manufacturer marketing through reseller Value-added reseller Other __________________________ Pricing Information x In addition to the current typical unit pricing furnished herein, the Vendor agrees to offer all future product introductions at prices that are proportionate to Contract Pricing. Yes No (If answer is no, attach a statement detailing how pricing for TCPN participants would be calculated.) x Pricing submitted includes the required TCPN administrative fee. Yes No Yes No (Fee calculated based on invoice price to customer) x Additional discounts for purchase of a guaranteed quantity? 8. Cooperatives List any other cooperative or state contracts currently held or in the process of securing Cooperative/State Agency Discount Offered Eastern Suffolk BOCES none Page 27 of 43 Expires Annual Sales Volume renewed annually 2012 - $1million Tab 3: Company Profile Please provide the following: 1. Company’s official registered name. The company’s official registered name is Zarca Interactive, Inc. The company is also registered to do business as K12 Insight and in this proposal it is referred to as K12 Insight. 2. Brief history of your company, including the year it was established. Zarca Interactive ADBA K12 Insight was established in 2002 and is registered as a Delaware C Corporation. Since then, K12 Insight has continued to provide services to public schools. K12 Insight division of the company serves more than 300 school districts around the United States. We are exclusive service providers to the American Association of School Administrators (AASA) and many of its state affiliates – including Texas, New York, Florida, Virginia, Michigan, Massachusetts, Tennessee and South Carolina. In addition, the National School Public Relations Association and several state chapters of the National School Board Association use our solution and expertise in the field of measuring and building stakeholder engagement. The company has shown year-after-year growth since its inception. All operations have been profitable since 2006. 3. Company’s Dun & Bradstreet (D&B) number. 12-856-7398 4. Corporate office location. K12 Insight 13454 Sunrise Valley Drive Suite 440 Herndon, Virginia 20171 5. List the total number of sales persons employed by your organization within the United States, broken down by market We would like to request that the response to this question be excluded from release as Public Information under Open Records Policy. As a company providing numerous innovations in this new field of public school Stakeholder Engagement, all information about our marketing strategy is not relevant to any entity outside of TCPN. This information has the potential to hand competitive intelligence to third parties, which would be a disadvantage to our firm. We are pleased to disclose this information to TCPN for the purpose of evaluation in this RFP; however, we request that this be redacted from any public disclosure. Answer to the question follows below: K12 Insight | www.k12insight.com Response to TCPN RFP for Solution to Build Stakeholder Engagement in Public Schools (12‐24) 6. List the number and location of offices, or service centers for all states being bid in solicitation. Additionally, list the names of key contacts at each location with title, address, phone and e-mail address. We are bidding for all 50 states and territories in this solicitation. While we have offices in other states, our sales operations are centrally administered from our headquarters in Herndon, Virginia. Information about this location is as follows: K12 Insight Contact: Dan Carter Title: Vice President Address: 13454 Sunrise Valley Dr., Suite 440, Herndon, VA 20171 Tel: (703) 956-6460 x 314 Email: [email protected] 7. Please provide contact information for the person(s) who will be responsible for the following areas, including resumes: a. Sales Dan Carter [email protected] (703) 956-6460 x314 b. Sales Support Dan Carter [email protected] (703) 956-6460 x314 c. Marketing Rochelle Levy [email protected] (703) 956-6460 x139 d. Financial Reporting Pamela Mantis [email protected] (703) 956-6460 x133 e. Executive Support Suhail Farooqui [email protected] (703) 956-6460 x111 8. Define your standard terms of payment. We invoice clients upon receipt of signed contract and our payments are due net 30 K12 Insight | www.k12insight.com Response to TCPN RFP for Solution to Build Stakeholder Engagement in Public Schools (12‐24) 9. Who is your competition in the marketplace? By working closely with our school district customers, we have developed a highly innovative offering. Since 2002, when we started working with a handful of North Carolina school districts, we have approached our business as true partners to the school districts that we serve. Over the years, we have had the benefit of conducting numerous focus groups with superintendents and sessions with administrators to help us understand how they use our solution and details of their specific needs. Based on all this feedback, we believe we have laid the foundation for a completely new offering within public schools. Every school district in the United States has committed to providing a high level of engagement for stakeholders through their Strategic Plans and Mission and Vision statements; however, little is being done in terms of tangible and concrete programs to address this vital area of commitment. K12 Insight has uniquely developed this offering to address this particular need. We are not aware of any other organization offering as thorough and comprehensive of a methodical program for building stakeholder engagement in public school districts. 10. Overall annual sales for last three (3) years; 2009, 2010, 2011 We would like to request that the response to this question be excluded from release as Public Information under Open Records Policy. As a company providing numerous innovations in this new field of public school Stakeholder Engagement, all information about our marketing strategy is not relevant to any entity outside of TCPN. This information has the potential to hand competitive intelligence to third parties, which would be a disadvantage to our firm. We are pleased to disclose this information to TCPN for the purpose of evaluation in this RFP; however, we request that this be redacted from any public disclosure. Answer to the question follows below: 11. Overall public sector sales, excluding Federal Government, for last three (3) years; 2009, 2009, 2011 12. We would like to request that the response to this question be excluded from release as Public Information under Open Records Policy. As a company providing numerous innovations in this new field of public school Stakeholder Engagement, all information about our marketing strategy is not relevant to any entity outside of TCPN. This information has the potential to hand competitive intelligence to third parties, which would be a disadvantage to our firm. We are pleased to disclose this information to TCPN for the purpose of evaluation in this RFP; however, we request that this be redacted from any public disclosure. Answer to the question follows below: 13. What is your strategy to increase market share? 14. We would like to request that the response to this question be excluded from release as Public Information under Open Records Policy. As a company providing numerous innovations in this new field of public school Stakeholder Engagement, all information about our marketing strategy is not relevant to any entity outside of TCPN. This information has the potential to hand K12 Insight | www.k12insight.com Response to TCPN RFP for Solution to Build Stakeholder Engagement in Public Schools (12‐24) competitive intelligence to third parties, which would be a disadvantage to our firm. We are pleased to disclose this information to TCPN for the purpose of evaluation in this RFP; however, we request that this be redacted from any public disclosure. Answer to the question follows below: 15. What differentiates your company from competitors? Districts have always aspired to build greater stakeholder engagement. However, the issue has acquired a greater sense of urgency because of the emergence of social media and the increased and growing scrutiny and accountability that public schools face. This challenge has grown so rapidly that there is nothing else in the marketplace in terms of a comparable solution. However, since school districts have the desire to provide stakeholder engagement but lack the practical know-how, we believe competition will develop. The advent of social media in particular has increased the urgency in most school districts for a comprehensive strategy for building stakeholder engagement. If districts do not communicate their own fact-based narratives of their unique opportunities and challenges, their narrative may be created by someone with little understanding of the reality of public education. We are differentiated by the fact that we stay in close contact with our 300 school district clients, working as an extension of their various departments. Our nimble culture allows us to incorporate our constant learning into our offering, as has been demonstrated numerous times and to which our clients can attest. K12 Insight | www.k12insight.com Response to TCPN RFP for Solution to Build Stakeholder Engagement in Public Schools (12‐24) 16. Describe your firm’s capabilities and functionality of your on-line catalog/ordering website. Any district in need of our solution may contact us by phone, complete a form on our website or email us directly, all of which generate alerts to corresponding salespeople who then reach out to prospects directly. Due to the consultative nature of our sales process, we have no online catalog or ordering website. 17. Describe your company’s Customer Service Department (hours of operation, number of service centers, etc.) Our Customer Service Department operates from 8:00 a.m. to 8:00 p.m. U.S. Eastern Time. Most of our support is based in our Herndon, Virginia headquarters, but we also have field support staff in many states, including Texas, Florida, New Jersey, California and Massachusetts. 18. Provide information regarding if your firm, either presently or in the past, has been involved in any litigation, bankruptcy, or reorganization. The company has not been involved in any of these aforementioned activities. Marketing / Sales 1. Detail how your organization plans to market this contract within the first 90 days of the award date. This should include, but not be limited to: 2. We would like to request that the response to this question be excluded from release as Public Information under Open Records Policy. As a company providing numerous innovations in this new field of public school Stakeholder Engagement, all information about our marketing strategy is not relevant to any entity outside of TCPN. This information has the potential to hand competitive intelligence to third parties, which would be a disadvantage to our firm. We are pleased to disclose this information to TCPN for the purpose of evaluation in this RFP; however, we request that this be redacted from any public disclosure. Answer to the question follows below: a. A co-branded press release within first 30 days Our in-house expertise with development of such content, along with the use of Waggener Edstrom distribution channels, ensures that a co-branded press release would appear in prominent K12 publications, widely read by superintendents and school board members. b. Announcement of award through any applicable social media sites K12 Insight maintains an active social media presence through Twitter, Facebook and our blog. All of these applications provide an effective way for us to get the news out through our K12 Insight | www.k12insight.com Response to TCPN RFP for Solution to Build Stakeholder Engagement in Public Schools (12‐24) channels. Our in-house experts, along with Waggener Edstrom personnel, ensure our ability to do an effective job in this rapidly emerging marketing channel. c. Direct mail campaigns All of K12 Insight’s direct mail campaigns are electronic. We have access to Marketo, a marketing platform which not only allows us to send out email campaigns but to track their end-to-end results. Our in-house email campaign team produces high-quality email campaigns which include visually appealing and relevant content, as well as useful assets for superintendents. Our marketing efforts focus on not just gaining a sale, but, most importantly, that our target audience finds our materials educational and informative. d. Co-branded collateral pieces Our in-house expertise with development of such content for K12 Insight would work with TCPN’s marketing team and would be able to create high quality co-branded collateral pieces. e. Advertisement of contract in regional or national publications Through our partnership with the American Association of School Administrators (AASA) and over a dozen of its state affiliates, as well as several chapters of National School Boards Associations, K12 Insight taps into editorial calendars of relevant publications read by superintendents. We will be able to place editorial columns and advertisements about the contract, as well as provide relevant information in various national and regional publications. Some states with partnerships include Texas, New York, Florida, Virginia, South Carolina, Georgia, Massachusetts and Tennessee, among others. We intend to also advertise the contract in Education Week, District Administrator and similar magazines. f. Participation in trade shows K12 Insight attends more than 15 national and state trade shows and conferences annually, attended by superintendents and school boards. These include i. National Conference on Education (AASA) ii. National School Board Association iii. Council of the Great City Schools iv. Center for Quality leadership (Spring and Fall) v. Urban Superintendents Association of America (USAA) vi. Texas Association of School Administrators (Winter, Fall) vii. Texas Association of Suburban and Mid-Urban Schools K12 Insight | www.k12insight.com Response to TCPN RFP for Solution to Build Stakeholder Engagement in Public Schools (12‐24) viii. ix. x. xi. xii. xiii. xiv. xv. New York State Council of School Superintendents (Winter, Fall) Virginia Association of School Superintendents New York School Boards Association North Carolina Association of School Administrators Georgia Association of School Superintendents Florida Association of School Administrators Massachusetts Association of School Administrators Massachusetts Association of School Committees At all of these events, K12 Insight enjoys a prominent presence, using these conferences to share information about our innovative offering with key decision makers. These conferences often lead to K12 Insight presenting before school district cabinets and boards as part of the process of selling our solution to those school districts. g. Dedicated TCPN internet web-based homepage with: • TCPN Logo • Link to TCPN website • Summary of contract and services offered • Due Diligence Documents including; copy of solicitation, copy of contract and any amendments, marketing materials If awarded this contract, K12 Insight fully intends to create a special section on our website promoting this partnership with each of the items listed above. Our experience has shown that the overhead associated with procurement is often a significant hurdle for school districts as they move towards purchasing our services. Being awarded this contract would remove this hurdle for both K12 Insight and our prospects. It would be to our benefit to create promotional material so our website visitors could learn about this national contract, thereby reducing their need for overhead costs tied to the procurement process. 3. Describe how your company will demonstrate the benefits of this contract to eligible entities if awarded. Through our work with 300 school districts nationwide, K12 Insight understands that a critical step in the ability of a school district to procure our services may involve compliance with their state or local requirements. Towards this, we recognize that it is in the interest of all concerned school districts, as well as K12 Insight, to ensure that a sense of transparency is maintained about our solution and pricing. In many instances school districts have asked us to do sole sourcing, which we have provided successfully. Therefore, we believe that being awarded a contract of this nature by TCPN would be a tremendous boost to our ability to sell to public schools. Given these realities, we will immediately highlight the fact that our K12 Insight | www.k12insight.com Response to TCPN RFP for Solution to Build Stakeholder Engagement in Public Schools (12‐24) solution may be purchased through a national organization such as TCPN. A school administrator would immediately understand the benefit and positive impact that a TCPN award would bring to any solution and service, including the fact that procurement-related steps have already been addressed and overcome. 4. Explain how your company plans to market this agreement to existing government customers. Our government customers area all public education entities; therefore, our overall responses to this RFP answer this question. 5. Provide a detailed 90-day plan describing how the contract will be implemented within your firm. Stipulations of terms of service provided by TCPN are broadly in line with those of K12 Insight’s so no change is required in day to day sales and marketing and client acquisition process of K12 Insight. We will train all relevant staff in sales, marketing, sales support, contracts, and finance within the first two weeks to ensure immediate compliance with our commitments in this contract. Our organization uses comprehensive Salesforce Automation Software (salesforce.com) which in addition to maintaining records of sales activity also provides us with a way to build rules to conform with rules that we assign ourselves. Salesforce can be customized within two weeks to ensure full compliance within this contract. We conduct regular trainings with our sales team as well as our support team so within the first 2 weeks these trainings can be conducted and audited over the next few months. K12 Insight | www.k12insight.com Response to TCPN RFP for Solution to Build Stakeholder Engagement in Public Schools (12‐24) 6. Describe how you intend on train your national sales force on the TCPN agreement. If K12 Insight is awarded this contract, we intend to immediately develop a detailed curriculum for every department within our organization. This curriculum will be developed in partnership with TCPN in benefit from other best practices. We will also conduct a complete legal review and audit to ensure we have full understanding of our obligations and communicate this to all staff. We will develop an easily understandable PowerPoint-based curriculum which will be presented to every department, including sales. The session will be videotaped and uploaded on our intranet for viewing by all members of K12 Insight. This kind of professional development is routine in our organization and is essential in driving change at the very fast pace that today’s business climate requires. Further, the head of sales will ensure through reviews with each member of the sales organization that key aspects have been fully understood and that the team is able to execute all aspects of the agreement. Similar processes of training and training review will occur with sales, marketing, client services, contracts, accounts receivable, accounts payable and our technology team responsible for maintenance of Salesforce automation software and partnership departments within the organization. 7. Acknowledge that your organization agrees to provide its company logo(s) to TCPN and agrees to provide permission for reproduction of such logo in marketing communications and promotions. K12 Insight hereby acknowledges the above statement to be affirmative. 8. Provide the revenue that your organization anticipates each year for the first three (3) years of this agreement. We would like to request that the response to this question be excluded from release as Public Information under Open Records Policy. As a company providing numerous innovations in this new field of public school Stakeholder Engagement, all information about our marketing strategy is not relevant to any entity outside of TCPN. This information has the potential to hand competitive intelligence to third parties, which would be a disadvantage to our firm. We are pleased to disclose this information to TCPN for the purpose of evaluation in this RFP; however, we request that this be redacted from any public disclosure. Answer to the question follows below: Administration K12 Insight | www.k12insight.com Response to TCPN RFP for Solution to Build Stakeholder Engagement in Public Schools (12‐24) 1. Describe your company’s implementation and success with existing cooperative purchasing programs, if any, and provide the cooperative’s name(s), contact person(s) and contact information as reference(s). K12 Insight has partnered with New York State-based BOCES. Specifically, we have partnerships with Eastern Suffolk BOCES to help New York State districts procure our services. The partnership has been helpful in making our solution easy to procure. Contact Person Ellen Moore Coordinator, Student Data Services Education and Information Support Services Eastern Suffolk BOCES 15 Andrea Road, Holbrook, NY 11741 Phone: 631-419-1688/Fax: 631-244-4003 Email: [email protected] 2. Describe the capacity of your company to report monthly sales through this agreement. Comprehensive Salesforce automation software exists so that the inception of the TCPN agreement will be identified and tracked throughout the process; when an opportunity is converted into an account upon sale, it will reflect in a report. We will code the software such that an email is triggered upon successful sale so that TCPN receives an email in real-time. At the end of each month, an automatic report showing district name, contact information, total contract value, etc. can be sent to our point of contact at TCPN and, accordingly, all financial obligations will be handled by our partnership programming coordinator. 