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Illinois State Board of Education 100 North First Street • Springfield, Illinois 62777-0001 www.isbe.net James T. Meeks Tony Smith, Ed.D. Chairman State Superintendent of Education

DATE: May 10, 2016 TO: Eligible Applicants FROM: Tony Smith, Ph.D. State Superintendent of Education SUBJECT: NOTICE OF FUNDING OPPORTUNITY (NOFO) / REQUEST FOR PROPOSALS (RFP): Illinois

Multi-tiered System of Supports Network (IL MTSS-N) FY17

CSFA Number: 586-64-0417

CSFA Title: Special Education Grants to States

CFDA Number: 84.027A

Title: Special Education – Individuals with Disabilities Act

General Information

Purpose of RFP: The Illinois State Board of Education (ISBE) seeks to implement the Illinois Multi-Tiered System of Support Network (IL MTSS-Network) by soliciting proposals from eligible applicants to serve as the administrative agent. Eligible Applicants: Regional Offices of Education (ROEs), Intermediate Service Centers (ISCs), Institutes of Higher Education (IHEs), Local Education Agencies (LEAs), charter schools, public university laboratory schools approved by the Illinois State Board of Education, area vocational centers, and special education joint agreements are eligible to apply. NOTE: Applicants must register for pre-qualification on the State of Illinois GATA Web Portal before being awarded a FY17 grant. The portal will be accessed at www.grants.illinois.gov . The State’s Grant Accountability and Transparency Unit has indicated it expects the portal’s prequalification function to be operating by approximately May, 2016. In the meantime, applicants must submit their application by the application deadline below. Dun and Bradstreet Universal Numbering System (DUNS) Number and System for Award Management (SAM). Each applicant (unless the applicant is an individual or Federal or State awarding agency that is exempt from those requirements under 2 CFR § 25.110(b) or (c), or has an exception approved by the Federal or State awarding agency under 2 CFR § 25.110(d)) is required to:

i. Be registered in SAM before submitting its application. If you are not registered in SAM, this link provides a connection for SAM registration: https://government contract registration.com/sam-registration.asp

ii. Provide a valid DUNS number in its application; and

http://www.grants.illinois.gov/

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iii. Continue to maintain an active SAM registration with current information at all times during which it has an active Federal, Federal pass-through or State award or an application or plan under consideration by a Federal or State awarding agency. ISBE may not make a Federal pass-through or State award to an applicant until the applicant has complied with all applicable DUNS and SAM requirements and, if an applicant has not fully complied with the requirements by the time that ISBE is ready to make a Federal pass-through or State award, ISBE may determine that the applicant is not qualified to receive a Federal pass-through or State award and use that determination as a basis for making a Federal pass-through or State award to another applicant.

Grant Period: The initial grant period will begin no sooner than July 1, 2016 and will extend from the execution date of the grant agreement until June 30, 2017. The successful applicant may reapply via continuing application for up to four additional years, with subsequent grant periods extending from July 1 of each year through June 30 of the following year. Funding in the subsequent years will be contingent upon a sufficient appropriation for the program and satisfactory progress in the preceding grant period. Grant Award: One grant will be awarded in fiscal year, FY 2017 (year one of the project), in an amount not to exceed $8,500,000. The annual grant award amount in Years 2 through 5 (FY 2018, FY 2019, FY 2020, and FY 2021) is not expected to exceed $8,500,000. The annual grant amounts will depend on the needs addressed and scope of activities in each year and the total appropriation for the program.

Application Deadline: Mail the original and five copies (six applications in all) to Mark Schudel, Special Education Services, Illinois State Board of Education, 100 North First Street, N-253, Springfield, Illinois 62777-0001, to ensure receipt no later than June 8, 2016. No FAX copies will be accepted. The original and five copies must be received by the application deadline in order for the proposal to be considered. Late or substantively incomplete proposals will not be eligible for consideration. Proposals may also be hand-delivered to the following locations:

Springfield Office Chicago Office Information Center Reception Area 1st Floor Suite 14-300 100 North First Street 100 West Randolph Street

Online Bidders’ Forum: A recorded webinar will be posted at the following address: http://www.isbe.net/spec-ed/html/grant_info.htm. Contact Person: An Online Question and Answer (Q & A) Forum about this NOFO (RFP) will be conducted via email at the following address: [email protected]. This email address will be available for posting questions during the application period. All questions and answers will be posted at http://www.isbe.net/spec-ed/pdfs/il-mtss-n-rfp-qa.pdf and will remain on the website until June 8, 2016. Applicants are encouraged to review information posted on the forum before submitting their proposals. Should the conditions of this NOFO (RFP) change prior to the deadline, ISBE will post the changes at http://www.isbe.net/spec-ed/html/grant_info.htm. This grant is subject to the provisions of:

2 CFR Part 200 – Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards http://www.ecfr.gov/cgi-bin/text-idx?tpl=/ecfrbrowse/Title02/2cfr200_main_02.tpl

http://www.isbe.net/spec-ed/html/grant_info.htm

http://www.isbe.net/spec-ed/pdfs/il-mtss-n-rfp-qa.pdf


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Grant Accountability and Transparency Act (GATA), 30 ILCS 708/1 et seq. http://www.ilga.gov/legislation/ilcs/ilcs3.asp?ActID=3559&ChapterID=7

Administrative Rule for GATA, 44 Ill. Admin. Code Part 7000 ftp://www.ilga.gov/JCAR/AdminCode/044/04407000sections.html

Background Illinois Response to Intervention Network Illinois has nearly 20 years of experience with Response to Intervention (RtI) implementation, starting from a small-scale approach under the Flexible Service Delivery initiative and expanding to larger scale implementation through the Illinois Alliance for School-based Problem-solving and Intervention Resources in Education (I-ASPIRE) and then the Illinois RtI Network (I-RtI Network). Implemented under the 2005-2010 Illinois State Personnel Development Grant (SPDG), the primary goal of I-ASPIRE was to increase the capacity of school systems to implement a multi-tiered model of scientifically based instruction, intervention, and assessment, which includes RtI. The intended long-term outcome of the project was to improve progress and performance in reading of students with and without disabilities. The I-RtI Network (2010-2015) supported the scaling up of RtI implementation statewide, and significantly expanded the coaching-of-coaches component. The I-RtI Network provided technical assistance and coaching to 75 School Districts, and supported a cadre of regionally based external coaches. In return, these external coaches provided professional development and coaching to local education agencies (LEAs) in their areas to support implementation of a multi-tiered system of support (MTSS), instruction, interventions, and assessment, including RtI. Additionally, the I-RtI Network established a partnership with Institutes of Higher Education (IHEs) throughout the State. The main goal of the IHE partnership was to increase the number of undergraduate and graduate educator preparation programs that implement RTI/MTSS content in their curricula. Partnerships with two Illinois Parent Training and Information (PTI) Centers were integral components of the I-RtI Network. The goal of the PTI partnerships was to increase parent knowledge and participation in RtI related activities. Illinois Statewide Technical Assistance Collaborative Significant transformation has occurred regarding the training and technical assistance that Illinois provides for climate and culture systems change. Previously, LEAs received training and technical assistance through multiple, discrete projects (e.g., Illinois Autism Training and Technical Assistance Project, Parent & Educator Partnership, Positive Behavioral Interventions and Supports, and Project CHOICES). Over the past two years, the ISBE and the Illinois Statewide Technical Assistance Collaborative (ISTAC) leadership have been integrating these efforts into a single service entity with increased capacity to support LEAs and better align with the ISBE’s statewide plan for school improvement. To better support Illinois schools, the State offers an integrated approach that combines the most effective components and evidence-based practices from the previously separate programs. ISTAC services promote wellness and prevention, MTSS, and collaborative family and community partnerships. Content is concentrated in the areas of educational environment, school climate and culture, student behavior, stakeholder engagement, transition planning, and other education mandates. High-quality training modules, focus on evidence-based practices within the context of MTSS, are available to all schools.

http://www.ilga.gov/legislation/ilcs/ilcs3.asp?ActID=3559&ChapterID=7

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State Personnel Development Grant In July of 2015, the U.S. Department of Education awarded ISBE a five-year State Personnel Development Grant (SPDG) under Part D of the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004). The overarching goal of Illinois’ SPDG Project is to:

Scale up implementation of a coordinated, statewide system of personnel development that will increase the capacity of school systems to establish and use a multi-tiered model of scientific, research-based instruction, intervention, and assessment to improve the progress and performance of all students, including those with disabilities.

