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Home My WebLink AboutExhibit 6Attachment E: The Trust's Request for Proposals rjj:Document PSA1 48 0ARcii I e The Chiktitn'sTrust THE CHILDREN'S TRUST Out -of -School Programs Request for Proposal #2005-06 Contract Period: June 1, 2005 to May 31, 2006 Addendum #1 February 9, 2005 (This addendum supersedes the previously posted RFP for Out -of -School Programs) Table of Contents SECTION I: INTRODUCTION 4 A) Request for Proposal 4 B) New and Continuation Funding 4 C) Enhancement versus Expansion Programming 5 D) Guide to Document 5 E) The.Children's Trust 5 SECTION II: PROGRAM DESCRIPTION 6 A) Needs & Benefits for Out -of -School Programs 6 B) Youth Served ter- 7 C) Amount and Sources of Funding 7 D) Service Dates 8 E) Service Delivery Programming Priorities 8 1. Children in at -risk communities based on school performance 8 2. Children in un-served or underserved communities, with a particular _ ernphasis on middle_school youth .r:. 11 _ 3. Children with Disabilities 12_7 F) Out -Of -School Quality Program Standards 13 G) Program Activity Components 16 H) Program Evaluation Outcomes 20 I) Screening Requirements:. : , 21 J) Eligible Respondents 22 SECTION III: GENERAL INFORMATION and TIMETABLE 23 A) Application Timetable / Important Dates 23 B) Mandatory Letter of Intent 23 C) Bidders Conference 24 D) Terms of Agreement 24 E) Late Proposals and Modifications 25 F) Changes/Updates of Applicant's Location or Contact Information.. 25 G) Pre -Selection Site Visits 25 H) RFP Postponement or Cancellation 26 I) Joint Proposals 26 3) Collaboration 26 K) Fiscal Soundness 27 L) Required Insurance 27 M) Leveraged Resources 27 N) Method of Payment 28 0) Cone of Silence 28 P) Conflict of Interest 30 Q) Inquiries About the Application 30 R) Selection Criteria 30 S) Appeal Process 31 T) Ownership of Application 31 U) Trade Secret and Confidential Materials 32 V) Pre -Contract Agreement Expenses 32 W) Program Monitoring/Evaluation .32 OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 2 of 78 X) Public Entity Crimes 33 SECTION IV: APPLICATION INFORMATION 34 A) Formatting and Submission Requirements 34 1, Application Formatting Requirements 34 2. Proposal Submission 36 B) Budget Instructions 37 C) Proposal Rating Criteria 45 D) Letter of Intent 50 SECTION V: ATTACHMENTS 51 A)'About The Children's Trust 51 `6) About the MDCPS School Improvement Zone 53 C) Site Monitoring Tool 57 D) The Children's Trust Child Satisfaction Survey 66• _ Q E) Switchboard of Miami, Inc 69-- F) Nutrition 71 G.) Approved Bus Companies z-sue;:-�-- 73 - H) Resources for Out -of -School RFP 76 I) Certification Form 78 OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 3 of 78 The Children's Trust Request for Proposal #2005-06 Out -of -School Programs SECTION I: INTRODUCTION A) Request for Proposal The Children's Trust (The Trust) invites qu5fied providers to submit proposals to provide high quality Out -of -School Programs (summer, after -school, year- round, and/or continuation funding). The Out -of -School Programs will provide students with: 1. Inclusive programming for children and youth that is safe and nurturing in a comfortable environment; 2.. Cultural and academic___enrichment-progrrarnming that. promotes physical, intellectual, emotional and social development oT each child; -and 3. Best practice programming that meets the highest quality standards and outcomes for out -of -school and youth enrichment programs. To be.considered, 'written : proposals: usingtherequired forms: andformat provided herein must be delivered to The Children's Trust office, at 4500 Biscayne Boulevard, Suite 201, Miami, Florida 33137, by the application deadline. If applying for continuation funding, the proposal deadline is Tuesday. March 1, 2005 at 2:00 p.m. (EST). Applications for new funding must be received by Monday, March 14, 2005 at 2:00 p.m. (EST). B) New and Continuation Funding Any applicant who has not had a contract with The Children's Trust for summer, and/or out -of -school will submit a full application for new funding and be held to new application deadlines. A New applicant who wishes to submit an application for funding must specify whether the proposed services are enhancement or expansion programs and must follow the new application procedures. See page 5 for the definition for enhancement versus expansion programming. Applicants which have had an Out -of School contract with The Children's Trust for Summer 2004 and/or Out -of -School 2004-05 and wish to continue the same program will submit an application for continuation funding and be held to continuation application deadlines. If the applicant was funded for summer and out -of -school and wishes to apply for year-round, the applicant will also follow the continuation application procedures. An applicant who was funded for one project (summer or out -of -school) and wishes to add another will follow continuation application procedures. Applicants that submit application for continuation funding must specify if the proposed services are enhancement.or expansion