3. Describe the capacity of your company to provide management reports, i.e. consolidated billing by location, time and attendance reports, etc. for each eligible agency Reports at every level are available through sophisticated Salesforce automated software, where the role of every agency in the sales process is tracked from inception to closing. Reports created for each agency can be automated to be emailed every month and viewed by all partners. 4. Please provide any suggested improvements and alternatives for doing business with your company that will make this arrangement more cost effective for your company and Participating Public Agencies. We believe that, if we are selected, the TCPN agreement offers opportunities for us to expand our business, and is also cost effective and convenient for all participating agencies. Green Initiatives K12 Insight | www.k12insight.com Response to TCPN RFP for Solution to Build Stakeholder Engagement in Public Schools (12‐24) K12 Insight’s Environmental Policy is as follows: Conserve natural resources through recycling, minimizing waste and using energy responsibly. Meet or exceed all applicable government requirements as well as our own requirements of environmental stewardship. Promote the health and safety of our community through green practices and environmental responsibility. Ensure all employees are aware of environmental concerns and how they are affected. Conduct audits and self-assessments of our green practices to measure progress and application of corporate environmental policy. Vendor Certifications Not Applicable K12 Insight | www.k12insight.com Response to TCPN RFP for Solution to Build Stakeholder Engagement in Public Schools (12‐24) Resumes and Biographical Information for Key Team Members: Suhail Farooqui Chief Executive Officer Suhail Farooqui is the president and chief operating officer of K12 Insight. He founded the company and grew it from scratch to meet the emerging needs of public schools in the area of building stakeholder engagement. Prior to Zarca, Suhail was the senior vice president of engineering at VitalSpring Technologies, an earlystage company providing technology-based solutions to employers to control soaring costs of healthcare while improving the quality of care. VitalSpring Technologies was backed by MicroStrategy (NASDAQ:MSTR), the McLean, VA-based leader of Business Intelligence software. Earlier, Suhail worked as a senior program manager at MicroStrategy where he led software development building innovative solutions to decongest highway traffic. Suhail started his career as a research scientist with Schlumberger (NYSE:SLB) where he conducted experiments in magnetic resonance imaging and microgravity measurements. His research has been published in refereed journals. Suhail has a B.S. in electrical engineering from Rensselaer Polytechnic Institute. Daniel Carter Regional Vice President K12 Insight, Herndon, VA Highly motivated, career sales person skilled in high-end consultative selling to a broad client base, accustomed to prospecting new business while maintaining and growing existing accounts. Excellent listening, negotiation, written and verbal communication skills. Over eight years of personnel management and financial experience over a multimillion dollar claims operation employing over 80 people. Accomplished in overcoming customer objections and effective closing techniques seeks an opportunity to join a rewarding Sales, Marketing or Project Management Team within the technology or educational space. • Over 15 years selling IT services, educational solutions and risk management programs to small & medium business as well as the Fortune 500 • Achievers Club - Gross Profit leader award 2007 • Revenue leader – New Accounts 2007 • Youngest Branch Manager – Crawford & Company, Atlanta, GA Experience: National Sales Director, Natural Standard, Inc., Boston, MA July 2009 – June 2010 Sales Consultant/Vice President (Contract/Temporary) – Qipper, Inc January 2009 – May 2009 K12 Insight | www.k12insight.com Response to TCPN RFP for Solution to Build Stakeholder Engagement in Public Schools (12‐24) Account Executive – OnForce, Inc., Lexington, MA April 2008 – December 2008 Corporate Account Manager – PC Connection, Merrimack, NH January 2007 – March 2008 Commercial Lines Account Manager & Broker Insurance Marketing Associates, Worcester, MA June 2002 – October 2006 Crawford & Company – Worldwide Third Party Adjusting Firm January 1995 to April 2002 Education: Fitchburg State College, 1992 Bachelor of Science, Sociology with a minor in Political Science Pamela Mantis Vice President of Operations K12 Insight, Herndon, VA Responsible for managing all the company’s finances, event planning and HR functions. Responsible for overseeing the management and coordination of all fiscal reporting activities for the organization including: organizational revenue/expense and balance sheet reports, reports to funding agencies, development and monitoring of organizational and contract/grant budgets. Oversee all purchasing and payroll activity for staff and participants. Develop and maintained systems of internal controls to safeguard financial assets of the organization. Experience: Vice-President for Operations, J.C. Watts Companies Washington, D.C. February 2004 – June 2011 Vice-President for Communications, GOPAC Washington, D. C. July 2001 – February 2004 Deputy Press Secretary, Republican National Committee, Washington, D.C. Press/Site Advance lead, Mrs. Laura Bush, Washington, D.C. September 2002 – 2004 Assistant Managing Editor, New Urban Entertainment TV, Washington, D.C. May 2000- June 2001 Director of Information Technology, New Urban Entertainment TV, Washington, D.C. Operations Manager, United States Information Agency, International Bureau of Broadcasting, Washington, D.C. 1992 – September 1998 Education: Syracuse University S.I. Newhouse School of Public, 1983 Bachelor of Science, Communications K12 Insight | www.k12insight.com Response to TCPN RFP for Solution to Build Stakeholder Engagement in Public Schools (12‐24) NetCert Education Centers, Newington, Virginia Microsoft Certified Systems Engineer ID # 1603449 Microsoft Certified Professional + Internet A+ Certified Service Technician ID # D91DTT3897 Rochelle Levy Senior Director of Marketing Communications K12 Insight, Herndon, VA Proactive, highly organized communications leader adept at creating and managing consistent targeted internal and external messaging in fast-paced, deadline-oriented environments. Lead marketing team for both Zarca and K12 Insight, while acting as the first in-house writer/editor for all print and electronic content. Responsible for expanding the Zarca brand and driving lead generation, working with a team of writers, designers, videographers and programmers. Write and/or edit all collateral, Requests for Proposals, email campaigns, revised website content and other materials, reporting directly to the CEO. Oversee all sales and marketing messaging to ensure clarity and consistency. Manage and oversee team of marketing associates, including a designer, videographer and event coordinator. Collaborate with school district leadership to write pre- and post-survey communication — press releases, letters to parents, superintendent op-eds — to set the appropriate community expectations, thereby building and nurturing a climate of trust between the community and the school district. Write twice monthly blog posts about Zarca offerings; edit for clarity and readability all other blog posts written by Zarca and K12 Insight employees. Areas of expertise include: Editorial Direction Content Development Writing & Editing Sales & Marketing Communications Public Speaking Interviewing & Online Research Program Management Creative Problem Solving Experience: Computer Science Corporation (CSC), Falls Church, VA 2009–2011 Senior Writer, Corporate Communications & Marketing K12 Insight | www.k12insight.com Response to TCPN RFP for Solution to Build Stakeholder Engagement in Public Schools (12‐24) Computer Science Corporation (CSC), El Segundo, CA 2007–2009 Writer, csc.com American Institute, Los Angeles, CA 1999–2005 Nonprofit educational and cultural organization Editorial Director Education: University of Maryland, College Park, MD Bachelor of Science, Journalism K12 Insight | www.k12insight.com Response to TCPN RFP for Solution to Build Stakeholder Engagement in Public Schools (12‐24) TAB 4 – Evaluation Questionnaire Products/Pricing (40 Points) 1. Are all products and services being proposed listed under TAB 5 on a corresponding electronic device? Yes No 2. Is there a price list for all available products and services on a corresponding electronic device? Yes No 3. Did you provide the warranty information that is offered by your company as per TAB 7? Yes No 4. Will customers be able to verify they received the contract price? Yes No Please explain how they would verify the contract price. 5. What payment methods do you accept? Invoice Net 30 Pay by Credit Card (Visa, Mastercard, American Express) Invoice Net 30 Pay by Check A. _______________ B. _______________ Performance Capability (30 Points) 1. Did you indicate which states you can deliver to under TAB 2, Question 1? Yes No 2. What is the capability of your company to respond to emergency orders? Please explain what actions you would take. 3. Please provide your company’s average fill rate over the last three fiscal years. 1) _________ 2) __________ 3) _________ 4. Please provide your company’s average on time delivery rate over the last fiscal year. _________ 5. Does your company agree to the following statement on shipping charges “All deliveries shall be freight prepaid, F.O.B. destination and shall be included in all pricing offered unless otherwise clearly stated in writing.”? Yes No If not please explain. Not Applicable 6. What is your company’s return and restocking policy? Are there any applicable fees? Please provide a brief description and example. Not Applicable 7. What is your company’s history of meeting shipping and delivery timelines? 8. Will your company be able to meet the one year warranty guarantee as stated on page 14 under pricing? Yes No If not, please explain. Page 31 of 43 9. Did you explain your company’s policy on customer service issues as per TAB 3, Question 15? Yes No 10. What is your company’s current invoicing process? 11. Did you indicate how your company will implement the contract as per TAB 3, Question 20, and is it appropriate? Yes No 12. Did you provide your Dun & Bradstreet number? Yes No 13. Did you provide information on your website and on-line ordering capacities as per TAB 3, Question 14? Yes No Qualification and Experience (20 points) 1. What is your company’s reputation in the marketplace? Excellent 2. What is the reputation of your products and/or services in the marketplace? Excellent 3. Does your company have past experience with TCPN and/or TCPN members? If so, please list them and their contact information (Up to five). No 4. Did you list your key employees and their qualifications as per TAB 3, Question 6? Yes No 5. Did you provide the locations and sales persons who will work on the contract as per TAB 3, Question 6 & 7? Yes No 6. What past experience does your company have working in the government sector? 7. Did you provide information on working with cooperative purchasing programs as per Tab 3, Question 24? Yes No 8. Did you provide information on any litigation, bankruptcy, reorganization, etc. as per TAB 3, Question 16? Yes No 9. Did you submit at least 10 customer references relating to the products and services within this RFP, with an equal representation coming from K12, Higher Education and City/County/non-profits entities as per TAB 6? Yes No Value Add (10 Points) 1. Did you submit a marketing plan as per Tab 3, Question 17? Yes No 2. Did you provide a national sales training plan as per Tab 3, Question 21? Yes No Page 32 of 43 Tab 4: Evaluation Questionnaire Addendum We would like to provide the following additional response to items in Tab 4. Product Pricing Item 4 Will customers be able to verify they received the contract price? K12 Insight maintains uniform pricing because all contracts become public documents. Given how close-knit the K12 community is, we believe that leading with high transparency and uniform pricing are essential to succeeding in this business. We will provide all clients relevant sections of our agreement with TCPN so they can conform the pricing agreed under this contract. Performance Capability Item 2 What is the capability of your company to respond to emergency orders? We maintain adequate staffing so that we can respond quickly to new clients. The solution is a consultative solution involving software technology and expert consulting services around it. We are able to schedule kick-off calls with our clients on the very day of receipt of a signed contract. The process to service a client’s needs is well-defined but also has flexibility to respond to urgency on the part of client. We have never been the bottleneck in the process of servicing a client. Performance Capability Item 3 Please provide your company’s average fill rate over the last three fiscal years. The solution is a consultative solution involving software technology and expert consulting services around it. It is process driven and does not involve shipment of any goods. We are able to schedule kick-off calls with our clients on the very day of receipt of a signed contract. Kickoff calls and all subsequent meetings are done at the client’s earliest convenience. A customized solution for the year is ready for implementation within 30 days. Emergency projects can be launched within a week. This has been the consistent pattern for each of the past three years. Our clients are not asking for any changes with respect to this. Performance Capability Item 4 Please provide your company’s average on time delivery rate over the last three fiscal years. K12 Insight | www.k12insight.com Response to TCPN RFP for Solution to Build Stakeholder Engagement in Public Schools (12‐24) The solution is a consultative solution involving software technology and expert consulting services around it. It is process driven and does not involve shipment of any goods. We have been available to work at the pace that our client districts are comfortable 100% of the times over the past three years. We are able to schedule kick-off calls with our clients on the very day of receipt of a signed contract. Kick-off calls and all subsequent meetings are done at the client’s earliest convenience. A customized solution for the year is ready for implementation within 30 days. Emergency projects can be launched within a week. This has been the consistent pattern for each of the past three years. Our clients are not asking for any changes with respect to this. Performance Capability Item 7 What is your company’s history of meeting shipping and delivery timelines? The solution is a consultative solution involving software technology and expert consulting services around it. It is process driven and does not involve shipment of any goods. We have been available to work at the pace that our client districts are comfortable 100% of the times over the past three years. We are able to execute to such plans 100% of the time. We are able to schedule kick-off calls with our clients on the very day of receipt of a signed contract. Kick-off calls and all subsequent meetings are done at the client’s earliest convenience. A customized solution for the year is ready for implementation within 30 days. Emergency projects can be launched within a week. This has been the consistent pattern for each of the past three years. Our clients are not asking for any changes with respect to this. Performance Capability Item 10 What is your company’s current invoicing process? Invoices are issued upon receipt of a signed contract. They are payable net 30. Qualifications and Experience Item 1 What is your company’s reputation in the marketplace? From the inception of our company, we have understood that the public school superintendent community is very close-knit and superintendents talk to their peers in their state and across the country. Both the good news and bad news have a tendency to be amplified and news travels fast. We have made a firm commitment to exceed the highest expectations of our most demanding customers. Our staffing, training and quality monitoring is all executed with an eye on these facts. We have a superb reputation in the marketplace. Dr. Heath Morrison, the national K12 Insight | www.k12insight.com Response to TCPN RFP for Solution to Build Stakeholder Engagement in Public Schools (12‐24) 2011 Superintendent of the year, has made several references to our work in his district for its quality and our level of commitment to the district’s success. You will also find that all the references we have provided will attest to this level of commitment and quality of service. Qualifications and Experience Item 2 What is your reputation of your products and/or services in the marketplace? Our products and services are recognized for their innovativeness and timeliness. Our clients rely heavily on us for our expertise in an area of work that is critical to their success in their districts. K12 Insight | www.k12insight.com Response to TCPN RFP for Solution to Build Stakeholder Engagement in Public Schools (12‐24) Tab 5: Services A. The impact and use of district strategic plans and overall protocols in the working of public schools. Given the preponderance of evidence that a higher level of parental and student engagement has a strong positive impact on the quality of education, most public schools express a commitment to building a high level of stakeholder engagement in their strategic plans (or equivalent documents such as statement of goals or balanced scorecards). High engagement levels among teachers and staff correlate directly with high quality instruction. And, during these times of difficult budgets, having a higher level of engagement with the general public — including residents who may not have children attending district schools — is critical to make changes that are necessary to operate with reduced budgets. Since a commitment to building a higher level of engagement is often a strongly stated goal of most school districts, K12 Insight, in its work with more than 300 school districts nationwide, ties its activities to these stated major objectives of district leadership teams and school boards. K12 Insight’s entire business is in working with public schools and professional associations of school administrators and school board members. We have extensive experience with, and an appreciation for, the environment in which school committees and district administrators operate, which enables us to provide greater effectiveness in the work we do. While every engagement with a school district is rooted in some common principles, our work within any school district is 100% customized to meet the unique needs and challenges of that district. We develop a calendar of engagement initiatives that is aligned with the district’s strategic plan and activities calendar. There is a well-deliberated rationale for the type of initiatives required and the exact dates on which they are planned. This is to help districts move away from an ad hoc or reactionary approach. Past Experience: We have analyzed strategic plans in over 100 school districts. Demonstrated Expertise: Between internal staff and contractors, K12 Insight employs over a dozen professionals who have served in school districts as administrators. K12 Insight | www.k12insight.com Response to TCPN RFP for Solution to Build Stakeholder Engagement in Public Schools (12‐24) B. Deployment of surveys as instruments of authentic two-way dialogue between administrators and survey respondents. The focus of this approach is to not only discover participants’ preferences, but to understand the reason behind those preferences. Rarely can a district’s