IL MTSS-N The IL MTSS-N was initiated in January 2016 as a collaborative effort between the I-RtI Network and ISTAC. Over the course of the 2016 SPDG no-cost extension year, the I-RtI Network and ISTAC have worked to cross train staff and establish a professional learning plan and scope and sequence. The plan aligns the independent practices of the I-RtI Network and ISTAC into a single professional learning organization. The IL MTSS-N staff provides training, coaching and technical assistance to build districts’ capacity to establish a multi-tiered system of support. By doing so, districts can address the holistic needs of students through a framework organized to maintain and sustain any evidence based practice with fidelity to improve outcomes for all students

Program Specifications Program Purpose: A multi-tiered system of supports (MTSS) is defined as a framework for continuous improvement that is systemic, prevention-focused, and data-informed, providing a coherent continuum of supports responsive to meet the needs of all learners. The IL MTSS-N initiative will be aligned to the Illinois State Board of Education Goals and the State Performance Plan/Annual Performance Report submitted to the Office of Special Education Programs, United States Department of Education. This will be accomplished through scaling up a coordinated statewide effort whose foundation is built upon the prior and existing ISBE initiatives with a regionalized delivery system of professional learning, including training, coaching, and technical assistance established for the purpose of building the capacity of schools to implement MTSS. These services will focus on improving student performance in grades K-12 through the implementation of a multi-tiered system of supports for learning supports, instruction, intervention, and assessment, including Response to Intervention (RtI), with an emphasis on administrative leadership; scientific, research-based reading, math, social emotional, and behavioral curricula and instruction at grades K-12; data-based decision making; universal screening and progress monitoring; and family/caretaker involvement. By using a standardized curriculum and a systematic professional learning, training, technical assistance, and coaching structure, the consistency of services will be improved, as will the systemic implementation of the knowledge and skills gained by the participants. Establishing a MTSS framework with fidelity will allow a district to have the necessary infrastructure needed to implement and sustain any evidence based practice with fidelity to improve student outcomes. Prior and existing ISBE initiatives, including the Illinois RtI Network and ISTAC, will provide the foundation for the content of the professional learning, training, coaching, and technical assistance provided by the IL MTSS-N.

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Administrative Agent: The grantee’ role as administrative agent is to provide the operational supports necessary for IL MTSS-N project staff to achieve the program goals and objectives. Operational supports are those things necessary to maintain the functioning of an organization. The grantee’s proposal must reflect the expertise and capacity to provide the operational support necessary to maintain the work of program staff in achieving IL MTSS-N program goals and objectives, scale up all aspects of the IL MTSS-N statewide, and meet the financial and operation performance requirement. The IL MTSS-N will be implemented over a five-year period. Applicants must submit a proposal that contains a detailed plan, describing how the grantee as administrative agent will provide the operational expertise and support necessary for the program goals and objectives of the IL MTSS-N to be met. Program Goal and Objectives: Scale up implementation of a coordinated, statewide system of personnel development that will increase the capacity of school systems to establish and use a multi-tiered system of supports to effectively provide of scientific, research-based instruction, intervention, and assessment to improve the progress and performance of all students, including those with disabilities. This goal will be accomplished through program objectives:

1. Establish the Illinois Multi-tiered System of Supports Network (IL MTSS-N) through integration of the former RtI Network funded through a SPDG by IDEA Part D with the Illinois Statewide Technical Assistance Collaborative (ISTAC) funded through discretionary grant by IDEA Part B to provide training, technical assistance, and coaching supports.

2. Provide Illinois educational entities with professional learning that builds leadership and educator capacity to improve practice and educational outcomes for all children in Illinois through a MTSS framework implemented with fidelity.

3. Deliver research-based professional learning opportunities, including training, technical assistance, and coaching to increase the number of general and special education administrators, teachers, school psychologists, school social workers, and other personnel to understand and implement a multi-tiered system of supports for instruction, intervention, and assessment, resulting in improved student performance.

4. Deliver research-based professional learning opportunities, including training, technical assistance, and coaching to increase the number of general and special education administrators, teachers, school psychologists, school social workers, and other personnel to understand and implement evidence based practices resulting in improved student performance.

5. Increase the number of parents who understand MTSS and their level of participation in the educational decision-making process for their child.

6. Increase the MTSS content implemented in the curricula of undergraduate and graduate educator preparation programs, at Institutions of Higher Education (IHE), including programs in Educational Leadership, School Psychology, and School Social Work.

7. Establish partnerships and collaborations as detailed in “Required Partnership and Collaboration.”

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8. Refine and implement a comprehensive evaluation process to measure the effectiveness of program activities and implementation.

Professional Learning: Training, Technical Assistance, and Coaching: For the purposes of this grant, the following definitions will be used:

Training is a purposeful, skill-based, and adult-learning informed process designed to support educators to enhance knowledge, skills, and practices. Trainings are based upon specific learning outcomes and delivered through face-to-face and/or online learning experiences.

Technical Assistance (TA) is a process designed to facilitate the transference of specialized information and skills through consultation, problem-solving and connection to resources. TA works with and supports the training and coaching processes.

Coaching is a process that supports educators to utilize their knowledge and skills developed during training with fidelity. Coaching is based on building relationships and facilitative questioning to help an individual or group take action toward its goals

Coaching supports may be provided to facilitate individual, team and/or systems change:

Individual change is defined as a process in which an individual provides another with direction and support to accomplish their goals.

Team change is defined as a process in which a person helps teams build capacity to engage in ongoing team learning and continuous improvement efforts.

Systems change is defined as an application of a set of skills that provides dynamic support and facilitation to develop the capacity of organizations (e.g., schools or LEAs) to implement change (e.g., MTSS) aligned with organizational goals (e.g., school or district improvement plans for improving student outcomes)

As stated previously, the framework for the IL MTSS-N has been established by the collaborative work of the I-RtI Network and ISTAC. The IL MTSS-N will provide a fully coordinated and comprehensive system of training, coaching, technical assistance, evaluation, and other practical support to the LEAs that builds directly from this framework. The main goal of the IL MTSS-N is to provide Illinois educational entities with professional learning that builds leadership and educator capacity to improve practice and make a positive impact on student growth and outcomes. To that end, the IL MTSS-N will work regionally within the Stateside System of Supports (SSoS) structures by providing the necessary regional resources to scale up the statewide implementation of MTSS. The proposal must demonstrate the administrative agent’s ability to support all areas of the program plan listed below. The successful grantee must be an approved ISBE provider of continuing professional development activities for certificate renewal purposes or become an approved provider within the first six months of the first grant year. Information about the provider approval process, including an on-line application, is available at www.isbe.net/certification/html/providers.htm. Also, all professional learning activities must meet the Learning Forward Standards for Professional Learning (see Appendix C). These standards outline the characteristics of professional learning that lead to effective teaching practices, supportive leadership, and improved student results.

http://www.isbe.net/certification/html/providers.htm

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All prior work completed through previous grant funded projects including transition support work and any work completed through collaboration of the I-RtI Network and ISTAC will be maintained and scaled up within the IL MTSS-N. The IL MTSS-N will work directly with ISBE to select criteria for determining which districts will receive services. Once districts are identified, the IL MTSS-N will be responsible for working directly with LEAs, via the District Leadership Team (DLT) and District Coaches, to:

Provide training;

Provide technical assistance to the DLT, including identification of district and/or building level coaches;

Facilitate parent involvement in each district;

Coordinate group networking meetings of staff across regions for reflection, collaboration, and resource sharing; and

Conduct district and school-level data collection. Required Partnerships and Collaboration: It is the goal of the IL MTSS-N to provide a comprehensive array of professional learning, including training, coaching, and technical assistance for the purpose of building the capacity of schools to promote academic, social, emotional, and behavioral success. As an objective of this grant, establishing, building, and maintaining collaborative partnerships with the Illinois State-wide System of Support (SSoS), the Illinois Association of Regional Superintendent of Schools (IARSS), Illinois Institutes of Higher Education (IHEs), and one or more parent organization(s) in the state are required. Additional partnerships and/or collaboration are allowable with ISBE approval.