leadership team make a decision based solely on the most popular views expressed in a survey. School surveys are not referendums. Several other factors go into any public school decision. While stakeholder input is important, it is only one of a variety of factors. For administrators, gaining an understanding of the reasons behind their stakeholders’ preferences is equally as important as knowing what those preferences are. Designing survey questions that seek to inform and educate in an authentic way, and gain an understanding of the reasons for preferences, is different from traditional surveying. Building stakeholder engagement requires this kind of experience and expertise. As an example, a survey which seeks to understand the public’s preference for building a new high school merely along a yes/no question does not do justice to a vastly more complex reality. In one district where we did this work, we found that several other important factors needed to be taken into consideration: a. The existing aging high school building had very high maintenance costs. b. The architecture of the 60-year-old school building did not permit for the kind of instruction that is needed to support 21st century learning. c. Two neighboring districts were building new high schools, and odds were high that many parents would choice out into those districts. The loss of each child would reduce state aid by $4,200. Clearly, the issue is more complex than to be addressed with a yes/no question. In our survey design, we not only presented the full context of this issue, but we focused more on understanding the reasons why a respondent supported or opposed the initiative. Presenting a summary of the key reasons helps administrators better understand the mindset of their stakeholders. Presenting the issue with full context helps parents, teachers and the community better appreciate the challenges facing administrators. Such authentic two-way dialogue helps each side better appreciate the other, thereby building bridges of understanding. Past Experience and Demonstrated Expertise: We have attached under Tab 10B a draft of a survey from two school districts to facilitate authentic two-way dialogue: i. Agawam Public Schools Survey, MA – Strategic Planning Survey ii. Sacramento City Unified, CA – Neighborhood High Schools Survey K12 Insight | www.k12insight.com Response to TCPN RFP for Solution to Build Stakeholder Engagement in Public Schools (12‐24) C. Deploying surveys in a manner that is both comprehensive and systemic to maximize engagement-building by enabling authentic two-way dialogue between administrators and key stakeholders on critical issues before the school district. K12 Insight has experience in deploying surveys in a manner that is comprehensive and systemic. Our work in a school district starts with a review of its mission, vision, goals and Strategic Plan. We also conduct a Survey of Surveyors to build an inventory of all current surveys. Each survey question can create expectations in the minds of respondents. Reviewing all surveys to ensure that there is one consistent message being delivered to all stakeholders is critical for successful surveying and ultimately leads to building higher levels of trust and engagement. This review ensures that the district offers adequate opportunities for all stakeholders to provide input. Another goal is to eliminate duplication of effort and redundancy. This is fairly common since departments are often unaware of what other departments are doing, while the Central Office may not be aware of survey activities at local sites. The result of this activity is to jointly develop a Calendar of Surveys, ensuring that every individual and department receives the survey data they need in a timely manner. It also ensures that while teachers, staff, students, parents and non-parent residents are all given an opportunity to give input, they are not over-surveyed. The calendar is thus both comprehensive and systemic in that it takes into account the schedule of other activities in the entire school system. Past Experience and Demonstrated Expertise: We have attached under Tab 10C copies of Survey Calendars for the following school districts: i. Shorewood Public Schools, WI ii. Danvers Public Schools, MA K12 Insight | www.k12insight.com Response to TCPN RFP for Solution to Build Stakeholder Engagement in Public Schools (12‐24) D. Developing custom survey questionnaires on both tactical and strategic issues before public schools. 1. Strategic issues include school closings, school consolidation, district consolidation, grade reconfiguration, bond referendums, reduction in workforce, school choice-out, school choice-in, budget reduction, new school opening, school boundary issues, school uniforms and community preferences on qualifications, experiences and characteristics of a new superintendent. 2. Tactical issues include teacher engagement, student engagement, alumni readiness for college/workplace, safety, new teacher mentoring effectiveness, staff exit, professional development needs assessment, technology needs assessment, program offerings, Central Office support of schools and voice of the student, along with elements of school climate such as learning environment, student support, communication, transportation, cafeteria, behavior management, etc. K12 Insight has experience in deploying custom surveys on all of the topics listed under both categories. If given the opportunity in an interview, K12 Insight shall gladly provide samples of these surveys, as well as names of districts where these surveys have been deployed. This has not been included here to keep the volume of material manageable. K12 Insight | www.k12insight.com Response to TCPN RFP for Solution to Build Stakeholder Engagement in Public Schools (12‐24) E. Conducting and incorporating into questionnaire design the key themes that emerge from focus groups of administrators, teachers and staff, parents, students and other residents. Teachers and staff often complain of irrelevance of survey questions. Questionnaires are often the subject of criticism by parents as well. While some questionnaires may be justifiably criticized for poor design, often the criticism is rooted in the fact that administrators do not clearly communicate the purpose and limitations of the surveys themselves. Our work in public schools emphasizes Pre-Survey Communication to ensure that the scope and limitations of a survey are clearly understood by survey participants before they are invited to participate. A highly effective way to go about this is to invite them to the process of questionnaire design. A focus group is an excellent way to do this. When it is made clear that the questionnaire was designed by direct input from prospective participants, there is greater confidence in the survey and the process. This lends greater credibility and increases the effectiveness of the process with respect to engagement. Past Experience and Demonstrated Expertise: We have attached under Tab 10E a copy of a letter from a superintendent inviting parents to a stakeholder survey focus group in Sacramento City Unified, CA. K12 Insight | www.k12insight.com Response to TCPN RFP for Solution to Build Stakeholder Engagement in Public Schools (12‐24) F. Developing custom survey questionnaires with the goal of building engagement and providing transparency for each of the following stakeholder groups: 1. Parents of children attending district’s pre-K through 12th grades 2. Parents of children who do not attend the district’s schools 3. Parents of children who have recently opted out of district schools 4. Parents who send their children to the district’s schools but do not reside in the district 5. Residents who do not have children of school age 6. Teachers and staff (classified and non-classified) 7. District administrators 8. Students 9. Alumni 10. Business Leaders 11. Leaders of community–based/civic organizations in the district 12. Members of School Board K12 Insight conducted more than 1,000 customized surveys during the 2010-11 school year and is on track to conduct nearly 1,500 customized surveys in the 2011-12 school year. These surveys have involved each of the stakeholder groups listed above. The following are common types of surveys administered to each stakeholder group. The list of the type of surveys in each case is not exhaustive. Stakeholder Group Parents of children attending district’s pre-K through 12th grades Parents of children who do not attend the district’s schools Parents of children who have recently opted out of district schools Parents who send their children to the district’s schools but do not reside in the district Residents who do not have children of school age Teachers and staff (classified and non-classified) District administrators Students Alumni Type of Surveys - School Climate Survey - Budget Survey - Strategic Planning Survey - School Choice Survey - Strategic Planning Survey - Budget Survey - School Choice Survey - School Choice Survey - Adult Education Needs - School Budget - School Climate Survey - Budget Survey - Strategic Planning Survey - Teacher/Staff Engagement - Prof Development Needs Assessment - Technology Needs Assessment - 360 Survey - Budget Survey - Strategic Planning Survey - Student Engagement - School Climate - Safety Survey - Youth Risk Behavior - College and Workforce Readiness - Effectiveness of Counselor Program K12 Insight | www.k12insight.com Response to TCPN RFP for Solution to Build Stakeholder Engagement in Public Schools (12‐24) Business Leaders Leaders of community–based/civic organizations in the district Members of School Board - Partnership Opportunities - Needs Assessment - Partnership Opportunities - Needs Assessment - Visioning Survey/Strategic Planning - Community Priorities - Self Evaluation K12 Insight | www.k12insight.com Response to TCPN RFP for Solution to Build Stakeholder Engagement in Public Schools (12‐24) G. Communications preceding deployment of surveys. This must include ability to provide assistance in preparing the following: a. Press releases to local and regional media b. Op-ed in local and regional media c. Letters to parents, teachers and staff, students, alumni d. Scripts for all-call systems K12 Insight employs communications experts with considerable experience in working inside public schools. Building engagement through surveys means experience and expertise in communication must be emphasized on equal footing with experience and expertise in research. Our communications team is an integral part of our work with a school district. Past Experience: We have provided assistance to more than 300 school districts in communicating with key stakeholders before deploying surveys. Demonstrated Expertise: Copies of press releases, op-eds published in local and regional media, letters to various stakeholders and scripts for all-call systems are attached in Tab 10-G. H. All aspects of data collection (by paper and pencil, phone and through online deployment) While web surveys provide an efficient and low-cost method to collect feedback form stakeholder groups, not all parents are online or are able to access a survey online. K12 Insight provides districts a single point solution to be able to reach all stakeholders for any given survey using any combination of online, paper & pencil or phone. Past Experience: We have helped more than 300 school districts survey parents using web, paper and telephone as required. Demonstrated Expertise: Copies of press releases concerning surveys show how surveys may be accessed via web or paper in Tab 10-H. Surveys have been deployed by phone in Hurst-Euless-Bedford ISD and in Rochester City Schools by phone I. Helping the school district maximize participation rates, as well as obtain a more diverse group of participants. This includes enabling traditionally under-represented groups to participate in surveys by leveraging community and civic organizations that work with such groups. It is standard practice in our work with school districts to help lay a plan for high participation of traditionally under-represented groups. This is accomplished through support of local non-profit and community-based organizations (CBOs). Our experience can assist districts in expanding their reach to these groups. Participation in surveys is in itself a measure of the engagement level of various stakeholder groups. We have experience ensuring the district establishes and operates in a “culture of trust” where candid feedback is provided on issues. Past Experience: We have helped school districts in more than 100 school districts reach out to community-based organizations and the people they serve. K12 Insight | www.k12insight.com Response to TCPN RFP for Solution to Build Stakeholder Engagement in Public Schools (12‐24) Demonstrated Expertise: Copies of letters to CBOs in Danvers Public Schools, MA in Tab 10-I J. Helping the school district keep operational costs of surveys low by maximizing participation through online channels. Such strategy must always provide paper or phone alternatives to those who cannot participate online. This must include helping school districts build and maintain an up-to-date database of email addresses of parents, alumni and community members. K12 Insight’s online platform provides advanced capabilities for online data collection. Respondents may be invited through a link in an SMS/Text Message (supported on all smartphones), a link embedded in their emails or by clicking on a link on the district’s homepage. All engagementbuilding surveys are branded for a consistent communication under K12 Insight’s Your Voice offering. Screenshots below show how a few districts have implemented this. K12 Insight’s survey platform also serves as a single centralized repository for all survey data collected by the district. However, we recognize the need to support other modes of data collection for those who may not have access to computers or the internet. Data from paper and pencil — completed either on-site or by mail, phone or in-person interviews — may also be collected efficiently and saved in the same centralized repository. In many districts, K12 Insight has implemented a comprehensive program which helps parents and community members access and complete their surveys online. This program was launched for two reasons: Data collection by web is much cheaper and more efficient than other modes Most communities have civic and community organizations that can assist people with completing surveys online i. ii. iii. iv. Key components of this program are: Since many school districts have some form of all-call system (such as ConnectEd, Parent Link or AlertNow), they have access to parents’ mobile phone numbers. K12 Insight can send a survey link embedded in an SMS/Text Message, and respondents can access the survey by clicking on this link. Data shows that many who do not have internet access via a home or work computer do have access via a smartphone. This method allows for fast and efficient data collection in a unique and powerful way. Besides SMS-based survey access, we help districts prepare schools so that they are ready to welcome parents to access a computer and complete their survey. We help districts establish and nurture meaningful partnerships with Community-Based Organizations in the community such that they encourage the people they serve to participate in the survey, while providing them with computers and other assistance needed to complete surveys. We help districts with an efficient and effective strategy to build a database of parent emails and help them keep this database up-to-date. Past Experience: We have helped school districts in more than 100 school districts with maximizing participation using a computer or a mobile phone. Demonstrated Expertise: Screenshots and pictures of invitation by mobile phone invite attached in Tab 10-J K12 Insight | www.k12insight.com Response to TCPN RFP for Solution to Build Stakeholder Engagement in Public Schools (12‐24) K. Provide school district access to online survey software technology that has all of the following (should be able to provide unique, secure access/login ID and password for each member of the district staff): 1. Ability to program surveys that can simultaneously be deployed in English and additional languages as required by the district 2. Ability to send email invitations or generate custom passwords (such as student ID or random codes) for each participant 3. Ability of technology platform to import data from surveys administered by phone and paper 4. Ability to ensure control over ballot-box stuffing by ensuring each respondent is limit to only one response 5. Ability to send reminders to non-participants only 6. Ability to allow a participant to invite others who they think might be interested in the survey, while ensuring that each email address receives no more than one invitation 7. Demonstrated and documented ability to support simultaneous participation of as many survey participants as there are students enrolled in the district 8. Ability to view real-time participation rate of parents, students, teachers and staff for each individual school site 9. Ability to share real-time site-level participation rate reports with site administrators via a secure link sent by email. 10. Ability to automatically send email to survey participants upon receiving their response with note of thanks or other follow-up information 11. Ability for administrators to access the secure online survey system to view their reports in real-time 12. Technical support for survey participants who may experience difficulty accessing or completing their surveys online K12 Insight’s School Survey Platform is designed as a centralized repository of all surveys in the school district. 1. All surveys can be programmed in English and any additional language which is supported on computers. 2. Surveys can be sent via email, or passwords can be created and distributed by direct mail or postcards. Passwords can be unique for each participant and can be customized. Alternately, a single password may be used by all participants if the situation warrants. NOTE: K12 Insight also supports surveys through two additional modes: (a) Text Messages on Smartphones and (b) As part of a Mobile App customized for the school district and made available for Apple iPhone and Google Droid smartphones. 3. As a single repository, K12 Insight’s online survey platform will allow for historical data from surveys administered in the past or via other modes, including paper and phone, to be imported. This way, data can be available in the same central repository for review and analysis whenever desired. More importantly, the data can be used for comparative analysis over time. 4. It is possible for each link/password/text message to have a unique link for each invitee so that the person cannot take the survey more than once. 5. Since the system can track invitations by unique links, it is able to send reminders to only those who have not yet participated in a survey. 6. K12 Insight’s School Survey Platform supports a feature called Chain Invites. This feature is particularly helpful when a school district is surveying individuals who may want to forward K12 Insight | www.k12insight.com Response to TCPN RFP for Solution to Build Stakeholder Engagement in Public Schools (12‐24) 7. 8. 9. 10. 11. 