Illinois Parent Organization(s) Partnership The IL MTSS-N will work collaboratively with Illinois parent organization(s) to support the SPDG Project Objective 2, which involves refining existing, and developing additional parent information and training materials and delivering training on MTSS to parents. With ISBE approval, the IL MTSS-N will enter into agreements with the Illinois PTI and/or other organizations as appropriate.

Illinois IHE Partnership Work collaboratively with IHEs to support the SPDG Project Objective 3, which involves incorporating MTSS content into general and special education, administrator preparation, school psychology and school social work pre-service and graduate curricula and delivery of training to IHE faculty. With ISBE approval, the IL MTSS-N will enter into agreements with IHEs as appropriate.

Local Education Agency (LEAs) As discussed previously, the purpose of the program is to improve student outcomes by supporting the development a multi-tiered system of supports within LEAs. The IL MTSS-N will establish relationships with LEAs for whom assistance is requested and/or required to ensure effective support for continuous improvement of the LEA and the program.

Statewide System of Support (SSoS) Access to high-quality, consistent professional learning opportunities is provided to all schools and communities in Illinois through a Regional Delivery System, which is implemented by the Illinois Association of Regional Superintendents of Schools

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(IARSS). This Statewide System of Support (SSoS) includes 35 ROEs and three ISCs that provide statewide coverage of all schools. The SSoS is made up of 10 regional support centers which provide foundational services to all LEAs reflecting Illinois’ education reform efforts.

The Illinois State Board of Education has partnered with the Regional Offices of Education and Intermediate Service Centers across the state to deliver professional learning and networking in five key initiative areas: 1) Continuous Improvement Planning (CIP); 2) Illinois Learning Standards in English/Language Arts, Mathematics, and Science; 3) Family Engagement; 4) Balanced Assessment; and 5) Teacher Evaluation. This regional delivery system builds capacity and promotes sustainability for reform, while allowing a differentiated approach to better meet the needs of the diverse population of educators. The professional learning delivered through this regional system also leverages resources and reduces duplication of services, thus increasing cost effectiveness. The IL MTSS-N will continue to support the dissemination of evidence-based practice knowledge specific to English/language arts, math, and social-emotional, and behavioral curricula and instruction. In addition, through the development of the IL MTSS-N, a multi-tiered framework will provide the organizational structure for LEAs to establish effective and efficient educational supports for all students, including students with disabilities. To that end, the IL MTSS-N will initially be structured and aligned with SSoS Areas; this structure and alignment will be reviewed and refined as necessary through an annual project evaluation and analysis process.

Advisory Board To facilitate the collaborative effort, the IL MTSS-N will maintain the current Advisory Board comprised of the IL MTSS-N Statewide Program Administrator, Assistant Administrator, Program Coordinators, ISBE IL MTSS-N Director, ISBE IL-AWARE Director, evaluation and partnership representatives, and other stakeholders as in collaboration with ISBE are deemed appropriate. The advisory board will have direct involvement in the oversight of the IL MTSS-N including, but not limited to, the following activities:

o Monitoring the key tasks and activities to ensure full and effective delivery of IL MTSS-N;

o Reviewing evaluation data on the IL MTSS-N project and using such data to identify needed improvements in the program plan; and

o Assisting in the refinement and/or development of IL MTSS-N training and resource materials in conjunction with ISBE.

Illinois State Board of Education (ISBE): Ongoing communication and collaboration with ISBE for continuous improvement is required and will be critical in order to ensure that state priorities are addressed. Such communication includes regular interactions with the ISBE intra-agency team; weekly online, teleconference, and/or in-person meetings with ISBE’s IL MTSS-N Project Director; submission of monthly reports (number and format to be provided by ISBE); and participating in quarterly meetings of the Advisory Board. ISBE approval is required for all program plans; personnel decisions; advisory board membership; and grants, contracts, or agreements.

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Intellectual and Physical Property: All materials and practices developed through prior grant funding projects, including the I-RtI Network and ISTAC, and through the IL MTSS-N are owned by ISBE and be copyrighted by ISBE. In all circumstances, ISBE will own the right to obtain, reproduce, publish, and use any data or copyrighted work created under the grant activities and funding. All equipment and materials purchased with grant funds through prior grant funding projects, including the I-RtI Network and ISTAC, and through the IL MTSS-N is and will remain the property of ISBE, and will be returned to ISBE at the end of the grant period or as ISBE may instruct at that time. Project Website: A project website will be maintained continually updated under the domain name (http://www.ilmtss.net). Current project websites, including that of the Illinois RtI-Network (http://illinoisrti.org/home) and the Illinois Statewide Technical Assistance Collaborative (http://istac.net/) will be maintained and include an IL MTSS-N banner with link information to the IL MTSS-N site. At a future date to be determined by ISBE management, the Illinois RtI Network and ISTAC websites may change in substance and/or be eliminated. Project Personnel: The IL MTSS-N grantee must directly employ, contract with, and/or purchase the full time equivalency (FTE) of individuals who will serve as project staff. For purposes of this grant, a 1.0 FTE position will be no fewer than 240 days. The Statewide Administrator and Assistant Administrator are the only two positions for which a 1.0 FTE is required. All personnel currently employed by the I-RtI Network or ISTAC who wish to apply for a position within the IL MTSS-N must be interviewed. As a result of the requirements of the program plan and a need for previously qualified, trained, and experienced individuals to perform job duties, preference will be given to previous employees of the I-RtI Network and ISTAC. All employees must be evaluated no less than annually. The following provides general information regarding the IL MTSS-N staffing structure. Any hiring, replacing, and/or dismissal of personnel for the duration of the grant must be approved by ISBE management prior to action. More positions and descriptions may be added to the IL MTSS-N, as recommended by the IL MTSS-N Statewide Program Administrator and/or ISBE. Job descriptions (Appendix E) including anticipated FTE and salary ranges, as well as an organizational structure graphic (Appendix F) are provided. A summary of the staffing structure is listed below:

IL MTSS-N Statewide Program Administrator: 1.0 FTE Position. Manage the full implementation and achievement of the IL MTTS-N. Both individuals who currently serve as the co-coordinators of the IL MTSS-N will be given the opportunity to interview for the position before any other candidate. With the approval of ISBE, one of those individuals will be hired by the grantee unless both individuals are deemed unsatisfactory after the interview process.

IL MTSS-N Assistant Administrator: 1.0 FTE Position. Contribute to the achievement of the IL MTTSS-N by supervising and coordinating the work of Area Wide Implementation Coordinators.