12. surveys to others who may not be on the district’s mailing list. For example, in the case of alumni surveys, each invitee is able to send invitations to others whose email addresses they may have. This viral/chain distribution expands the reach of the district and helps improve survey response rates. K12 Insight’s School Survey Platform has been certified to collect survey responses from over one million concurrent survey participants without any noticeable degradation in performance. Participation rates for all surveys and for all sub-groups in any survey can be viewed in realtime. When principals are made aware of their individual school’s response rate relative to that of other schools in their district, an internal competition tends to kick in. This competition is both fun as well as helpful in driving up response rates. K12 Insight provides a high-quality report which allows each principal to view this information in real-time while the survey is in the field. K12 Insight’s School Survey Platform is capable of automatically sending thank you notes to each person who completes the survey online, assuming the respondent’s email address is known to the system. This is the case when a survey invitation is sent via email or when a particular question in the survey asks respondents for their email addresses. Fifteen distinct types of reports are available in the K12 Insight School Survey Platform, and these reports can be generated in real-time as survey data is received. These reports enable administrators to view tables and charts to visualize the data in a way that lends itself to quick interpretation. When surveys are deployed, invariably some participants will have questions about the survey (e.g., anonymity of their responses, how survey data will be used, etc.). A small number may also experience difficulties accessing the survey for reasons associated with their computer or network. While district staff do not have the time to address the needs of all such survey participants, it is important to provide answers and resolve difficulties through online or phone help. K12 Insight provides full support on the district’s behalf on all such issues. The names and contact information of district staff available to assist may be posted with the deployment of each survey. Past Experience: K12 Insight’s technology is used by over 300 school districts with collective enrollment that exceeds 3 million students. Demonstrated Expertise: Screenshots in Tab 10-K. We will be happy to demonstrate the features and capabilities described above. L. Ability to provide training and technical support to all district staff in the use of online survey software technology described in the previous bullet to support individual survey initiatives at site and classroom level. K12 Insight provides training and support for all district staff in the use of our School Survey Platform. On-site training is available. Virtual training (using Web Conference) led by an instructor is available Mon-Fri between 8 a.m. and 8 p.m. Eastern Time. Support is also available between these hours by phone and email. M. Conducting focus groups of teachers and staff, parents, students and other residents to discuss findings of surveys and to deepen the understanding of survey responses. K12 Insight | www.k12insight.com Response to TCPN RFP for Solution to Build Stakeholder Engagement in Public Schools (12‐24) K12 Insight has experience and expertise in conducting post-survey focus groups. Such focus groups are important for communicating the message that the district cares about the feedback received and is striving hard to gain an accurate understanding of the opinions. Focus groups shed light on possible reasons why respondents may have indicated certain preferences. Past Experience: K12 Insight has conducted over 100 focus groups in the 2010-11 school year. Demonstrated Expertise: A post-focus group summary (addressed to a superintendent) is attached in Tab 10-M N. Generating reports that meet the following specifications: 1. Overall reports summarizing data in tables and charts. Key reports should include: a. Frequency Tables b. Pivot Tables c. Descriptive Statistics (Mean, Median, Mode, Standard Deviation, Variance) d. Graphs (Pie, Bar, Area) e. Verbatim reports of written responses 2. Ability to merge answer options for aggregated summaries 3. Reports segmented by school site 4. Reports showing data segmented by important subgroupings of participants for study – such as free/reduced lunch status, participation in a program, grade level, etc. 5. Reports that show longitudinal trend for the current year, plus up to three prior years 6. Reports that show comparison of responses of various stakeholder groups, such as teachers and staff, students, parents, and residents 7. Benchmarks on key areas of operations based on experience in working with other comparable school districts K12 Insight has experience and expertise in creating reports of the specifications listed above: 1. Frequency Tables, Pivot Tables, Statistical Reports, Graphs and Verbatim Reports for the overall data are provided. 2. Answer categories may be merged to create new categories (e.g., combine “Excellent” and “Good” answer options to create a category called “Favorable”). 3. Segmentation Report can break data down by each individual site level. Additionally, reports may be emailed to principals where they can see the results for their site and compare them with the average for the district and their school level (Elementary, Middle or High). 4. Segmentation can be created for any variable in the survey — in addition to School Site, it could be Free/Reduced Lunch or Grade Level, etc. K12 Insight | www.k12insight.com Response to TCPN RFP for Solution to Build Stakeholder Engagement in Public Schools (12‐24) 5. Reporting capabilities include the ability to lay data from the previous year alongside the current year and compare trends over time. 6. Surveys deployed to different stakeholder groups (teachers, parents, students) may have similar or even identical questions; it is instructive to compare responses of different respondent groups. Comparison reports can be generated to view data sideby-side. 7. K12 Insight has created a national benchmarking database for survey data based on our work in more than 300 school districts. While surveys are customized for each school district, there tends to be a significant amount of commonality (identical questions) between surveys on any given topic. K12 Insight synthesizes these results into a Benchmarking database which allows a district to compare its survey results against the average of similar/peer districts based on size, geography, location type (urban, suburban, rural), percent on free/reduced lunch, etc. Benchmarking results are available to any member districts on an aggregate basis. Data belonging to any one district or the identity of other districts is not disclosed without their express written permission. We will be happy to demonstrate the reporting capabilities described above. O. Past experience and demonstrated expertise in helping district leaders analyze and interpret findings and implement any changes in light of survey findings consistent with district’s strategic plan and other priorities. K12 Insight has experience and expertise in data analysis and interpretation of survey data. Our staff has experience working in public schools and understands the context and nature of the relationships between various stakeholders. We help school districts not only view the numbers but understand the implication behind those numbers. When relevant, we help districts define Key Performance Indicators (KPIs) so they can measure their performance in areas identified in their strategic plans. P. Communications following reporting and analysis of survey data to clearly communicate with all stakeholders the key findings and expected changes. Provider must showcase experience in creating such communications material that strengthen the district’s commitment to providing greater transparency to all stakeholders on all issues covered by surveys. These should be done through: 1. Press releases to local and regional media and district website 2. Op-eds in local and regional media 3. Letters to parents, teachers and staff, students, alumni 4. Focus group sessions of teachers, staff, parents, non-parent residents K12 Insight emphasizes to all its client districts that a key element of building high levels of engagement is to “close the loop” by communicating back to the responding stakeholders with great transparency and authenticity what was learned and how that information will be used to make future decisions. To support this, K12 Insight has on staff experts in analysis and interpretation of survey data and communication. Samples of past work — including press releases, transcripts of press conferences, and letters to parents, teachers and staff — are attached in Tab 10-P. K12 Insight | www.k12insight.com Response to TCPN RFP for Solution to Build Stakeholder Engagement in Public Schools (12‐24) Tab 6: References Name: Washoe County Schools Contact Name and Title: Dr. Heath Morrison, Superintendent City and State: Reno, NV Phone Number: (775) 348-0374 Years Serviced: 2010-Present Description of Services: Comprehensive, systemic and systematic stakeholder engagementbuilding solution. Annual Volume: Solution is customized based on the district’s priorities as stated in their Strategic Plan. Six weeks of planning leads to building of an Engagement Plan and individual initiatives are rolled our according to this plan. Additionally, all teachers, staff and administrators can log in to our technology platform and we support them to succeed with their individual initiatives. There is no rationing/limit based on technology or consulting services towards meeting the district’s near and long-term objectives, including supporting ad hoc initiatives. Name: Dayton Independent School District Contact Name and Title: Mike Kuhrt, Superintendent City and State: Dayton, TX Phone Number: (936) 258-2667 Years Serviced: 2011-Present Description of Services: Comprehensive, systemic and systematic stakeholder engagementbuilding solution. Annual Volume: Solution is customized based on the district’s priorities as stated in their Strategic Plan. Six weeks of planning leads to building of an Engagement Plan and individual initiatives are rolled our according to this plan. Additionally, all teachers, staff and administrators can log in to our technology platform and we support them to succeed with their individual initiatives. There is no rationing/limit based on technology or consulting services towards meeting the district’s near and long-term objectives, including supporting ad hoc initiatives. Name: Hurst-Euless-Bedford Independent School District Contact Name and Title: Dr. Debbie Tribble, Assistant Superintendent of Secondary Administration City and State: Bedford, TX Phone Number: (817) 399-2062 Years Serviced: 2009-Present Description of Services: Comprehensive, systemic and systematic stakeholder engagementbuilding solution. Annual Volume: Solution is customized based on the district’s priorities as stated in their Strategic Plan. Six weeks of planning leads to building of an Engagement Plan and individual initiatives are rolled our according to this plan. Additionally, all teachers, staff and administrators can log in to our technology platform and we support them to succeed with their individual initiatives. There is no rationing/limit based on technology or consulting services towards meeting the district’s near and long-term objectives, including supporting ad hoc initiatives. K12 Insight | www.k12insight.com Response to TCPN RFP for Solution to Build Stakeholder Engagement in Public Schools (12‐24) Name: Northwest Independent School District Contact Name and Title: Karen Rue, Superintendent City and State: Fort Worth, TX Phone Number: (817) 215-0030 Years Serviced: 2012 Description of Services: Comprehensive, systemic and systematic stakeholder engagementbuilding solution. Annual Volume: Solution is customized based on the district’s priorities as stated in their Strategic Plan. Six weeks of planning leads to building of an Engagement Plan and individual initiatives are rolled our according to this plan. Additionally, all teachers, staff and administrators can log in to our technology platform and we support them to succeed with their individual initiatives. There is no rationing/limit based on technology or consulting services towards meeting the district’s near and long-term objectives, including supporting ad hoc initiatives. Name: Eagle Mountain-Saginaw Independent School District Contact Name and Title: Darrell Brown, Executive Director for Assessment and Program Evaluation City and State: Fort Worth, TX Phone Number: (817) 232-0880 Years Serviced: 2011-Present Description of Services: Comprehensive, systemic and systematic stakeholder engagementbuilding solution. Annual Volume: Solution is customized based on the district’s priorities as stated in their Strategic Plan. Six weeks of planning leads to building of an Engagement Plan and individual initiatives are rolled our according to this plan. Additionally, all teachers, staff and administrators can log in to our technology platform and we support them to succeed with their individual initiatives. There is no rationing/limit based on technology or consulting services towards meeting the district’s near and long-term objectives, including supporting ad hoc initiatives. Name: Newport-Mesa Unified School District Contact Name and Title: Susan Astarita, Assistant Superintendent, Education Services City and State: Costa Mesa, CA Phone Number: (714) 424-5009 Years Serviced: 2008-Present Description of Services: Comprehensive, systemic and systematic stakeholder engagementbuilding solution. Annual Volume: Solution is customized based on the district’s priorities as stated in their Strategic Plan. Six weeks of planning leads to building of an Engagement Plan and individual initiatives are rolled our according to this plan. Additionally, all teachers, staff and administrators can log in to our technology platform and we support them to succeed with their individual initiatives. There is no rationing/limit based on technology or consulting services towards meeting the district’s near and long-term objectives, including supporting ad hoc initiatives. K12 Insight | www.k12insight.com Response to TCPN RFP for Solution to Build Stakeholder Engagement in Public Schools (12‐24) Name: Barnstable Public Schools Contact Name and Title: Dr. Mary Czajkowski, Superintendent City and State: Hyannis, MA Phone Number: (508) 862-4953 Years Serviced: 2011-Present Description of Services: Comprehensive, systemic and systematic stakeholder engagementbuilding solution. Annual Volume: Solution is customized based on the district’s priorities as stated in their Strategic Plan. Six weeks of planning leads to building of an Engagement Plan and individual initiatives are rolled our according to this plan. Additionally, all teachers, staff and administrators can log in to our technology platform and we support them to succeed with their individual initiatives. There is no rationing/limit based on technology or consulting services towards meeting the district’s near and long-term objectives, including supporting ad hoc initiatives. Name: Arlington Public Schools Contact Name and Title: Lisa Stengle, Assistant Director for Evaluation City and State: Arlington, VA Phone Number: (703) 228-8663 Years Serviced: 2006-Present Description of Services: Comprehensive, systemic and systematic stakeholder engagementbuilding solution. Annual Volume: Solution is customized based on the district’s priorities as stated in their Strategic Plan. Six weeks of planning leads to building of an Engagement Plan and individual initiatives are rolled our according to this plan. Additionally, all teachers, staff and administrators can log in to our technology platform and we support them to succeed with their individual initiatives. There is no rationing/limit based on technology or consulting services towards meeting the district’s near and long-term objectives, including supporting ad hoc initiatives. Name: Beverly Public Schools Contact Name and Title: Marie Galinski, Superintendent City and State: Beverly, MA Phone Number: (978) 921-6100 Years Serviced: 2010-Present Description of Services: Comprehensive, systemic and systematic stakeholder engagementbuilding solution. Annual Volume: Solution is customized based on the district’s priorities as stated in their Strategic Plan. Six weeks of planning leads to building of an Engagement Plan and individual initiatives are rolled our according to this plan. Additionally, all teachers, staff and administrators can log in to our technology platform and we support them to succeed with their individual initiatives. There is no rationing/limit based on technology or consulting services towards meeting the district’s near and long-term objectives, including supporting ad hoc initiatives. K12 Insight | www.k12insight.com Response to TCPN RFP for Solution to Build Stakeholder Engagement in Public Schools (12‐24) Name: Bayport Blue-Point School District Contact Name and Title: Stephanie Nocerino, Director of Technology City and State: Bayport, NY Phone Number: (631) 472-7860 Years Serviced: 2010-Present Description of Services: Comprehensive, systemic and systematic stakeholder engagementbuilding solution. Annual Volume: Solution is customized based on the district’s priorities as stated in their Strategic Plan. Six weeks of planning leads to building of an Engagement Plan and individual initiatives are rolled our according to this plan. Additionally, all teachers, staff and administrators can log in to our technology platform and we support them to succeed with their individual initiatives. There is no rationing/limit based on technology or consulting services towards meeting the district’s near and long-term objectives, including supporting ad hoc initiatives. K12 Insight | www.k12insight.com Response to TCPN RFP for Solution to Build Stakeholder Engagement in Public Schools (12‐24) Tab 7: Pricing K12 Insight Solution to Build Stakeholder Engagement in Public Schools 26 March 2012 Electronic catalog is not applicable as we provide a consultative solution based on software and consulting services around it. These prices are also NOT TO EXCEED. District Size Enrollment: 6,250 students or less Enrollment: More than 6,250 students Cost $25,000 $4 per student per year The following costs associated with the solution are not included in the above pricing. 1. Costs associated with administration of paper surveys due to their high variability. Costs depend on length of questionnaire and volume of paper. Many districts have the ability to manage this process. Costs will be passed through to the district without any markup. 2. Costs associated with administration of phone surveys (OPTIONAL) due to their high variability. Costs will be provided to each district when the scope is defined and passed through to district without any markup. 3. Costs associated with OPTIONAL sending invitations via SMS/Text Messages. That is a pass-through cost at $7 for every 1,000 messages sent and will be billed to the district. The following are the components of K12 Insight’s solution that are necessary to meet the requirements listed in the RFP by TCPN and are included in the cost provided above: 1. Technology Platform: K12 Insight has developed a software platform that it offered as a subscription (also referred to as Software as a Services or SaaS) to its client. This software is the engine for all activities listed below. K12 Insight maintains a substantial commitment of engineering resource towards this in the following areas: operations and maintenance for 24x7 availability with data backups, automatic failover and recovery, security overview, review and audits, on-going maintenance and development of new features through four major (quarterly) based on request from k12 users. 2. Training of District Staff: K12 Insight provides on-going training to district staff in the form of both on-site and online training in the use of its technology platform. Training consists of 3 modules that last approximately 90 minutes each. 3. Technical Support of District Staff. K12 Insight provides support to all users of its system by phone and email during business hours. 4. Systemic and Systematic Surveying: Survey of Surveyors (SoS): The goal of an SoS is to identify existing baseline survey activity and need for surveys in the district. K12 Insight surveys all district administrators who could or should be doing surveys and presents this information in a format that leads to the development of the District Survey Calendar. An SoS is deployed each year shortly before or after the start of the school year. K12Insight|www.k12insight.com ResponsetoTCPNRFPforSolutiontoBuildStakeholderEngagementinPublicSchools(12‐24) 5. Systemic and Systematic Surveying: District Survey Calendar: District Survey Calendar is an annual listing of surveys developed from the SoS data and based on principles of a Systems approach to Stakeholder Perception. An on-site meeting with all participants in the SoS is required to draw up a survey calendar. A District Survey Calendar eliminates duplicate surveys by consolidating them where the possibility exists. It also ensures no data gaps exist in a district’s survey plan for the year. The final listing indicates names of surveys, and against each survey: start and end dates, high-level details of deployment logistics and name and title of key staff member who is responsible for the survey. 6. Questionnaire Design: The goal of this step in the process is to ensure every survey deployed in the district helps the district achieves the goals of data gathering (through reliable, unbiased surveys), education and information of stakeholders and building and advancing a culture of trust in the district. This process is led by a Survey Methodologist or a Psychometrician, a professional with an advanced degree in the field of quantitative and qualitative research. To ensure a high degree of success, K12 Insight has developed its professionals work closely with district staff by following a formal process called Joint Questionnaire Development. 7. Pre-Survey Communication: The goal of this step is to ensure a high level of participation, particularly from those stakeholders who are normally part of the “silent majority.” Success in the pre-survey communication activity ensures better quality and quantity of feedback by utilizing all resources available to district administrators and board members. K12 Insight’s communication staff work closely with district administrators in this step to ensure the realization of these goals. 8. Launch and Management of Survey: K12 Insight professionals will launch and manage surveys. This includes an online launch only. Costs associated with paper surveys are highly variable as they depend on length of survey, and volume (printing, mailing, scanning returned forms). They are passed through to districts. 9. Reporting and Analysis: K12 Insight professionals will create reports that include tables and charts. The reports will provide analysis on findings. All types of reports described in the RFP will be supported. Reports will also focus on interpretation of data to help administrators fully understand the context of the findings. 10. Benchmarking Reports: K12 Insight will provide comparable data for aggregate of other districts and comparable/peer districts. Given high customization capabilities, comparable data may not always be available. 11. Post-Survey Communication: This step is essential to maintaining continued interest of all stakeholders in the district’s activities. Post-Survey communication is essentially a “closing of the loop” with stakeholders, presenting findings in the form of areas of strength and challenges and indicating how survey findings will be used in the decisionmaking process. 12. Focus Groups: Highly trained professionals at K12 Insight can conduct focus groups of users on issues of strategic importance to a district. Focus groups can help in the design of questionnaires. When conducted after a survey groups can also help in exploring the “why” behind response trends in surveys. Most importantly, focus groups provide an excellent medium for district leaders to build strong relationships with various stakeholder groups. K12Insight|www.k12insight.com ResponsetoTCPNRFPforSolutiontoBuildStakeholderEngagementinPublicSchools(12‐24) Tab 8: Value Add Value Add #1: YourVoice K12 Insight provides districts a way to brand all initiatives for stakeholder engagement in a consistent manner for high effectiveness. We provide assistance in developing content and creative elements for the district’s website. YourVoice is a part of the K12 Insight School Survey Platform which when embedded into the district’s website AUTOMATES the process of displaying the history of all outreach initiatives, including copies of questionnaires, reports, communications, etc. By providing such information on the district’s Website, the district sends a strong message of a culture of transparency and collaborative decision-making. Costs: This solution is included at no additional cost. Value Add #2: YourVoice Mobile App K12 Insight provides a customized mobile app for smartphones. Parents and other stakeholders can download the app and then receive notifications for surveys, district news and emergency notification directly to their mobile apps. This application expands the district’s outreach and cuts down its costs associated with All-Call systems. Costs: This solution is included at no additional cost. Value Add #3: Survey Invitation via Text Messages K12 Insight’s surveys can be delivered to mobile phones and can be accessed by clicking on a link embedded in the text message. This allows district to reach those who may not have access to a computer or the Internet. Costs: There is a charge of $7 for every 1000 messages sent. K12 Insight | www.k12insight.com Response to TCPN RFP for Solution to Build Stakeholder Engagement in Public Schools (12‐24) TAB 9 - REQUIRED DOCUMENTS DOC #1 Clean Air and Water Act / Debarment Notice DOC #2 Lobbying Certification DOC #3 Contractors Requirements DOC #4 Antitrust Certification Statement Page 39 of 43 DOC #1 Clean Air and Water Act & Debarment Notice I, the Vendor, am in compliance with all applicable standards, orders or regulations issued pursuant to the Clean Air Act of 1970, as Amended (42 U.S. C. 1857 (h), Section 508 of the Clean Water Act, as amended (33 U.S.C. 1368), Executive Order 117389 and Environmental Protection Agency Regulation, 40 CFR Part 15 as required under OMB Circular A-102, Attachment O, Paragraph 14 (1) regarding reporting violations to the grantor agency and to the United States Environment Protection Agency Assistant Administrator for the Enforcement. ________________________________________________________________________________ I hereby further certify that my company has not been debarred, suspended or otherwise ineligible for participation in Federal Assistance programs under Executive Order 12549, “Debarment and Suspension”, as described in the Federal Register and Rules and Regulations. Zarca Interactive, Inc. ADBA K12 Insight Potential Vendor: ____________________________________________________________ Suhail Farooqui, Chief Executive Officer Title of Authorized Representative: ______________________________________________ 13454 Sunrise Valley Drive, Suite 440 Mailing Address: ____________________________________________________________ Signature: _________________________________________________________________ Page 40 of 43 DOC #2 LOBBYING CERTIFICATION Submission of this certification is a prerequisite for making or entering into this transaction and is imposed by Section 1352, Title 31, U.S. Code. This certification is a material representation of fact upon which reliance was placed when this transaction was made or entered into. Any person who fails to file the required certification shall be subject to civil penalty of not less than $10,000 and not more than $100,000 for each such failure. The undersigned certifies, to the best of his/her knowledge and belief, that: 1. No Federal appropriated funds have been paid or will be paid on behalf of the undersigned, to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with the awarding of a Federal contract, the making of a Federal grant, the making of a Federal loan, the entering into a cooperative agreement, and the extension, continuation, renewal, amendment, or modification of a Federal contract, grant, loan, or cooperative agreement. 2. If any funds other than Federal appropriated funds have been or will be paid to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with this Federal contract or cooperative agreement, the undersigned shall complete and submit Standard Form LLL, “Disclosure of Lobbying Activities,” in accordance with its instructions. 3. The undersigned shall require that the language of this certification be included in the award documents for all covered sub-awards exceeding $100,000 in Federal funds at all appropriate tiers and that all sub-recipients shall certify and disclose accordingly. _______________________________ Signature of Respondent 03/27/2012 _______________________________ Date Page 41 of 43 DOC #3 CONTRACTOR REQUIREMENTS Contractor Certification Contractor’s Employment Eligibility By entering the contract, Contractor warrants compliance with the Federal Immigration and Nationality Act (FINA), and all other federal and state immigration laws and regulations. The Contractor further warrants that it is in compliance with the various state statues of the states it is will operate this contract in. Participating Government Entities including School Districts may request verification of compliance from any Contractor or subcontractor performing work under this Contract. These Entities reserve the right to confirm compliance in accordance with applicable laws. Should the Participating Entities suspect or find that the Contractor or any of its subcontractors are not in compliance, they may pursue any and all remedies allowed by law, including, but not limited to: suspension of work, termination of the Contract for default, and suspension and/or debarment of the Contractor. All costs necessary to verify compliance are the responsibility of the Contractor. The offeror complies and maintains compliance with the appropriate statutes which requires compliance with federal immigration laws by State employers, State contractors and State subcontractors in accordance with the E-Verify Employee Eligibility Verification Program. Contractor shall comply with governing board policy of the TCPN Participating entities in which work is being performed. ______________________________________________________________________________ Fingerprint & Background Checks If required to provide services on school district property at least five (5) times during a month, contractor shall submit a full set of fingerprints to the school district if requested of each person or employee who may provide such service. Alternately, the school district may fingerprint those persons or employees. An exception to this requirement may be made as authorized in Governing Board policy. The district shall conduct a fingerprint check in accordance with the appropriate state and federal laws of all contractors, subcontractors or vendors and their employees for which fingerprints are submitted to the district. Contractor, subcontractors, vendors and their employees shall not provide services on school district properties until authorized by the District. The offeror shall comply with fingerprinting requirements in accordance with appropriate statutes in the state in which the work is being performed unless otherwise exempted. Contractor shall comply with governing board policy in the school district or Participating Entity in which work is being performed. ______________________________________________________________________________ Business Operations in Sudan, Iran In accordance with A.R.S. 35-391 and A.R.S. 35-393, the Contractor hereby certifies that the contractor does not have scrutinized business operations in Sudan and/or Iran. _________________________________________ Signature of Respondent 03/27/2012 __________________________________________ Date Page 42 of 43 DOC #4 ANTITRUST CERTIFICATION STATEMENTS (Tex. Government Code § 2155.005) I affirm under penalty of perjury of the laws of the State of Texas that: (1) I am duly authorized to execute this contract on my own behalf or on behalf of the company, corporation, firm, partnership or individual (Company) listed below; (2) In connection with this bid, neither I nor any representative of the Company has violated any provision of the Texas Free Enterprise and Antitrust Act, Tex. Bus. & Comm. Code Chapter 15; (3) In connection with this bid, neither I nor any representative of the Company has violated any federal antitrust law; and (4) Neither I nor any representative of the Company has directly or indirectly communicated any of the contents of this bid to a competitor of the Company or any other company, corporation, firm, partnership or individual engaged in the same line of business as the Company. Zarca Interactive, Inc. Vendor _____________________________ Bidder __________________________ Signature ADBA K12 Insight _____________________________ Pamela Mantis ___________________________ Printed Name Vice President of Operations ___________________________ Position with Company ______________________________ 13454 Sunrise Valley Drive Address ____________________________ Suite 440 ____________________________ Authorizing Official Herndon, VA 20171 ____________________________ ___________________________ Signature Phone 703-956-6460 ____________________________ Suhail Farooqui ___________________________ Printed Name Fax 703-852-3901 ____________________________ Chief Executive Officer ___________________________ Position with Company Page 43 of 43 Tab 10B Agawam Schools Strategic Planning Survey DRAFT – LONG VERSION Agawam Public Schools DRAFT Strategic Plan Survey Every five years, Agawam Public schools develops a master plan that serves to guide the district. From 2005 to 2010, we were guided by the Vision 2010 plan which has served us well. Under that plan, 89% of our 10th grade students are proficient or better in Math and English Language Arts, Dropout rates were reduced, and A strong visual and performing arts program was developed. Now is the time to create a new plan to carry us forward—to build a bridge to 2015. As we prepare this new plan, I want to make this a document that we build collectively. So I am asking all parents and community members to contribute to theprocess by completing this survey. On the pages that follow, information about the “Building a Bridge to 2015” plan is provided. We would like your feedback on each part of the plan. As you review and respond to the questions, please think carefully as our children deserve the best. We are confident that by working together we will provide Agawam’s students the best education so that they are prepared for future success. Agawam Schools Strategic Planning Survey DRAFT – LONG VERSION The stated mission of the school district is: “Agawam Public Schools will provide students with a safe and technologically advanced learning environment that fosters academic excellence to maximize student potential for life‐long learning in a diverse world.” To fulfill this mission, the “Building a Bridge to 2015” plan is built on Vision, Core Values, and District Goals. The Vision is a statement of how the school district will improve over the course of the plan. The five parts of the “Building a Bridge to 2015” Vision are described below. For each item, please make two ratings. First, please indicate how you understand the item. Use the scale: o Do Not Understand o Understand A Little o Mostly Understand o Very Clear Second, please indicate how strongly you support the item. Use the scale: o No Support o Little Support o Some Support o Strong Support {Items will appear in a matrix grid with the two sets of response scales.} Understanding Support 1. Provide quality academic content & performance standards for effective instruction & assessment of student performance that exceeds state and federal accountability measures for student achievement. (Prepare students to exceed the learning expectations required by state and federal standards.) 2. Ensure that district and school improvement initiatives are based on research and best practices. (Use proven methods to improve teaching and learning.) 3. Prepare students for success in a changing and global community. (Prepare students to compete with others from around the world for employment.) 4. Build educational partnerships with businesses and the community.(Cooperation with local businesses, civic groups, police departments, etc.) 5. Create and promote programs that meet the health and welfare needs of the whole child. (Assist the child and family with healthcare and community support services to prevent and address problems at home and school.) 6. Please share with us any additional considerations for the direction of the district over the next five years. {Open Response} Agawam Schools Strategic Planning Survey DRAFT – LONG VERSION Core Values form the foundation on which the school district conducts its work. They guide the practices and actions that will enable the district to fulfill its mission. The 12 Core Values of “Building a Bridge to 2015” are described below. For each item, please make two ratings. First, please indicate how you understand the item. Use the scale: o Do Not Understand o Understand A Little o Mostly Understand o Very Clear Second, please indicate how strongly you support the item. Use the scale: o No Support o Little Support o Some Support o Strong Support {Items will appear in a matrix grid with the two sets of response scales.} Understanding Support 7. An emotionally supportive and physically safe school learning environment. (Adults present for students to talk to about problems, children protected from harm.) 8. Class sizes and resources that support curriculum, instruction, and academic excellence. (Small number of students in class, enough learning materials for all students.) 9. Instruction that is responsive to the needs of diverse learners. (Instruction is tailored to how individual students learn.) 10. Collaboration for learning that involves family & community. (Including parents and community members in the teaching and learning process.) 11. Highly‐qualified teachers, administrators and support staff. (School staffwhoare highly trained and certified in their areas of expertise.) 12. Respect for and tolerance of individual differences. (Respect for students and stafffrom different religious, cultural, and ethnic backgrounds.) 13. Technology as a tool for teaching, learning, collecting, and analyzing data. (Use of computers and the Internet for teacher and learning.) 14. High quality, professional development for teachers, support staff, administrators, secretaries, bus drivers, cafeteria monitors, and school committee members. (Training opportunities for staff to become more effective.) 15. Open communication and collaboration that involves the school, family, and community.(Inclusion of parents and community members in school meetings, activities, and functions.) 16. Athletics (Sports) 17. Extra‐curricular activities (Clubs and afterschool activities) 18. Visual and performing arts (Art, music, band) Agawam Schools Strategic Planning Survey DRAFT – LONG VERSION 19. Please share with us any additional considerations for the Core Values that will help guide the district over the next five years. {Open Response} District Goals are specific outcomes to be achieved by following the Strategic Plan. Eight District Goals of “Building a Bridge to 2015” are described below. For each item, please make two ratings. First, please indicate how you understand the item. Use the scale: o Do Not Understand o Understand A Little o Mostly Understand o Very Clear Second, please indicate how strongly you support the item. Use the scale: o No Support o Little Support o Some Support o Strong Support {Items will appear in a matrix grid with the two sets of response scales.} Understanding Support 20. To increase student achievement through a curriculum with high standards for all students. (Increase scores on MCAS, SAT, and other tests.) 21. To provide a positive and safe learning environment for all students. (Schools are secure places where students are free from harm.) 22. To promote parent and community involvement in the education of our children. (Increase parent interest and involvement at school.) 23. To foster a climate of communication and collaboration throughout the district. (Staff, parents, and students are encouraged to share their views and opinions without retribution.) 24. To recognize and support varied learning styles and differences to maximize individual potential. (Individualize instruction to help all students achieve at their highest ability.) 25. To provide quality professional development for all employees. (Training opportunities for all staff to become more effective.) 26. To maintain favorable student staff ratios. (Small number of students in each classroom.) 27. To provide for and use appropriate technologies to maximize the efficiency of teaching and learning. (Computers are available and used to promote teaching and learning.) 28. Please share with us any additional considerations about thegoals for the district over the next five years. {Open Response} Agawam Schools Strategic Planning Survey DRAFT – LONG VERSION As part of “Building a Bridge to 2015,” the school district will be taking a good look at the existing school buildings, both their present condition and how they are used. 29. Consider that: In most Massachusetts school districts, schools are organized into three levels: elementary (grades K‐5), junior high (grades 6‐8), and high school (grades 9‐12). In Agawam, we are organized differently with elementary (grades K‐4), Doering School (grades 5 and 6), junior high (grades 7 and 8), and high school (grades 9 ‐12) Because there are four levels in Agawam Public Schools, students must change schools more often. When students do change schools, there is a period of adjustment which may have negative impact on student learning. Given this information, how strongly would you support a changing Agawam’s schools to three levels: elementary (grades K – 5), junior high (grades 6 – 8), and high school (grades 9 – 12)? o No Support o Little Support o Some Support o Strong Support 30. If you answered “No Support” or “Little Support,” please tell us why. {Open‐Response} 31. How important is it for students to attend a neighborhood school near home? o Not Important o Somewhat Important o Very Important o Essential 32. Consider that: The athletic facilities at the high school are in a grave state of disrepair, bleachers are dangerous, track and tennis courts have cracks. Facilities have been cited in accreditation reports. The district cannot host any meetings for home games. Given these facts, how strongly would you support repairing and upgrading our athletic facilities? o No Support o Little Support o Some Support o Strong Support Agawam Schools Strategic Planning Survey DRAFT – LONG VERSION 33. The high school building was built in 1957. While we run a safe school, it is 53 years old and not able to provide all the opportunities expected of 21st century high school experience. In addition, Neighboring communities, which built their high schools after Agawam, are building or planning to build new high schools. In light of school choice, our students might be drawn to the newer high schools in the neighboring communities, which will result in loss of school funds from the state. Given these facts, how strongly would you support building a new high school building? o No Support o Little Support o Some Support o Strong Support 34. If you answered “No Support” or “Little Support,” please tell us why. {Open‐Response} 35. One way to more efficiently use school facilities is to combine services at a single location. One possible opportunity for Agawam is to provide an early childhood program at the same location as the high school. If safety and cost savings could be assured, would you support an early childhood/high school facility? o Yes o No 36. If you answered “No,” please share your reasoning. {Open‐Response} RESPONDENT BACKGROUND ITEMS WOULD FOLLOW Sacramento City Unified School District DRAFT—Comprehensive High School Needs Survey {Begin Survey Content} The school board and superintendent of Sacramento City Unified School District are exploring the need for a comprehensive high school in the East Sacramento, Midtown, and Oak Park neighborhoods. This survey is part of an effort to gather the public’s opinion regarding whether sufficient high school options are available in the district in general and in these communities in particular. We request your participation in this short survey. Your voice is an important step in a process to better meet the educational needs of all high school students in the district. {Background Questions} 1. Do you have a child who currently attends any of the following? (Select all that apply) o A charter high school o A SCUSD-run high school (not charter) o A high school in another district o A private/parochial school o I do not have children in high school at this time o I do not have children {If question 1 was “I do not have children in high school at this time.” All others go to question 5.