Program Coordinators: 0.75-1.0 FTE Position. Contribute to the achievement of the IL MTTSS-N through shared leadership in assuming responsibilities in the areas of 1) Communication and Policy Support, 2) Professional Learning, 3) IL MTSS-N Evaluation, 4) Content Area Expertise, 5) Funding and Partners. The grantee must hire one full-time Program Coordinator in each of the five areas.

http://www.ilmtss.net/

http://illinoisrti.org/home

http://istac.net/

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Areas Wide Implementation Coordinators (AWIC): 0.75-1.0 FTE Position. Contribute to the achievement of the IL MTTSS-N through shared leadership in assuming and ensuring equitable and effective delivery of professional learning activities. Eight (8) Area Wide Program Coordinators will be hired. Each SSoS area (Appendix A) will be assigned one AWIC, with Area 1 Sub-divided into three areas: 1-A, 1-B, and 1-C. Should capacity needs during the grant period dictate, Area 1 may be re-divided to add an additional AWIC with ISBE approval. The number of AWICs will remain consistent with the alignment and structure established within the Annual Program Plan in year one of the grant and then annually reviewed and revised throughout the length of the grant.

Implementation Coaches: 0.15-1.0 FTE Position. Contribute to the achievement of the IL MTTSS-N through provision of training, coaching and technical assistance to LEAs. While coaches are hired regionally in alignment with IL MTSS-N areas, each must be able to travel state-wide should district and capacity needs dictate. Staffing levels in each area may vary by capacity needs. All employees of the Illinois RtI Network who have historically worked at less than 1.0 FTE in a similar capacity must be extended the opportunity to continue at less than 1.0 FTE if the individual is qualified for this position.

As it may be necessary for the efficient and timely performance of the grant, activities around hiring, specifically advertising and interviewing of candidates in collaboration with ISBE for IL MTSS-N positions may begin immediately following the award date, even if prior to the effective start date (July 1, 2016) of the grant, and reasonable, associated pre-award costs in an approved budget will be considered allowable. Financial Reports: As the administrative agent, the grantee will be required to submit quarterly and comprehensive year-end expenditure reports in the format specified by ISBE. Financial reports shall be submitted 30 calendar days after the period of performance. Performance Reports: As the administrative agent, the grantee will be required to submit quarterly and comprehensive year-end performance and data reports evaluating the effective management of responsibilities as the administrative agent in implementing the program plan and achieving the program objectives. The reports shall be in the format specified by ISBE and shall be submitted 30 calendar days after the period of performance. Performance reports must include a comparison of actual accomplishments to the objectives of the program and indicate reasons why established goals were not met, if applicable. Grantee must also relate financial data to performance accomplishments of the award. Information and data included in the reports must address, at a minimum, the following:

Timely hiring of qualified staff.

Effective training and retention of hired staff.

Timely payment of staff and vendors.

Degree to which on-going communication and collaboration with ISBE is maintained

Progress toward establishing and maintaining required collaboration and partnerships.

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Degree to which expenditures are aligned with ISBE approved budget and requirements of the braided funding streams.

Degree to which the work of the administrative agent has furthered the ability of the project to achieve program objectives

Degree to which administrative and facility expenses are managed to effectively scale up the capacity of the IL MTSS-N to meet project objectives

Annual Program Plan: Further specific details of the FY17 Program Plan will be outlined in a task analyzed work plan collaboratively developed by ISBE & and IL MTSS-N Project Administrator on July 5-8, 2016 with a quarterly continuous improvement review thereafter. All IL MTSS-N work plans must be approved by ISBE prior to implementation. As part of the continual improvement process, the IL MTSS-N will submit to ISBE with the 3rd quarter report, the proposed program plan for the succeeding fiscal year. In collaboration with ISBE, specific work plan details and outcomes will be task analyzed as part the annual program plan. The annual program plan must be approved by ISBE. Project Evaluation: As administrative agent, the grantee, with the collaboration and approval of ISBE, will enter into an agreement(s) under which an external project evaluator(s) will be secured and have primary responsibility for implementing the project evaluation plan. As a result of the requirements of the program plan and a need for previously qualified, knowledgeable, and experienced individuals to perform evaluation duties, preference will be given to previous evaluators of the I-RtI Network and ISTAC. In addition, the IL MTSS-N will be responsible for carrying out evaluation activities to support SPDG Project Objectives (Appendix D) including the evaluation of the training, technical assistance, and coaching services provided by the Network, as well as the evaluation of the impact of the services through data collection at the district, school, and student levels within the participating district sites. The evaluator, evaluation requirements and reporting must be approved by ISBE prior to entering into an agreement. Project evaluation will be formative and summative, based on a variety of sources and data collection methods. Evaluation goals will include, but may not be limited to:

Provide the MTSS-N and participating school districts with well-conceived annual analyses of their progress toward accomplishing program objectives in order to guide data-based strategic planning at the project, district, and school building levels.

Provide ISBE with ongoing and timely information about project implementation in a format and frequency specified by ISBE.

Assess the degree to which the IL MTSS-N, IHE Partnership, and parent partnership groups have implemented project goals and activities.

Assess the degree to which coaching is provided with fidelity.

Assess the relationships of variables related to the SPP/ARR and program plan to develop risk ratios

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for determining likely needs within a LEA.

Assess the degree to which participating districts/schools have accurately implemented the training components so that improved student outcomes will be realized through the coaching provided by Implementation Coaches and District Coaches.

To the extent possible, assess project effects on academic and behavioral outcomes for participating students, particularly at-risk students and students with disabilities.

Assess the degree to which IHEs incorporate MTSS content and competencies into their pre-service program curricula and field placements.

Fiscal Information One grant will be awarded in FY 2017 (Year 1 of the project) in an amount not to exceed $8,500,000. It is anticipated that the grant will continue for four additional years (FY 2018 through FY 2021), with an estimated annual amount of $8,500,000. As stated previously, all annual grant amounts will depend on the needs addressed and scope of activities in each year and the total appropriation for the program. Applicants must allocate funds for:

A full-time Statewide Project Administrator position.

A full-time Assistant Administrator position.

Five (5) .75-1 FTE Program Coordinator positions.

Eight (8) .75-1 FTE Area Wide Implementation Coordinator positions.

Implementation Coaches in each of the eight (8) areas as capacity requires.

The project website.

Statewide or Regional Conference(s).

Illinois IHE partnership agreements.

Illinois parent organization partnerships agreements.

Other potential partnership agreements (organizations such as Illinois Principals’ Association, specific SSoS entities, etc…).

Administrative support.

Maintain the regional training facility in Westmont, or justify the cost and programing effectiveness of establishing a different regional training facility in Northeastern Illinois

It is anticipated that the successful grantee will contribute local resources (e.g., in-kind contributions such as use of equipment, space in a building) for the project, and these must be described in the proposal.

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Allowable Expenditures: Funds may be used for such purposes as:

Salaries and/or purchased services of a full-time Statewide Program Administrator, Assistant Administrator, Program Coordinators, Area Wide Program Coordinators, Implementation Coaches, and administrative assistants;

Consultant fees to develop and/or refine and implement the training, technical assistance, and coaching activities;

Costs related to project staff travel in providing training, technical assistance, and coaching services, including travel expenses of district and/or building level coaches in conjunction with their participation in and/or delivery of such services (please note the Travel Requirements below);

Costs related to Advisory Board member travel to attend quarterly meetings;

Costs related to professional leaning for project staff so they are able to continue to increase their knowledge, skills, and abilities in order to provide high quality project services;

Costs related to attending regional and national conferences for MTSS-N staff as deemed appropriate by the Statewide Administrator and ISBE. All out of state travel requires ISBE approval;

Supplies and materials costs associated with the development and provision of training, technical assistance, and coaching, including translation, Braille, and audio tapes as needed;

Annual agreements with an ROE in each SSoS area for facility and equipment use by MTSS-N staff;

Additional partners to scale up delivery of MTSS-N content to multiple audiences in multiple formats, including the Illinois Principals Association and the ELN Network;

Room/facility rental associated with provision of training;

Interpreters and language translators at training sites;

Project evaluation activities;

Office space rental;

Purchase of equipment to support activities of the project not to exceed 3 percent of the total budget;

Postage, printing, duplicating, telephone, internet access, and fax;

Advertising of training and technical assistance opportunities; and

Travel Requirements: Travel expenses, including mileage and, where overnight stay is required, lodging and per diem, are subject to the state rates according to the Governor’s Travel Control Board as outlined in the Reimbursement Schedule of the Travel Guide for State Employees and any annual changes found therein. The Travel Guide can be found at http://www.state.il.us/cms/2_servicese_oth/trvlguid.htm.

http://www.state.il.us/cms/2_servicese_oth/trvlguid.htm

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Non-Allowable Expenditures: Funds may not be used to:

Cover costs of moving, remodeling, or building. For purposes of compliance with Section 511 of P.L. 101-166 (the “Stevens Amendment”), applicants are advised that 100 percent of the funds for this program are derived from federal sources. The total amount of federal funding involved is approximately $8,500,000 in FY 2017 and $8,500,000 per year in FY 2018 through FY 2021. Criteria for Continuation Funding: Annual funding in FY 2018 through FY 2021 will be contingent upon the following factors:

A sufficient appropriation for the program;

Satisfactory progress in the preceding grant period in relation to the goals, objectives, and activities specified in the approved proposal;

Verification of approval as an ISBE provider of continuing professional learning activities for certificate renewal purposes; and

A continued need for grant funds as evidenced by documented refinement and full implementation of the project.

Proposal Format

Each proposal must be submitted in the format outlined below. Please use the following as a checklist in assembling your completed proposal. Substantively incomplete proposals will not be reviewed and will be returned to the applicant. Attachments 1 – 12 must be completed, signed as applicable (a cover page only is provided for the Administrative Proposal Narrative). Please note: This NOFO (RFP) and all application forms are available on the ISBE website at http://www.isbe.net/spec-ed/html/grant_info.htm. If accessed via the website, the forms may be completed electronically but must be printed and a total of six (6) paper copies submitted with the proposal. ___ 1. Uniform Application for State Grant Assistance (Attachment 1): Include the entity name,

address, telephone and fax numbers, e-mail, name and telephone number of the contact person; Federal Employer Identification number, DUNS number, SAM Cage Code; and all other listed information. The Uniform Application must be signed by the official authorized to submit the proposal.

___ 2. Administrative Proposal Narrative (2): Follow the specification found under “Administrative

Proposal Narrative Requirements” found on pages 15-16. ___ 3. Evaluation Design for Operational Support (Attachment 3): Using the form provided,

describe the proposed procedures for carrying out the evaluation of administrative objectives and activities identified in the “Administrative Proposal Narrative” and “Project Specifications,” specifically the requirements of the “Financial Reports” and “Performance


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reports” detailed on pages 10-11. Describe how the evaluation will be coordinated with other project staff and how responsibilities related to collecting, verifying, and reporting evaluation data to ISBE will be completed.

___ 5. Budget Summary (Attachment 4): Must be submitted on the form provided. Separate forms

must be completed for Year 1 (maximum of $8,500,000) and for each of Years 2 through 5 (maximum of $8,500,000 per year) of the project. The form completed for year one must be signed by the district superintendent or official authorized to submit the proposal.

Budget Considerations

Equipment costs are limited to no more than 3 percent of the grant budget. ___ 6. Budget Summary Breakdown (Attachment 5A): A budget breakdown form must be

completed for the first year of the grant. It must include detailed descriptions of the anticipated expenditures, correlated to the line items set forth on the Budget Summary and cross-referenced to the project objectives. Subcontract information must be included if necessary for operational support (not for partnerships if the applicant is making that recommendation in the “Administrative Proposal Narrative”) if applicable (see item 7 of the document titled “Certification and Assurances and Standard Terms of the Grant” in Attachment 7).

___ 7. Certifications and Assurances (Attachments 6 – 12): Each applicant is required to submit the

certification forms listed below and attached to this RFP. These must be signed by the official legally authorized to submit the proposal and to bind the applicant to its contents.

1. Program-Specific Terms of the Grant (Attachment 6)

2. Certification and Assurances and Standard Terms of the Grant (in Attachment 7)

3. Certification Regarding Debarment, Suspension, Ineligibility, and Voluntary Exclusion (Attachment 8)

4. Certificate Regarding Lobbying (Attachment 9) and Disclosure of Lobbying Activities (Attachments 9a – 9c)

5. Notice to All Applicants Regarding Section 427 of the General Education Provisions Act (Attachment 10)

6. GEPA 442 Assurances—Federally Funded Grants (Attachment 11)

7. Federal Funding Accountability and Transparency Act (FFATA) (Attachment 12)

Administrative Proposal Narrative Requirements The proposal narrative should include the information requested below in the order in which it is presented. Where appropriate, describe activities for each of the five fiscal years included in the project.

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A. Expertise and Experience: Describe the applicant’s expertise and experience in supporting the delivery of professional learning content. Describe previous experience administrating large scale technical assistance activities in Illinois and the results of those activities.

B. Partnerships and Collaboration: Describe past relationships with required partners and how agreements with partners will be established and maintained to meet the program plan requirements. Describe how relationships with required partners will be established through contracts, sub grants, Memorandum of Understanding, or other means. Describe how the current IL MTSS-N regional training facility in Westmont will be maintain, or another facility in Northeastern Illinois will be utilized and justify the cost difference and program delivery effectiveness of changing facilities.

C. Project Personnel: Describe the staff and staffing patterns to be used to support the IL MTSS-N including the means of advertising, timelines for hiring, and process for collaborating with and accessing ISBE approval, which will be followed to secure key program staff. Based on the job descriptions and historical salary ranges provided (Appendix E), propose a five year salary schedule for staffing each level of the IL MTSS-N with written justification for differences, if any, for experience, education, position type, percent FTE, and regional location within the state. Provide fringe benefits for each position type of the IL MTSS-N, including justification for any differences based on percent FTE. Describe how personnel evaluation instruments, including coordination with the outside evaluator(s), and practices will be established for a required annual evaluation of staff. Describe how personnel evaluation will be communicated to ISBE.

D. Administrative Agent Personnel: List each person or category of person, potentially to be employed

and/or contracted by applicant whose function will be to implement the work of the administrative agent. Indicate the operational responsibilities each will have, and describe the qualifications of professional and support staff, including the experience each has had in the type of work to be performed. Indicate projected numbers of people expected to be employed by the grantee who will support the project and the percentage of time that each staff person will be committed to this project. Describe how staff committed to this project will be evaluated annually.

E. Conference(s): Describe whether, based on anticipated attendance and cost, it would be most

effective for the IL MTSS-N to host an annual statewide conference or a recommended number of regional conferences. Provide a cost estimate and attendance comparison, locations, and narrative rationale for hosting an annual statewide conference or series of regional conferences.

F. Performance Reports: Describe how the evaluation of items in the performance report will support

continuation of the grant award through measureable objectives that demonstrate the effectiveness of the grantee’s performance in supporting full implementation of the IL MTSS-N.

G. Communication with ISBE: Discuss how the requirements for regular communication with ISBE will

be fulfilled, including timely reporting and collaboration with the MTSS-N Project Director and project Advisory Board.

H. Grantee Capability: Discuss the capacity of the entity, including the qualifications and experience of the applicant’s personnel, in carrying out a project of this magnitude and scope, including administrative, organizational, and fiscal capabilities. Describe previous projects involving delivery

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of professional learning, technical assistance, and coaching, as well as the knowledge and expertise necessary to support the Statewide Administrator in overseeing and implementing the professional development content and partnerships discussed in the “Program Specifications” of the RFP.

I. Fiscal Capability: Describe experience with managing Federal funds and complying with reporting requirements. Describe how the grantee will ensure timely submission of quarterly and comprehensive year-end expenditure reports in the format specified by ISBE 30 calendar days after the period of performance.

J. Sustainability: Describe steps that will be taken toward maintaining the project services and

implementation of the trained MTSS practices after the end of the grant period. Provide strategies for sharing information about the project results or for replicating the project in other areas.