} 2. Do you have a child who will be attending high school in the future? o Yes o No {If question 2 was “Yes”} 3. My child will attend… o A charter high school o A SCUSD-run high school (not charter) o A high school in another district o A private/parochial school o Undecided at this time {If question 2 was “No”} 4. Do you have children who graduated from any of the following? (Select all that apply) Revised 5 24 2011 o o o o o A charter high school A SCUSD-run high school (not charter) A high school in another district A private/parochial school My children did not graduate {Non-Parents (answered, “I do not have children” to question 1)} 5. Your views as a resident of this community who does not have children in school are still very important for the planning of school services. Please share with us thoughts about what a high school should provide in your community. {Open Response} {Parents} 6. What is the most important factor for you when deciding where to send your child to high school? {Open Response} 7. How important is it that your child’s high school be a comprehensive high school? A comprehensive high school offers a broad curriculum, with extracurricular activities such as sports and band, to meet the needs of students. In contrast, there are high schools that offer specialized study such as a focus on a particular subject (like math, science, or the arts), or training for a particular career. o A comprehensive high school is very important for my child —I care a lot about it o A comprehensive high school is important for my child o A comprehensive high school is somewhat important for my child o A comprehensive high school is not important for my child—I don’t care about it 8. When it comes to deciding where to send your child to high school, how important is the distance that your child has to travel to school? o Very important—I care a lot about it o Important Revised 5 24 2011 o Somewhat important o Not important—I don’t care about it 9. We would like to better understand your views about the distance to school and the high school programs available in choosing where to send your child. Please share with us how distance and available programs affect your decision. {Open Response} 10. Below are programs commonly found in high school. Please rank in the order of importance the top three programs that you consider most important. Rank 1 = Most Important Rank 2 = Second Most Important Rank 3 = Third Most Important o Courses that provide instruction in a broad range of topics to prepare students for general college study. o Courses that provide advanced study in a specific subject (such as world languages, science, mathematics, technology, etc.). o Courses to give students skills needed for employment right after high school graduation. o A broad selection of sports/athletics programs (varsity football, track, baseball, soccer, etc.) o A broad selection of clubs and afterschool programs. o A wide selection of elective (optional) courses that appeal to different interests such as arts, music, drama, etc. o Other (Please describe below) 11. If you selected “Other” as one of your top three items, please describe. {Open Response} 12. Are you concerned your child’s high school or future high school does not have some of the things you consider important to a good education? If so, please list them and make any suggestions for what the district should do in response to this concern. {Open Response} Revised 5 24 2011 13. If you feel that the high school needs within the communities of East Sacramento, Midtown, or Oak Park are not being met, what specific solutions do you suggest? {Open Response} {All Respondents—Contact Information} 14. As part of this survey, we are trying to understand the perspectives of residents living in different neighborhoods within the SCUSD community. To this end, please provide your address. This information will not be shared with any school district or school official. It will only be used by K12 Insight, the third party that is administering this survey, for the review of the survey’s data. Street Address: {Textbox} Zip Code: {Textbox} 15. Please provide an email address so we can continue future dialog with you. {Textbox} Revised 5 24 2011 Tab 10C Calendar2011‐2012 1 Mid-Sep Opening of the Schools Survey 2a, 2b, 2c 3 11/8 – 11/22/11 Perspectives on the Schools 2/72/21/11 3/6 – 3/20/11 Student Engagement April 4a, 4b, 4c 5 Community Respondent Group Parents Study Staff Date Students # Alumni Study 1 7 2 1 Central Office Climate 6 April Professional Development Needs Assessment Alumni Workforce and College Readiness 7 May Year-End Survey 8 PD Day New Hire Mentoring Support 9 Ongoing Exit Survey Total number of studies Total number of studies 2 Total number of studies in 2011-2012: 13 Survey Respondents Key: Students Students All Staff Select Staff 5 Parents Community All Groups ShorewoodCalendar 2011‐2012 Mid-Nov Climate Survey on Site Level Issues February Employee Engagement February Student Engagement March June Climate Survey on Central Office Issues/School Board Survey Professional Development Needs Assessment Alumni Workforce and College Readiness Quarterly New Hire Mentoring Effectiveness Ongoing Exit Survey Ongoing Professional Development In-service and checkpoints May Total number of studies Total number of studies 2 1 5+3 Total number of studies in 2011-2012: 14 Survey Respondents Key: Students All Staff Select Staff Parents 5 DRAFT—For Discussion Only Community 2 Community Opening of the Schools Survey Parents Mid-Sep Staff Respondent Group Alumni Study Students Date 1 Tab 10E Dear Valued Community Member, Community engagement is one of the three pillars of Strategic Plan 2010-2014: Putting Children First and is vital to our work at Sacramento Unified School District. For some time now, concerns have been voiced about the most efficient use of the Sacramento High School Campus. To begin a dialogue around this important issue, I invite you to join a focus group we are forming to help craft a survey about the best use of this facility for both our district as a whole and the families and students of St. HOPE. The first meeting of this group will be held at 6 p.m. on Tuesday, January 25, at (TBA). Please RSVP to [email protected]. Thank you, Jonathan Raymond Tab 10G CONNE ECTICUT POST ng the futture for Bridgeportt schools Chartin Monday, May M 16, 2011 That soun nd you hear in the distan nce, rapidly moving m closser, is the rum mble of a freeight train. T That freight trrain is headed d to the futu ure, and in Brridgeport wee face a critically importtant decisionn -we eitherr pick up ourr school systtem and put it on that traain barrelingg to the futuree, or we stannd at the statio on and wave as it goes by y. I think th he choice is clear. c All aboard. We've made m progresss in Bridgeport Public Scchools, but llet's face it; tthe future oppportunity annd challengees for our ch hildren will be b incrediblee. We must ffundamentally transform m the public schools of o Bridgeporrt. Let's givee credit where it's due -- to the hard--working teaachers and addministrators in our schoools, our paren nts/ guardian ns who get our children up u and to schhool every dday and workk with them at night to make m sure th he homework k and the claass projects gget done, andd to the studdents themseelves who do th he hard work k. They've all a been resp ponsible for the t progresss; a 5 percenttage point im mprovement in literacy, a 10 percentag ge point jum mp in math, an a 8 percentaage point inccrease in the graduation rate, among other measures. The progress is real, r the hard d work a connstant. But we know k it's not enough. Too many stud dents still droop out beforee they graduuate. Too maany students are not demo onstrating accademic proficiency. Tooo many are not preparedd for successs in the work kplace or colllege when th hey leave ou ur public schoools. The louud blast of thhe train whisstle ought to be telling uss that our rid de to the futu ure is going tto pass us byy unless we aact -- now. Here's th he next step to t getting on nboard: In thee coming weeeks we willl ask Bridgepport familiess and community memberss to participaate in a very important suurvey about the future of Bridgeportt Public Scchools. This survey will mark the firrst time the sschool districct has reacheed out to thee community with a real, transpareent, aggressiv ve effort to ffind out whaat you want tto see in youur public scchools. We need n the com mmunity on th his ride withh us if our scchools are gooing to get thhere. Secretary y of Educatio on Arne Dun ncan recently y called on eeducators to embrace whhat he calledd the "new norrmal" -- the challenge c off doing moree with less. W What is probbably less knnown is that Bridgepo ort Public Scchools have been b leading g with this chharge for maany years noow. We havee coped successfully with w serious decline d in ou ur budgets, bbut at the sam me time we hhave begun tthe transform mation that must m occur iff our schoolss are going too adequatelyy prepare ouur children foor the futuree. We need a collectivee community y will to com mplete this traansformationn of our pubblic schools. The mission statement s off Bridgeport Public Scho ools and its s upporting coommunity iss to graduatee all students "college ready" and prepared to succeed in life. My first goal as the leader of this school district is to bring the entire community into this conversation, a critical dialogue on transforming our schools. This transformation is essential because of where that train to the future is going. The skills that will be required of our children when they enter the workforce are radically different from just a few years ago. What worked in the past is not guaranteed to work in the future. We've been chipping away at innovation and transformation, one innovative program at a time. For example, we are starting to offer online classes for our students as a means to provide the high-quality courses students deserve without a significant increase in expenditures. In addition, we have transformed Bassick High School into the state's first CommPACT (Community, Parents, Administration, Children and Teachers) high school. An educational reform model developed at the University of Connecticut's NEAG School of Education, CommPACT is designed to give teachers and staff more control over how the school is run while also offering the latest research on effective teaching and learning. But we need this public discourse to help us to work together to make substantially more progress. Far too much energy is spent cursing the darkness. We need to light one candle. The survey has been designed for the purposes of a dialogue. It gives me the opportunity to share some critical facts with you. I invite your feedback on these facts and some opportunities and challenges that are before us so we can be sure that every perspective is reflected at the table when we sit down to make those important decisions about the future of our schools. I do hear from a handful of the members of this community, but I have a feeling that reflects only a narrow slice of the perspectives in the diverse city that is Bridgeport. The survey and the strategic engagement that will surround it will enrich us with more perspectives to feed into the process of decision-making. It's my hope that members of our community will take part in the survey. Let's work together to transform our schools. Our children will repay us ten-fold when they graduate as confident, welleducated citizens ready to thrive in the future. One day just over 150 years ago, another train from another era brought the future to Bridgeport. On March 10, 1860, a prairie lawyer from Illinois rolled into town. A standing-room-only crowd turned out at the corner of State and Broad streets to hear the tall stranger talk about his vision for the future. Then he climbed back on the train and rolled off into what would be a long dark night before a new dawn in America. That man was Abraham Lincoln, and the people of Bridgeport, and indeed America, were with him that night as he headed toward the future. Now it's our turn. The train is here. I say we get on board. John Ramos is superintendent of Bridgeport public schools. DRAFT PRESS RELEASE School district offers greater transparency and opportunities for public involvement New approach will let district leaders establish more frequent and efficient 2-way dialog with everyone (Date here) – Danvers Public Schools is embarking on a new and innovative effort to engage all segments of the community and increase involvement in discussions on how to improve schools. The first of a series of planned and systemic communication initiatives will be launched on Monday, November 15, 2010 in the form of a Climate Survey. Parents, teachers, staff and students will be invited to share both their perceptions as well as suggestions on how to make Danvers Public Schools perform to even higher standards. The first survey to launch this month is focused solely on everyone’s experience with their child/children’s schools, academics and areas of operation that are managed at individual schools. Future initiatives are planned so that no area of the school district’s work is left unscrutinized and will include opportunities for residents who may not have any children attending district schools. (Areas of operation like cafeteria, transportation, hiring and training of teachers and principals, ensuring each school is meeting required standards are all managed from the District Office and will be covered in a different survey to be deployed in March 2011.) Parents and teachers will receive email invitations to participate in the study. The District has done a good job of building an email database in recent years. Any parent who does not receive their email may also access the survey through a link posted on the district’s website. Computer labs at Holten Richmond Middle and Danvers High schools will be prepared so students can access and complete their surveys. Parents who do not have access to computers may also call 978-777-XXXX and request a paper copy of the survey. The goal is to ensure that everyone has an opportunity to submit their feedback. “As school district administrators, we strive hard to be good custodians of the public’s trust,” said Dr. Lisa Dana, Superintendent of Schools. “If we know the unique perspective of each member of our public school community, we can benefit from it. Our teachers, parents, non-parent residents, students and our alumni can and must be our partners in our pursuit of excellence. We have implemented a plan that runs year round and year after year. It gives everyone a voice and a say in all the critical decisions we will be making.” As part of this 2-way dialog, Danvers Public Schools has created a calendar of surveys seeking input from various members of the community. The plan, purpose and schedule for each survey will be communicated on the district website in early 2011. After each survey, the public will be informed of the results. “We will be even more transparent than in the past,” Superintendent Dana said. “We will come back after each survey and share what we have learned, what our perceived strengths are and where we need to work harder. This new program we have put in place is exciting because it gives us one more dimension to measure our performance on our core values of Caring, Quality, Commitment and Collaboration.” “The decisions we make on the education of children are too important to make in a vacuum,” said Superintendent Dana. “We want our community and our employees to give us advice on those decisions and to help us chart the course that will be best for all of our kids.” For more information, please contact {name} at 978-777-XXXX. DRAFT NEWSLETTER ARTICLE FOR TEACHERS AND STAFF Harnessing the Power of Your Ideas Dear Teachers and Staff Members, I want to share with you some details of an exciting districtwide program that we have recently started to implement. In partnership with a nationally renowned company called K12 Insight, Danvers Public Schools is deploying PerspectiveMatters, an innovative program that will give every teacher and staff member a direct voice on how to improve our schools. The first of a series of planned and systemic communication initiatives will be launched on Monday, November 15, 2010 in the form of a Climate Survey. Parents, teachers, staff and students will be invited to share both their perceptions as well as suggestions on how to make Danvers Public Schools perform to even higher standards. For practical considerations, student participation is limited to our Middle and High schools only. The first survey to launch this month is focused solely on everyone’s experience with our school sites (individual campuses) and areas of operation that are managed at individual schools. Future initiatives are planned so that no area of the school district’s work is left unscrutinized, and will involve residents who may not have any children attending district schools. (Issues that are managed from the District Office will be covered in a different survey to be deployed in March 2011.) Please note that K12 Insight will provide us with reports and analysis in such a way that your feedback will remain anonymous and confidential and your identity will not be associated with your response. If you have any concerns about this matter, you may contact K12 Insight directly at (703)234-5528 or via email at [email protected]. Some of you might wonder how this is different from surveys that we have done in the past. First, this survey is part of a comprehensive plan to engage all stakeholder groups on all major issues and to do so systemically and systematically every year. We have created a calendar of surveys; the plan, purpose and schedule for each survey will be communicated on our website in early 2011. A systematic approach will allow us to track our progress in all key areas and help us focus on where we are going instead of merely where we are. In other words, this will be part of a Continuous Improvement effort in the district. Second, I promise to close the loop with you soon after each survey is completed. We will come back after each survey and share what we have learned, what our perceived strengths are and where we need to work harder. This new program we have put in place is exciting because it gives us one more dimension to measure our performance on our core values of Caring, Quality, Commitment and Collaboration. The district’s leadership team strives hard to be a good custodian of everyone’s trust. If we know the unique perspective of each member of our school community, we can benefit from it. You, our teachers and staff members, are essential to the success of everything we do in this district and the K12 Insight PerspectiveMatters program offers me and the district leadership team a simple and powerful way to be in touch with you on all key issues. This program gives everyone a voice and a say in all the critical decisions we will be making. It will help us work as a focused team on our strategic objectives and core values. I also encourage you to assist the district in any way possible to boost response rates. We will recognize the school with the highest response rate among each of the participating groups of teachers and staff, parents and students. I invite your participation and thank you for the same. DRAFT NEWSLETTER ARTICLE FOR PARENTS