Criteria for Review and Approval of Proposals Proposals will be selected through a competitive review process conducted by an expert panel of reviewers. Proposals will be scored according to the criteria outlined below and ranked by score. The total number of points possible is 100. Proposals will be considered ineligible if not submitted in the format set forth above or if incomplete. Final determination of funding will be made by the State Superintendent based upon the recommendations resulting from the review process. 1. Proposed Administration Plan (10 points): The proposed plan for acting as the administrative

agent for the Project including collaboration with ISBE, establishing agreements with required partners and involvement of all stakeholders which demonstrates a sound approach to carrying out the project. Of great importance is the extent to which the overall plan has a strong likelihood of fulfilling the Program Specifications of the RFP.

2. Administration Implementation Plan (25 points): The key tasks are clearly delineated for each

administrative objective, and the proposed activities (project actions) and timelines are reasonable and clearly linked to the stated objectives and key tasks, providing a coherent and logical work plan to support the accomplishment of the overarching project goal stated herein. The sequence of relationships of major activities is clearly defined, and the activities have a strong likelihood of fulfilling the Program Specifications of the RFP.

3. Evaluation (10 points): The proposed procedures for meeting the evaluation requirements of

the administrative agent are appropriate and will result in determining the extent to which the stated objectives and activities have been accomplished during project implementation. The evaluation procedures are sufficient in order to determine the effectiveness the administrative agent’s support of the project in such a way that information can be used to inform future planning to improve practice by ascertaining the impact of the outcomes for school personnel, parents, and students, in addition to general trends.

4. Grantee Capability (35 points): The applicant demonstrates the capacity to administer the

operational support for a project of this magnitude and scope, including sufficient expertise in the professional learning, technical assistance, and coaching content and experience with similar projects; administrative, fiscal, and staff capabilities; and commitment for successful

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implementation of the proposed project within the established timeframe. The qualifications, including the education, work experience, knowledge, and skills, of the applicant and its personnel who will be administering the program will be considered in the review of the proposal, and will be scored in accordance with the following:

A description or executive summary of the applicant’s organization. (5 points)

The experience and expertise of the applicant in managing and administering complex programs of the type and scope described in the RFP, including specific examples of projects and measurable results. (10 points)

Description of the staff structure and job descriptions for each proposed position of applicant’s personnel who will work on the program administration, including the full time equivalencies (FTE) identified to conduct the work. A resume is included for each proposed staff member currently employed by the applicant. (5 points)

A detailed explanation of any subcontractors needed to complete the operational support work. (5 points)

Detailed information regarding project staff experience, training, and other qualifications which are appropriate for the task assignments for each key staff. Includes experience in fiscal and program management and administration; program evaluation; hiring, training, and retention of staff; timely and appropriate payment of staff and vendors; and other tasks and objectives related to the program. (10 points)

5. Budget and Cost-Effectiveness (20 points): The proposed budget is cost-effective and

reasonable in relation to the proposed activities and expected outcomes; is of an amount that may realistically be expected to have an impact on the stated needs; and provides sufficient evidence that funds from the grant will supplement, rather than supplant, other local, state, and Federal funding. Proposed salary schedule and benefits for each position make it likely program staff who have the ability to meet the job requirements at a high level will be recruited and retained.

Illinois State Board of Education (ISBE) Merit-Based Evaluation Appeal Process:

1) Competitive grant appeals are limited to the evaluation process. Evaluation scores may not themselves be protested. Only the evaluation process is subject to appeal.

2) Submission of Appeal

a. An appeal must be submitted in writing to the ISBE grant program contact person named in the RFP.

b. An appeal must be received within 14 calendar days after the date that the grant award notice has been published.

c. The written appeal shall include at a minimum the following: i. the name and address of the appealing party

ii. identification of the grant iii. a statement of reasons for the appeal

d. The appealing party must supply any additional information requested by ISBE within the time period set in the request.

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3) Resolution

a. ISBE will resolve the appeal by means of a written determination. b. The determination shall include, but not be limited to:

i. review of the appeal ii. appeal determination

iii. rationale for the determination

Appendix A Page | 1

Appendix A

Appendix B Page | 1

Appendix B

Differentiated Illinois Statewide System of Support (SSoS)

LEVEL 1: Continuous Improvement Incentives (positive and negative) Resource Opportunities Capacity Considerations

LEA directed

Public notification of assessment scores

Recognition of incremental improvement

Access to quality research-based materials

Unified ISBE approach

Transparency and shared accountability

Research-based materials

SSOS-defined menu of services

ISBE-established self-assessment tool

Five-step guided process

IIRC and ISBE-established online improvement planning tools

100% of all LEAs (867 districts)

SSOS-approved menu of resources

LEVEL 2: Targeted Improvement Incentives (positive and negative) Resource Opportunities Capacity Considerations LEA with regional support direction

Two-year commitment and accountability

Funding: 1003 (a)

Level 1 Incentives

Regional assistance with the ISBE-established self-assessment tool

Resources and monitoring through regional support system (e.g., monitoring, coaching, consulting, planning, training, modeling)

Guided Data analysis

Level 1 Opportunities

Circa 15% of LEAs (130 districts) across levels 2-4 with approximately 123 districts served at this level

Two year data

Members of the Regional System of Support

LEVEL 3: Intensive Support Incentives (positive and

negative) Resource Opportunities Capacity Considerations

LEA with direction from the SSOS

Two-year commitment and accountability

Differentiated approach at school-level

Directing resources to the LEA through partnerships with IASB, IPA, IASA, etc.

Funding: 1003 (a) and (g)

Work more closely with the SSOS

Share responsibility for intensive support across agency (Roundtable)

Flexibility according to size and district characteristics

Circa 4% of the 15% of LEAs, therefore approximately 5 districts served at this level

Renewable

Agency staff engaged in partnership with district

ISBE level

Multi-phased improvement

LEVEL 4: Most Intensive Support Incentives (positive and

negative) Resource Opportunities Capacity Considerations

Highly prescriptive by ISBE

Radical departure from current practices

Diversion of funds

Negotiate status of closed schools

Money to overcome Title I barriers

ISBE takes federally-authorized bold actions

Directing resources to the LEA through partnerships with IASB, IPA, IASA, etc.

District/School Closure

Funding: 1003 (a) and (g)

ISBE directs SSOS involvement with the LEA

Close or radical redirection of school/district

Circa 2% of the 15% of LEAs, therefore approximately 2 districts served at this level

Appendix C Page | 1

Appendix C

Learning Forward - Standards for Professional Learning Standards for Professional Learning is the third iteration of standards outlining the characteristics of professional learning that lead to effective teaching practices, supportive leadership, and improved student results. Learning Forward, with the contribution of 40 professional associations and education organizations, developed the Standards for Professional Learning. The standards make explicit that the purpose of professional learning is for educators to develop the knowledge, skills, practices, and dispositions they need to help students perform at higher levels. The standards are not a prescription for how education leaders and public officials should address all the challenges related to improving the performance of educators and their students. Instead, the standards focus on one critical issue -- professional learning. These standards can be found at http://learningforward.org/standards#.VkD7nberRaQ. The standards are briefly described below:

1) Learning Communities: Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment.

Professional learning within communities requires continuous improvement, promotes collective responsibility, and supports alignment of individual, team, school, and school system goals. Learning communities convene regularly and frequently during the workday to engage in collaborative professional learning to strengthen their practice and increase student results. Learning community members are accountable to one another to achieve the shared goals of the school and school system and work in transparent, authentic settings that support their improvement.

2) Leadership: Professional learning that increases educator effectiveness and results for all students requires

skillful leaders who develop capacity, advocate, and create support systems for professional learning. Leaders throughout the pre-K-12 education community recognize effective professional learning as a key strategy for supporting significant school and school system improvements to increase results for all students. Whether they lead from classrooms, schools, school systems, technical assistance agencies, professional associations, universities, or public agencies, leaders develop their own and others' capacity to learn and lead professional learning, advocate for it, provide support systems, and distribute leadership and responsibility for its effectiveness and results.

3) Resources: Professional learning that increases educator effectiveness and results for all students requires

prioritizing, monitoring, and coordinating resources for educator learning.

Effective professional learning requires human, fiscal, material, technology, and time resources to achieve student learning goals. How resources are allocated for professional learning can overcome inequities and achieve results for educators and students. The availability and allocation of resources for professional learning affect its quality and results. Understanding the resources associated with professional learning and actively and accurately tracking them facilitates better decisions about and increased quality and results of professional learning.

http://learningforward.org/standards#.VkD7nberRaQ

Appendix C Page | 2

4) Data: Professional learning that increases educator effectiveness and results for all students uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning. Data from multiple sources enrich decisions about professional learning that leads to increased results for every student. Multiple sources include both quantitative and qualitative data, such as common formative and summative assessments, performance assessments, observations, work samples, performance metrics, portfolios, and self-reports. The use of multiple sources of data offers a balanced and more comprehensive analysis of student, educator, and system performance than any single type or source of data can. However, data alone do little to inform decision making and increase effectiveness. Thorough analysis and ongoing use are essential for data to inform decisions about professional learning, as is support in the effective analysis and use of data.

5) Learning Designs: Professional learning that increases educator effectiveness and results for all students

integrates theories, research, and models of human learning to achieve its intended outcomes. Integrating theories, research, and models of human learning into the planning and design of professional learning contributes to its effectiveness. Several factors influence decisions about learning designs, including the goals of the learning, characteristics of the learners, their comfort with the learning process and one another, their familiarity with the content, the magnitude of the expected change, educators' work environment, and resources available to support learning. The design of professional learning affects its quality and effectiveness.

6) Implementation: Professional learning that increases educator effectiveness and results for all students

applies research on change and sustains support for implementation of professional learning for long-term change. The primary goals for professional learning are changes in educator practice and increases in student learning. This is a process that occurs over time and requires support for implementation to embed the new learning into practices. Those responsible for professional learning apply findings from change process research to support long-term change in practice by extending learning over time. They integrate a variety of supports for individuals, teams, and schools. Finally, they integrate constructive feedback and reflection to support continuous improvement in practice that allows educators to move along a continuum from novice to expert through application of their professional learning.

7) Outcomes: Professional learning that increases educator effectiveness and results for all students aligns its outcomes with educator performance and student curriculum standards. For all students to learn, educators and professional learning must be held to high standards. Professional learning that increases results for all students addresses the learning outcomes and performance expectations education systems designate for students and educators. When the content of professional learning integrates student curriculum and educator performance standards, the link between educator learning and student learning becomes explicit, increasing the likelihood that professional learning contributes to increased student learning. When systems increase the stakes for students by demanding high, equitable outcomes, the stakes for professional learning increase as well.

Appendix D Page | 1

Appendix D

Project Evaluation Plan

An external evaluator(s) will implement the proposed evaluation plan (see table below) annually. Participating IL MTSS-Network districts and schools will provide data to the project evaluator(s). The evaluator(s) will provide aggregate reports to the IL MTSS-Network to use for program evaluation and strategic planning. Additionally, ISBE will provide extant data (e.g., state assessment, EE, and LRE data) to the external project evaluator(s) for the purpose of analysis. The evaluator will summarize and analyze project data across all participating regions/districts/ schools The external project evaluator(s) will coordinate and assume responsibility for all project evaluation components, and specifically will be required to:

Refine existing and/or develop additional project evaluation instruments

Refine existing and/or develop effective and efficient data reporting mechanisms to be used by the project, aligned with, where appropriate, existing ISBE data collection systems. Emphasis will be placed on accessing student level state assessment data or their equivalent for contextualizing impact data.

Publish a standardized school district evaluation plan that matches the activities for use by the project.

Provide data collection and reporting technical assistance to the IL MTSS-N staff, district DLTs and district and/or building coaches, and to the IHE Partnership participants.

Complete annual reports to be reviewed by ISBE, ISAC, and the IL MTSS-N Stakeholder Group.

Attend ISAC and IL MTSS-N Stakeholder Group meetings to provide project evaluation updates.

Work with IL MTSS-N staff, participating districts and schools, IHEs, and parents on the collection, analysis, and dissemination of data regarding

a. systematic training and support of DLTs and district and/or school coaches,

b. IHEs’ integration of MTSS into their curriculum and field placements, and

c. the effects of implementation of the MTSS process. The IL MTSS-Network Statewide Administrator, Assistant Administrator, Program Coordinators, and Area Wide Program Coordinators will be required to:

Work with the project evaluator on the collection, analysis, and dissemination of data regarding

a. systematic training and support of district and/or building coaches,

b. training and coaching services delivered by implementation coaches, and

c. the effects of implementation of the MTSS process.

Collaborate with the project evaluator to establish the data collection system and the IL MTSS-N district participants to implement the data collection system.

Appendix D Page | 2

Provide technical assistance to external coaches, and when needed, districts and school sites, on the data collection system.

Coordinate data collection efforts in the IL MTSS-Network regions and selected nonparticipating network schools in their region for comparison purposes.

Keep the project evaluator informed of any challenges to the data collection efforts so that technical assistance can be provided.

Staff of the IHEs participating in the IHE Partnership will be required to work with the project evaluator(s) on the collection, analysis, and dissemination of data regarding IHEs’ integration of MTSS content and competencies into their curriculum and field placements. There are four levels of performance resulting from the professional learning, technical assistance, training, and coaching delivered through the project: 1) implementation, 2) fidelity, 3) sustainability, and 4) impact on outcomes. Therefore, evaluation efforts focus on addressing the following questions:

1. If people are trained, do they implement? 2. If people implement, do they implement with fidelity? 3. If people implement with fidelity, do they sustain the practice(s)? 4. If people sustain the practice(s), what is the impact on student outcomes (school, group,

individual)? Each of these questions will be applied to each of the four objectives detailed below:

Evaluation Plan to Assess Project Outcomes

Project Goal Scale up implementation of a coordinated, statewide system of personnel development that will increase the capacity of school systems to establish and utilize a multi-tiered model of scientific, research-based instruction, intervention, and assessment to improve the progress and performance of all students, including those with disabilities.

Objective 1 Deliver research-based professional learning, technical assistance, and coaching to increase the number of general and special education administrators, teachers, and other personnel and parents who understand and implement a multi-tiered system of instruction, intervention and assessment, resulting in improved student performance.

Objective 2 Increase the number of parents who participate and their level of participation in the educational decision-making process for their child across district sites.

Objective 3 Increase the number of IHE undergraduate and graduate educator preparation programs that implement RtI content in their curricula and field placements.

Objective 4 Refine and implement a comprehensive evaluation process to measure the effectiveness of project activities.