Harnessing the Power of Your Ideas DearParents, Iwanttosharewithyousomedetailsofanexcitingprogramthatwehaverecently startedtoimplementinDanversPublicSchools.Inpartnershipwithanationally renownedcompanycalledK12Insight,DanversPublicSchoolsisdeploying PerspectiveMatters,aninnovativeprogramthatwillgiveeveryparentadirectvoiceon howtoimproveourschools. Thefirstofaseriesofplannedandsystemiccommunicationinitiativeswillbelaunched onMonday,November15,2010intheformofaClimateSurvey.Parents,teachers,staff andstudentswillbeinvitedtoshareboththeirperceptionsaswellassuggestionson howtomakeDanversPublicSchoolsperformtoevenhigherstandards.Forpractical considerations,studentparticipationislimitedtoourMiddleandHighschoolsonly. The first survey to launch this month is focused solely on everyone’s experience with their child/children’s schools and areas of operation that are managed at individual schools. Future initiatives are planned so that no area of the school district’s work is left unscrutinized and will involve residents who may not have any children attending district schools. (Issues that are managed from the District Office will be covered in a different survey to be deployed in March 2011.) To keep our costs down, we encourage all parents to complete this survey online. If you do not have a computer or access to the Internet, the school sites and libraries listed below will provide access to complete the survey online. Please contact the receptionist at a school site or a librarian at any of the libraries listed for assistance. If for some reason you are still not able to access this survey online, please call {name} at 978-777-XXXX and request a paper survey which will be mailed to you. It is important we hear from you. If we have your email address in our {name} system, you will receive an email containing a link to the survey. Each link is designed to be used only once, so please do not forward it to anyone else. If you do not complete the survey you will receive reminder emails. Parents who do not receive invites via email may access the survey on the district’s website. It is important to share with you how we plan to use the data from this survey and all future surveys. I promise to close the loop with you soon after each survey is completed. We will come back after each survey and share what we have learned, what our perceived strengths are and where we need to work harder. This new program we have put in place is exciting because it gives us one more dimension to measure our performance on our core values of Caring, Quality, Commitment and Collaboration. The district’s leadership team strives hard to be a good custodian of your trust. If we know the unique perspective of each member of our school community, we can benefit from it. You, the parents, along with non-parent residents, teachers and staff members, students and alumni can and must be our partners in our pursuit of excellence. This plan gives everyone a voice and a say in all the critical decisions we will be making. It will help us work as a focused team on our strategic objectives and core values. I invite your participation and thank you for the same. {list of churches, libraries where survey may be accessed} DRAFT CONNECT-ED MESSAGE FROM SUPERINTENDENTS FOR PARENTS {38 seconds} Good afternoon, this is Dr. Lisa Dana, Superintendent of Schools at Danvers Public Schools. I am calling to request that you participate in a survey that has been sent to you via email. If you have not received this email for some reason, please access the survey {on the top left hand side} of our district’s website homepage at danverspublicschools.org. Each year we will be asking parents for their input in only two surveys and your feedback will help us better understand how we can serve you and the educational needs of our children even better. Thank you. DRAFT CONNECT-ED MESSAGE FROM PRINCIPALS FOR PARENTS {60 seconds, may be trimmed down to 50 seconds} Good afternoon, this is {name}, Principal of {} School. You may have heard, our superintendent has implemented a program where all parents are asked for their feedback on all key areas of our work twice each year. The first of these surveys has been live for {a week} and you may have received an email with instructions on completing it. You can also access the survey {on the top left hand side} of our district’s website homepage at danverspublicschools.org. Our school {school name} is competing with all other schools in this district for recognition of getting the highest percentage of parents who completed the survey. If you have not already done so, please help us win this friendly competition by completing the survey immediately. Your feedback will help us better understand how we can serve you and the educational needs of our children even better. Thank you. For Immediate Release Contact: Gabe Ross (916) 643-9145 [email protected] SCUSD Launches Survey on Need for New Neighborhood High School June 1, 2011 (SACRAMENTO, Calif.) – East Sacramento, Midtown and Oak Park do not have a traditional neighborhood high school to serve their children, and the Sacramento City Unified School District is asking community members to take part in an important survey to help deal with the issue. The online survey will be available for community members, including teachers, staff, students and parents, to participate in beginning Wednesday, June 1. Community members can visit the district website at www.scusd.edu to take part in the survey. “This community has for many years debated what types of high school offerings should be available in the East Sacramento, Midtown and Oak Park neighborhoods,” SCUSD Superintendent Jonathan P. Raymond said. “We’re going to aggressively seek out the opinions of the entire community through our survey, and then we’re going to use the information from the survey to work with these neighborhoods to make sure we have the kinds of schools we need in the area to serve the needs of our children.” The 15-question survey will offer community members a chance to give their opinions on the needs and benefits of different types of high schools. The survey will ask parents to rank courses and programs that they think are important for a high school to offer. The survey will ask parents to contrast their interest in a comprehensive high school with a charter school, which can have more specialized courses of study. Parents also will be asked how important the distance a student has to travel to high school is to the parent’s consideration of where to send high school-age students to school. “This effort is part of our core principle of community engagement,” Superintendent Raymond said. “The public deserves a chance to be part of major decisions that affect their children. Community involvement in these kinds of decisions makes our schools stronger because it makes for better, more informed decisions.” Community members will have until (date here) to respond to the survey. Those who want to participate in the survey but don’t have electronic access can contact the school district to ask for a paper copy of the survey. Those people who do not have access to the internet can call the district office at (916) 643-7400 for a list of schools, libraries, etc. where they can participate in this survey. The district will make a public report on the results when the survey is complete. # # # Tab 10H DRAFT PRESS RELEASE School district offers greater transparency and opportunities for public involvement New approach will let district leaders establish more frequent and efficient 2-way dialog with everyone (Date here) – Danvers Public Schools is embarking on a new and innovative effort to engage all segments of the community and increase involvement in discussions on how to improve schools. The first of a series of planned and systemic communication initiatives will be launched on Monday, November 15, 2010 in the form of a Climate Survey. Parents, teachers, staff and students will be invited to share both their perceptions as well as suggestions on how to make Danvers Public Schools perform to even higher standards. The first survey to launch this month is focused solely on everyone’s experience with their child/children’s schools, academics and areas of operation that are managed at individual schools. Future initiatives are planned so that no area of the school district’s work is left unscrutinized and will include opportunities for residents who may not have any children attending district schools. (Areas of operation like cafeteria, transportation, hiring and training of teachers and principals, ensuring each school is meeting required standards are all managed from the District Office and will be covered in a different survey to be deployed in March 2011.) Parents and teachers will receive email invitations to participate in the study. The District has done a good job of building an email database in recent years. Any parent who does not receive their email may also access the survey through a link posted on the district’s website. Computer labs at Holten Richmond Middle and Danvers High schools will be prepared so students can access and complete their surveys. Parents who do not have access to computers may also call 978-777-XXXX and request a paper copy of the survey. The goal is to ensure that everyone has an opportunity to submit their feedback. “As school district administrators, we strive hard to be good custodians of the public’s trust,” said Dr. Lisa Dana, Superintendent of Schools. “If we know the unique perspective of each member of our public school community, we can benefit from it. Our teachers, parents, non-parent residents, students and our alumni can and must be our partners in our pursuit of excellence. We have implemented a plan that runs year round and year after year. It gives everyone a voice and a say in all the critical decisions we will be making.” As part of this 2-way dialog, Danvers Public Schools has created a calendar of surveys seeking input from various members of the community. The plan, purpose and schedule for each survey will be communicated on the district website in early 2011. After each survey, the public will be informed of the results. “We will be even more transparent than in the past,” Superintendent Dana said. “We will come back after each survey and share what we have learned, what our perceived strengths are and where we need to work harder. This new program we have put in place is exciting because it gives us one more dimension to measure our performance on our core values of Caring, Quality, Commitment and Collaboration.” “The decisions we make on the education of children are too important to make in a vacuum,” said Superintendent Dana. “We want our community and our employees to give us advice on those decisions and to help us chart the course that will be best for all of our kids.” For more information, please contact {name} at 978-777-XXXX. Tab 10I DRAFT INVITATION FOR COMMUNITY LEADERS’ MEETING {Date} Name Title Organization Name Danvers, MA ZIP Dear{Dr./Mr./Ms./Rev.Name}, I am writing to request your assistance in an important matter. The pace of innovation and change in our world has reached unprecedented levels. As superintendent of schools I am aware that our children will compete for economic opportunities not only among themselves but also with their counterparts in every state of the Union and in every country of the world. Our communities are increasingly diverse and educational leaders are challenged more than ever before to ensure all our children receive a world class education so they succeed in a future that is as challenging as it is exciting. A key component of our strategy is to benefit from the perspectives of all parents and residents of the Danvers community. Towards this, we will be reaching out to them through two surveys each year. This feedback helps us ensure that the perspectives of all our parents and residents are taken into account when we make decisions that impact everyone. We have learned from past experience that while many parents and residents embrace opportunities to talk to us, many more do not do so. In particular, I am afraid that there is a silent majority out there that we never hear from. I would like to request your assistance to have a more effective outreach to all residents in general and to those we don’t normally hear from in particular. As a leader of {a church, a community asset such as a library, a civic organization, a rotary club, name others}, you are uniquely positioned to assist us and I hope you will help us build a community that is more engaged with our public schools. To explore a partnership for this outreach, I would like to invite you and representatives of your organization to a meeting at our district office later this month. Two sessions are planned and I hope you can attend one of these. First Meeting of Community Leaders Date: {} Start Time: 5 PM End Time: Before 6 PM Location: {} Second Meeting of Community Leaders Date: {} Start Time: 5 PM End Time: Before 6 PM Location: {} Please contact {} in my office at 978-777-XXXX to RSVP. I personally look forward to meeting you in one of these sessions. Your assistance in helping Danvers Public Schools advance in forging a deeper and more meaningful partnership with our parents and residents is greatly appreciated. It will help us provide better education for all our children. Sincerely, Dr. Lisa Dana Superintendent of Schools 60 Cabot Road Danvers, MA 01923 November 8, 2010 Mr. Doug Rendell, Library Director Peabody Institute Library 15 Sylvan Street Danvers, MA 01923 Dear Mr. Rendell: I am writing to request your assistance in an important matter. The pace of innovation and change in our world has reached unprecedented levels. As superintendent of schools I am aware that our children will compete for economic opportunities not only among themselves but also with their counterparts in every state of the Union and in every country of the world. Our communities are increasingly diverse and educational leaders are challenged more than ever before to ensure all our children receive a world class education so they succeed in a future that is as challenging as it is exciting. A key component of our strategy is to benefit from the perspectives of all parents and residents of the Danvers community. Towards this, we will be reaching out to them through two surveys each year. This feedback helps us ensure that the perspectives of all our parents and residents are taken into account when we make decisions that impact everyone. We have learned from past experience that while many parents and residents embrace opportunities to talk to us, many more do not do so. In particular, I am afraid that there is a silent majority out there that we never hear from. I would like to request your assistance to have a more effective outreach to all residents in general and to those we don’t normally hear from in particular. As director of the Peabody Library, you are uniquely positioned to assist us and I hope you will help us build a community that is more engaged with our public schools. Beginning November 15, 2010, parents of students in Danvers Public Schools will have the opportunity to participate in an important Parent Survey. In order to ensure that each parent voice is heard, I request that you have space available for parents to participate in the study online. On the following page I have provided instructions for how each parent may access the survey. I sincerely appreciate and value your support in this effort. Warm Regards, Dr. Lisa Dana Superintendent of Schools In order to participate in the survey, please have parents follow the steps below: 1) 2) 3) 4) 5) 6) Open an internet browser, such as Internet Explorer or Mozilla Firefox. In the address bar at the top of the screen, type http://www.danvers.mec.edu/ and press enter. Click on the image on that says “Parent Survey.” This will open a new window, taking you directly to the survey. Answer each question in the survey in order. Please do not use the “Back” or “Forward” buttons at the top of your browser, instead use the “Back” and “Next” buttons at the bottom of the survey. 7) When you have finished answering all questions in the survey, click the “Submit” button. 8) Close the web browser. If you have any questions about accessing the survey or difficulty taking the survey, please call or email Kevin Scott at K12 Insight. He can be reached at (703)234‐5528 or [email protected]. Tab 10J Tab 10K Home Page of a District Account Central Repository for all District Surveys Response Rate Report Tab 10M WORKING DOCUMENT—FOR DISCUSSION ONLY Summary of Focus Group Meetings {District Name Redacted} {date} K12 Insight conducted focus groups on behalf of {District Name Redacted} to gain a better understanding of staff, department chair and building administrator perspectives on the strengths of the district as well as the challenges they face together in serving the community. Of particular interest were the effects of state policy decisions and the implementation of these mandated changes in the district, specifically the impact of these changes on the relationship of the teacher to the administrator. A robust discussion of the teacher evaluation process took place in each session. Teachers and administrators alike offered ideas to improve these exercises in the future. Communication, transparency and leadership were also discussed in the sessions, using data learned from the K12 Insight survey conducted in {date} as a springboard into a larger conversation. The priority that the District Leadership team has placed upon authentic dialogue and greater mutual understanding as essential drivers toward meeting the district’s mission is acknowledged and respected. This will provide benefits to morale and engagement as the current leadership team has time to become more deeply established. Three sessions were conducted: Meeting #1: 20 Teachers from the Middle and High Schools Meeting #2: 12 Administrators Meeting #3: 20 Teachers from Elementary Schools Focus group meetings were conducted on {} and this final report presented on {} by K12 Insight. Key Observations: 1. All conversations maintained a highly constructive tone: Focus group participants were respectful of one another and of the dialogue. Each participant contributed to the open conversation by listening respectfully to their colleagues and framing disagreements or disapproval in a constructive fashion. 2. Across the board, high regard for fellow teachers and staff: When asked what positive and supportive elements existed in the climate of {DISTRICT NAME REDACTED}, the supportive and professional caliber of the teachers consistently surfaced as the most popular response. Teachers gave examples of the helpfulness of their colleagues not only in terms of sharing best practices, but also their willingness to provide a supportive environment. 1 WORKING DOCUMENT—FOR DISCUSSION ONLY 3. Teacher and administrator concerns common to educators everywhere: A common theme was the consistent ratcheting up of standards while resources become increasingly limited. This conversation is nearly universal in the districts the K12 Insight supports. With respect {DISTRICT NAME REDACTED}’ specific circumstances participants referred to space constraints in some elementary school sites, increasing demands on support staff, and high demand upon technology resources (computer lab, carts, etc). 4. Understanding of pressures on District and Site Leadership: Consensus existed that leadership had little power to change the fact that there had been no salary increases in a while. However some of the hardship could be mitigated if leadership showed greater appreciation for work. There was a sense among the administrators that they already do this – but a culture of authentic appreciation ranging public recognition to hand-written notes would support improved morale. 5. Concerns about Teacher Evaluations drove a significant portion of the dialogue, these concerns included: {deleted} 2 Tab 10P Press Conference Jonathan Raymond (Superintendent, Sacramento City Unified) February 18, 2010 news conference to announce survey results Thank you all for coming. We’re making history here today, and it’s exciting to be here: for the first time, parents, teachers, school employees and community members across Sacramento were asked for their advice, their thoughts on how to make schools better. Thousands of our citizens responded to two historic surveys that will help shape how our schools work for years to come. We’re here today to announce the results of this first-of-its-kind effort. On January 19, working with our partners at K12 Insight, we began surveying our community on their opinions regarding how to balance the Sacramento City Unified School District’s budget how we should shape the long-term strategic plan that will guide our school system into the future. Over three weeks, through February 9th, nearly 13,000 responses to the surveys were received from parents and other community members, teachers, administrators and other school staff, and students. For the first time, we have real information on what the people of Sacramento want for their schools. Our friends at K12 Insight are working on the final report, but we have a lot of information to give you this morning in advance of that final report, which will be available in its entirety online as soon as possible. I want to talk first about the issue of public engagement itself, how important it is, and what this survey tells us about that work in our school district. We have made real public engagement – truly having our community involved in and part of the decisions about their public schools – as one of the very highest priorities of the district. We are committed to community engagement, to a transparent, open and honest dialogue with our community about what is expected from its schools. We received very valuable advice from the public and our employees with these surveys, but much more work needs to be done to engage the community. With these surveys, we heard most often from community members who attend school board meetings or are involved in schools in some other way. We need to do much more to reach out to and involve the thousands of parents and community members who are not normally engaged in what happens in our city’s schools. We will not reach our very high academic goals for our children unless we get broad involvement in public education by the entire community. The report shows that 12,855 responses were made to the surveys, including 4,609 students who responded to the survey regarding the strategic plan, and 2,087 teachers and other staff and 2,336 community members who responded to the budget survey. A lot of people took the time to respond to these surveys, and we appreciate that strong effort. Among community members who responded to the survey regarding development of a strategic plan, at least 41 percent had attended at least one school board meeting in the past year, and more than 51 percent had attended PTA meetings. That shows us that many of the community members responding to the surveys are already somewhat or very involved in schools. And that is an important point I want to make here: the advice we received from everyone is tremendously valuable. We must find a way, however, to strengthen our engagement with the community and encourage more people who are not involved in our schools now to speak up and be heard from. Critically important decisions lie ahead for us in the coming days, weeks and months. The surveys on our budget and the development of a strategic plan will help guide the leadership of the school district as we make those decisions. Over the past seven years, as our revenues have fallen, SCUSD has cut more than $144 million from its budget. We must cut up to $30 million more from our 2010-2011 budget to balance it if we want to avoid the possibility of the state taking over the operation of our schools and avoid losing our community’s right to run its own schools. This is serious business. The very future of our schools hangs in the balance. We must make these budget cuts if the people of Sacramento are to remain in control of our schools for our children. In the budget survey, we asked community members, teachers, administrators and other staff to tell us their top priorities for the budget and to give us their thoughts on possible budget cuts. Both community members and employees rated keeping small class sizes as the number one priority for the budget. We have proposed major additional cuts in central administration and other areas of the budget, and we have asked our employee organizations to come to the table with their own budget cuts to do their part too. The survey clearly shows that parents and teachers do not want larger class sizes, and neither do I. But increasing the number of students in class will remain an option if the employee organizations do not work with us to find other areas to reduce the budget. I believe our employee organizations WILL do the right thing for kids and will work with us to avoid the kind of budget cuts, such as class sizes, that no one wants to see. The survey also shows that parents and teachers agreed that having good, up-to-date textbooks is a top budget priority. In addition, community members ranked among the highest priorities for the budget: • Programs for gifted and talented students • Clean, well maintained school buildings • Having one principal assigned to every school • Strong central office support of schools • And adult education programs Teachers and other employees added to that list of priorities: • Support for students with special education needs • English language development for English learners • And physical education These surveys will help us realize our top priorities for the school district -- making sure every school has a strong principal and quality teachers in every classroom, and that the district fully engages parents and the community. We asked the public and our employees what actions they would support to help solve the budget crisis. The surveys showed that community members, teachers and staff alike agreed that closing under enrolled schools is a top option. In addition, a majority of community members and school district administrators favored closing low performing schools as a way of balancing the budget, although a majority of teachers opposed the idea. On the idea of unpaid furlough days for school district employees as a way of closing the budget deficit, teachers and community members opposed it but administrative staff members throughout the district supported it. While I understand the sentiment behind wanting to close under-performing or under-enrolled schools, this needs a bit more time and careful study and planning. Therefore closing schools will NOT be a proposed option for our budget plan this year. We will seek input from the public and develop a full process for school closings before any such option would even be considered in the future. We do want to make a special effort to keep budget cuts away from arts and music programs this year because those programs have been hit so hard in the past. The strategic plan survey showed the community members believe SCUSD’s fine arts programs are frankly one of our biggest weaknesses, with 89 percent of community members rating fine arts in schools as important but only 36 percent saying the school district does an effective job with arts education. I believe the survey results also show we are right to be concern about our school district’s historic lack of parent engagement. The survey showed that 93 percent of community members rated parent engagement as important but that only 57 percent believe the district actually does an effective job in parent engagement. That’s a huge gap – 36 points – in how we are performing in an area the public cares a great deal about. And there is a similar gap on another critical issue – that of having effective teachers in every classroom. Clearly our goal is the right one -- 97 percent of community members rated having effective teachers as critical to success in Sacramento schools. But only 64 percent of the community said the school district is doing a good job of providing effective teachers. Again, that’s a huge gap – a 33-point difference in the number of people who want top quality teachers and those who think we have them in our classrooms. That’s a big, big problem for us. It’s an understatement to say we have learned a lot from these surveys. We learned we need to listen to what our students have to say, and that in many respects teachers and parents are on the same page when it comes to what’s best for children. But we also learned we need to try harder to reach and involve our whole community in improving schools, and that the community indeed wants an effective teacher in every classroom. The bottom line is we have a big job ahead of us, but we’re working hard to get it done. It’s going to take all of us to do that. But I believe the Sacramento City Unified School District has what we need to meet our goals – we have dedicated teachers and administrators and a community that cares about what happens to public schools. Now it’s time to just do it. Dear Parents, Staff, Students, and Residents of the Danvers Community, I want to start by wishing you all a Happy New Year. I would like to begin this New Year with a review of some important information you shared with us in November and December. At that time, you were kind to take the time to share your thoughts. Now it is my turn to share with you what we learned. Let me start by expressing my most sincere thanks to everyone who participated in this survey. Responding to surveys takes time from our busy schedules and sometimes we are tempted to skip them. Therefore, I am sure you will appreciate the fact that we have decided to conduct only two surveys of parents in any given year. Students will see three while staff and teachers will have a few more. By planning in advance and adopting a systematic approach, our goal is to reduce the number of times we interrupt your busy schedules. Yet, by using comprehensive surveys, we will have access to the feedback we need to know how well we are meeting your expectations. If you were unable to participate in this survey, you will have another chance in March. I urge you to share your thoughts with us. We want to hear from every parent and resident of this community – even if you have never completed one of our surveys before. What I can assure you is that every response is important; every view point is considered and informs us about how to become better. I can also assure you that I will quickly turn around and share with you what we heard from you – everything as it is, the good news and the areas where you want us to improve. I believe our community expects this level of transparency and deserves this kind of collaborative decision making on the critical issues surrounding how we educate our children. In 2008 we adopted our fourth Strategic Plan. A Strategic Plan is a statement of things on which we commit to focus and highlights what we refer to as our “Success Measures.” Every year we must ask ourselves the tough questions: have we picked the right goals and are we meeting the goals we have set for ourselves? I am pleased to report that on each of the four Success Measure themes addressed in the recent survey, we received positive results. I am particularly gratified to note that all areas that were made a priority were also identified as areas of strength in the survey. 1. We had committed to doing a better job of preparing our students for the next grade level. The survey shows over 80% of parents and teachers believe we are doing a good job at this. Our commitment to ensure children feel well supported as they progress from elementary to middle and from middle to high schools is bearing fruit – nearly 90% of 6th grade parents indicated this was done well. We have improved in how we have helped our 9th graders transition to high school, but there is some work to be done there. 2. Overall, 92% of parents indicated they feel welcomed at their child’s school. 3. Over 90% of our teachers and staff feel respected by principals and other teachers, and overall 80% feel included in the decisions we make. We can be very proud of this positive culture among our teachers and staff and we intend to work hard to maintain and even further improve upon it. 4. We are well into the 21st century. Today’s educational methods and the way in which our children learn are very different from even that of a few years ago. I am pleased to note that the survey indicates that our students have access to and success with a variety of technology in everyday instruction. 5. We set ambitious goals concerning communication and partnership with our community. Over 90% of parents indicated they were able to reach their child’s principal and received a courteous and professional consideration of their concerns. 6. Overall, 83% of our parents feel the decisions that principals make are made with the best interest of students in mind. While I celebrate these findings, clearly, there is work ahead of us and we received feedback on the several issues that need greater attention. The School Committee and the district leadership team are looking closely at this list and we intend to prioritize making improvements in each of them. 1. Whereas nearly all teachers believe their students have an adult they can talk to concerning their progress, goals and issues, 77% of parents indicated they thought this was true. We will investigate why this gap exists and make sure all our children can find the help they need at school. 2. While the district has provided ongoing training for teachers, many of our teachers have asked for better tools and training towards meeting the individual needs of all students. We will look at this closely as we realign our budget to meet our priorities. 3. While our teachers feel that the way we embrace and attend to issues of diversity is an area of strength, our parents and students disagreed, indicating a need for more attention and growth in this area. We intend to have candid conversations with our students to explore how we can do a better job of encouraging respect for those who are different than us. 4. We realize we need to do and can do a better job of keeping parents informed about the behavior of their children at school and of sharing with parents ideas on how they can support their children at home. Forty-two percent of parents, 67% of teachers and 81% of students participated in this survey. This represents high participation rates compared to surveys conducted in public schools in general. Many individuals and organizations assisted with this – I want to recognize and thank our principals and teachers. I also want to recognize the assistance received from Doug Rendell and the staff at Peabody Institute Library who offered assistance of any parent who needed Internet access to participate in the survey. Our goal is to improve participation of our parents to over 50% in our next survey. I invite you to reach out to your neighbors and friends and invite them all to join this conversation to make Danvers Schools the best public school system in the state. Sign Up Log In Change Towns 74° Editor Molly Buccini: Heard some new s you w ant us to check out? Let me know : [email protected] Like 557 Home Get the Patch Newsletter News Events Places Marketplace Q&A Volunteer Search Schools Survey Generates Valuable Feedback for School Officials According to Superintendent Lisa Dana the District Climate Survey showed "strong support for public schools but low turnout from non-parents." 5:00am Print 0 Comments 0 Recommend Email Tweet Be the first of your friends to recommend this. View full size Related Topics: Danvers Public Schools Interested in a follow-up to this article? Enter your email address Tell Your Neighbors About Patch The following press release is courtesy of Superintendent Lisa Dana on behalf of the Danvers Public School System regarding the District Climate Survey. June 30, 2011 – A comprehensive survey of Danvers teachers, parents and community members has generated valuable feedback for school district officials. The survey focused on issues managed by the central office, in contrast to issues managed by individual school sites; it showed strong participation from teachers and staff, modest participation from parents and only a weak participation from non-parent residents of Danvers. The survey was part of a broader effort by Danvers Public Schools to include every voice in the vital work of educating Danvers’ children. “We reach out to parents twice every year, community members (residents who do not have a child attending a district school) at least once, and our teachers and staff on more than three occasions. This two-way dialogue brings us all closer,” said Dr. Lisa Dana, Superintendent of Danvers Public Schools. In keeping with a commitment made last fall when the survey program was deployed, the results from each survey have been shared publicly in an effort to build greater transparency and accountability. A key area of investigation at this end of the year through the “District Climate” survey was to see how people perceived the district’s progress against their strategic plan. Of the 20 goals that appear under seven themes in the plan, the district asked for input on four: (1) highly effective instruction, (2) a safe and welcoming school environment, (3) equal access for all students to high quality facilities and technology and (4) strong communication to build trust with parents and the Danvers community. Over 90% of parents indicated they felt progress had been made in each of these areas. The ratings from teachers were slightly higher, except in the case of facilities and technology where 87% of teachers and staff indicated they felt progress had been made. Another area explored within the survey was the community’s experience working with the district’s school committee, the superintendent’s office and the administrative council. Nearly 90% of parents and community members who needed to speak to a school committee member were able to reach them and nearly 80% of them indicated that they felt their concerns were handled in a courteous and professional manner. Similarly, 85% of parents and community members who needed to speak with the superintendent’s office or a member of the administrative council were able to do so; 88% said they felt the administrator listened to their concerns politely and 78% said their ideas were considered and addressed in a professional manner. In a letter to parents, teachers, staff and the community, Dr. Dana wrote, “we will carefully listen to your concerns, make a sincere effort to fully understand them and advise in a manner that is courteous and clear as to what action, if any, you can expect from us.” The survey was completed by 450 parents, 310 teachers and staff, and 15 members of Danvers community who do not have children in district schools. According to K12 Insight, a Virginia-based firm that specializes in such surveys and administered the surveys for Danvers Schools, the response rate for teachers and staff was better than the average for such studies in other comparable school districts; however, there is clearly a need do better in pushing for responses from parents and community members. (More than twice as many parents had responded to the school’s climate survey on site level issues last fall.) Dr. Dana acknowledged the district has more work to do to persuade more non-parents to participate in future surveys. “It is worth emphasizing that our parents receive no more than two surveys, and residents who have no children in Danvers Public schools only one survey from the school district. We understand everyone is busy and therefore, we have designed this program to be convenient while covering all key areas. The reputation of Danvers schools affects every resident in this community, so everyone should have a stake in our schools,” she said. When asked to highlight what was most important to them from a list of ten items that are the key areas of service by central office, every group, without exception, indicated that class size was by far the most important element in sustaining a sound education. “Although issues like transportation and school lunches are comparatively less important, survey participants told us that these are areas still in need of greater attention,” said Dr. Dana. Respondents noted that they preferred communication using technology like the Parent Notification System (ConnectEd) and the district’s website for sharing information. The district is making greater use of technology tools like email and social networking to not only share information but also to engage parents, staff and community members in the decision making process. Additional highlights: 95% of respondents indicated that strong schools were important to them. 77% of parents and 87% of teachers and staff gave the district an overall grade of an A or a B. The district specifically asked parents and teachers about their thoughts on the process behind some key decisions that were made last year. Over 80% of parents and close to 90% of teachers and staff felt that the school district shared relevant facts before making decisions and they approved of the decisions made by the same margin. However, only 65% of parents and 81% of teachers and staff felt they had an opportunity to provide input on those decisions. 85% of parents and 93% of teachers and staff indicated they are familiar with the school district’s partnership with DanversCARES program and nearly 69% of respondents felt the program was doing a good job of promoting health in the community. 95% of parents acknowledged that they felt welcome to attend school activities. 61% of parents noted that the district does a good job on transportation for children and 73% gave a positive rating to the district’s food services. Recommend Be the first of your friends to recommend this. Follow this article 0 Submit a tip Add photos & video Email Tweet 0 Comments Leave a comment Get Patched In Danvers news, events, and deals, delivered straight to you. Enter your email Terms of Service Privacy Policy Close