Appendix E Page | 1

Appendix E

Illinois Multi-tiered System of Supports Network Job Descriptions Job Description for IL MTSS-N Statewide Administrator: Qualifications:

Masters Degree in education, administration, social work, psychology or related fields

Minimum of three years’ experience managing a technical assistance project of similar scope

Multiple years of experience in the field of education, administrative experience preferred

District/other local education agency experience in implementing school improvement processes

Experience in developing and providing professional learning, technical assistance, and coaching

Experience supervising staff

Ability to work full time

Ability to travel statewide and nationally as needed Job responsibilities will include, but not be limited to;

Provides leadership for growth and direction of the program, in conjunction with ISBE principle consultants

Hires Assistant Administrator and Program Coordinators

Coordinates and supervises the work of Program Coordinators, Assistant Administrator, Administrative Support Specialists, Evaluation Specialists, and other positions as identified

Develops and submits program budget to ISBE for review and approval

Oversees expenditure monitoring

Communicates and collaborates with members of the Advisory Board

Facilitates quarterly meetings of Advisory Board

Collaborates with ISBE intra-agency MTSS team as facilitated by IL MTSS-N State Director

Collaborates with other SSoS partner agencies to promote alignment of statewide supports

Coordinates with parent organizations and institutions of higher education to achieve program goals

Maintains ongoing communication with ISBE principle consultants

Prepares and submits periodic program reports as directed

Oversees the development, quality, and reliability of multiple data management systems

Communicates efforts and outcomes to all stakeholder groups

Participates and presents at regional, statewide, and national conferences and forums as assigned

Ensures compliance with Network policies, procedures and timelines Knowledge, Skills, and Abilities:

Knowledge of school improvement , MTSS framework, response to intervention process, tiered supports, learning supports, academic supports and data-informed decision making

Knowledge of curriculum and instructional design, professional learning standards, and adult learning principles

Knowledge and ability to utilize formative assessments to build staff skills

Excellent organizational and communication skills, including independent writing skills

Appendix E Page | 2

High level of accuracy and attention to detail

Ability to efficiently manage multiple tasks with accuracy and respond to changing priorities

Ability to adapt communication appropriately for purpose and audience

Ability to model best practices in leadership, technical assistance and coaching

Professional appearance and demeanor Anticipated Salary Range Based on Previous Projects:

This is a 1.0 FTE position.

Based on ISBE experience with the previous projects, the current salary range for a comparable position is between $95,000 and $110,000, plus benefits.

Appendix E Page | 3

Job Description for Assistant Administrator Qualifications:

Masters degree in education, social work, psychology or related fields

Multiple years of experience in the field of education, administrative experience preferred;

Three years of experience providing coaching and/or technical assistance

Experience supervising staff

Experience with professional learning and school improvement activities

Experience working with district level leadership teams providing support around decision-making for school improvement

Expertise in data-informed decision making

Proficient in use of technology

Ability to telecommute


Ability to travel statewide on a weekly basis Job responsibilities will include, but not be limited to;

Refines and develops internal and external professional learning content and materials utilizing best practice for instructional design, adult learning principles, and professional learning standards

Coordinates and supervises the work of the Area Wide Instructional Leaders

Participates in hiring and training of Implementation Coaches

Delivers internal and external professional learning as assigned

Develops or maintains connections with other nationally recognized professionals and technical assistance centers

Tracks and reports emerging promising practices and ongoing research in professional learning for ongoing program development

Serves as member of IL MTSS-N leadership team

Communicates and collaborates with members of the Advisory Board

Collaborates with ISBE intra-agency MTSS team as facilitated by IL MTSS-N State Director

Communicates and collaborates with Illinois IHE Partnership and parent organizations

Collaborates on data collection, analysis, and reporting for program evaluation

Utilizes data for collaborative decision-making and goal setting

Models best practice principles in daily work


Seeks out professional learning opportunities to increase skills aligned to program goals and professional growth plan

Ensures compliance with Network policies, procedures, and timelines Knowledge, Skills, and Abilities:




Appendix E Page | 4




Ability to work as part of the team, lead when appropriate, and accept feedback


This is a 1.0 FTE position.


Appendix E Page | 5

Job Description for Program Coordinator Qualifications:

Masters degree in education, social work, psychology or related fields


Three years of experience providing coaching and/or technical assistance

Experience with curriculum and instructional design








Refines and develops internal and external professional learning content and materials utilizing best practice for instructional design, adult learning principles, and professional learning standards

Coordinates process for internal review of professional learning content and materials


Develops or maintains connections with other nationally recognized professionals and technical assistance centers

Tracks and reports emerging promising practices and ongoing research in professional learning for ongoing program development

Serves as member of IL MTSS-N leadership team

Communicates and collaborates with Assistant Statewide Director and Area-wide Implementation Coordinators

Communicates and collaborates with Illinois IHE Partnership and parent organizations


Supports expenditure monitoring





Ensures compliance with Network policies, procedures, and timelines Knowledge, Skills, and Abilities:




Appendix E Page | 6






This is a 0.75 – 1.0 FTE position based on capacity needs within regions and additional work assignments.


Appendix E Page | 7

Job Description for Area Wide Implementation Coordinators: Qualifications:

Bachelors degree in education, social work, psychology or related field, Master’s degree preferred


Minimum of three years of experience providing coaching and/or technical assistance



Experience in supervision of staff preferred






Participates in hiring and training of Implementation Coaches

Assigns and schedules work to Implementation Coaches

Utilizes coaching and mentoring models to supervise Implementation Coaches

Evaluates Implementation Coaches

Serves as Implementation Coach for assigned districts

Supports districts and Implementation Coaches in the ongoing assessment of practice implementation and sustainability

Participates in internal review of professional learning content and materials


Communicates and collaborates with Program Coordinators






Ensures compliance with Network policies, procedures, and timelines

Knowledge, Skills, and Abilities:


Knowledge of professional learning standards, and adult learning principles

Knowledge and ability to utilize formative assessments to build staff skills





Appendix E Page | 8



This is a 0.75 – 1.0 FTE position based on capacity needs within regions and additional work assignments.


Appendix E Page | 9

Job Description for Implementation Coach: Qualifications:

Bachelors Degree in education, social work, psychology or related fields

Multiple years of experience in the field of education

Minimum of two years of experience providing technical assistance or coaching


Experience with data-informed decision making

Proficient in the use of technology


Meets with District Leadership Team of assigned districts to assess needs and identify goals for MTSS implementation

Collaboratively provides professional learning opportunities as assigned

Provides technical assistance and coaching to support district and school teams in the implementation of MTSS utilizing a “coach the coach” model

Models effective best practice principles in daily work

Collaborates with partner agencies and organizations to support continuous improvement process in assigned districts

Supports districts in the ongoing assessment of practice implementation and sustainability

Participates in internal curriculum review and revision process

Provides technical assistance to all public schools as appropriate

Tracks all activities in online system

Participates in internal professional learning activities to expand content fluency

Collaboratively analyzes data to make programming decisions

Communicates and collaborates with team members and supervisor

Completes documentation for work-related expenses

Complies with Network policies and procedures Knowledge, Skills, and Abilities:


Knowledge of professional learning standards, and adult learning principles





Ability to work as part of the team and accept feedback


This is a 0.15 – 1.0 FTE position based on capacity needs within regions and additional work assignments and the historical FTE of former I-RtI Network employees.

Based on ISBE experience with the previous projects, the current salary range for a comparable position is a daily rate of between $322 and $837, plus benefits.

Appendix F Page | 1

Appendix F Illinois Multi-tiered System of Supports Network Programing Chart

ISBE IL MTSS-N State Director

IL MTSS-N Statewide Administrator

Assistant Administrator

Program Coordinators Partnerships

Communication & Policy

Professional Learning

Evaluation Content Area

Expertise Funding & Partners IH

E’s

Exte

rnal

Eva

luat

ors

Par

ent

Org

aniz

atio

ns

Ad

viso

ry B

oar

d

SSo

S

Ad

dit

ion

al O

rgan

izat

ion

s

Area Wide Implementation

Coordinators

Implementation Coaches

Illinois Multi-tiered System of Supports Network Operational Support Chart

ISBE IL MTSS-N State Director

Administrative Agent (Grantee)

Gra

nte

e St

aff

Ded

icat

ed t

o O

per

atio

nal

sup

po

rt o

f th

e IL

MTS

S-N

IL MTSS-N Statewide Administrator

Assistant Administrator

Program Coordinators Partnerships

Communication & Policy

Professional Learning

Evaluation Content Area

Expertise Funding & Partners IH

E’s

Exte

rnal

Eva

luat

ors

Par

ent

Org

aniz

atio

ns

Ad

viso

ry B

oar

d

SSo

S

Ad

dit

ion

al O

rgan

izat

ion

s

Area Wide Implementation

Coordinators

Implementation Coaches

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