programming and provide justification for the proposed services. OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 4 of 78 Current out -of -school providers funded by The Trust may submit a simplified application to extend their current contract and /or to become a year-round program. The providers' :11Off3tret i ih , T u µ elghted;ilie n;rating t • �3 '!s tc`.lua.talkt.,, C) Enhancement versus Expansion Programming The Children's Trust will fund full program costs for enhancement and expansion programs. The definition for these programs as it relates to applications submitted ,.for continuation funding is described below. Enhancement programming is defined as improving the quality of services already being provided. Expansion programming is defined as increasing the number of children to be served. Applicants seeking continuation funding for enhancement or expansion programming must provide sufficient justification to support the proposed program. See page 4 to determine application procedures and deadline date to follow if a New applicant wishes to submit an application for funding to enhance or expand an existing program. . p) .uide to._ ©c cument This document includes information required to respond to the Out -of -School 2005- 2006 Request for Proposal. Definitions for new, and continuation funding are provided on page 4. Enhancement versus expansion programming is defined on page 5. The description of services and requirements are on .pages -23. Information regarding the Miami Dade County Public School.(MDCPS), School Improvement Zone is located on pages 9-11 and Section V: Attachment B. The After -School Snack and Summer Food Service Programs can be found in Section V: Attachment F. Application information begins on page 34. The Application forms are in the RFP download www.thechiidrenstrust.org/funding/RFPdetaiisdownfoads/Out-of- Schoolprograms. The timetable of important dates is listed on page 23 • Resources for Out -Of -School Program is located in Section V: Attachment H, pages 76-77. E) The Children's Trust Recognizing that the needs of children in Miami -Dade County far exceed the resources and support systems available, The Children's Trust was created by voter referendum in 2002 as a dedicated source of funding to meet those needs. The Trust, the staff and 33-member board are committed to funding programs that offer the highest possible quality services, with the goals of implementing best practices and improving the lives of children and families in our community. OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 5 of 78 A strong emphasis on active partnerships that move beyond typical mechanisms of collaboration is critical to improving services and access for children and families in Miami -Dade. The Trust encourages , creative approaches to coordinating, integrating, and funding services across and within the areas of health, safety, development and to promote increased parental and community involvement on behalf of all of our children. For more information about the mission, vision, guiding principles and values of The Children's Trust, please see Section V: Attachment A beginning on page 51, or visit w_ww.thechildrenstrust.orq. SECTION II: PROGRAM DESCRIPTION A) Needs & Benefits for Out -of -School Programs Children and youthneed safe, stimulating places- to .go during out -of -school time. Currently in Miami -Dade County there is a waiting list of approximately 6,273 school -age children for subsidized out -of -school programs. In Florida, 27% of K-12 grade youth are responsible for taking care of themselves after:;_sohooli spending an .average of 8 hours a ..week unsupervised..: after:school (America After 3PM, AfterSchool Alliance). Working parents experience increased stress when their children are out -of- .school, often affecting work productivity, performance and absenteeism. After school programs keep children and youth safe, assist working families, and improve academic achievement, as well as other areas of child functioning. Incidents of vandalism, stealing, violent acts and arrests were 50% lower among students in after school programs in 12 high risk California communities (Fight Crime: Invest in Kids California, August 2001). Childrenand youth who attend after school programs are more engaged in learning. Compared to a group of over 250,000 students in grades 5-12, children and youth in New York's 4-H program showed stronger motivation to achieve, higher educational aspirations, greater capacity to develop friendships, and a higher level. of interaction and communication with adults. A study of low-income students in 3rd through 5th grade found that children and youth improved their classroom habits and school attendance and had fewer problem behaviors than children in a comparison group (Nellie May Foundation). Increased engagement in learning can result in higher academic performance. Children and youth improved their standardized test scores (SAT-9) in both reading and math by percentages almost twice that of other children and youth. The after school children and youth also had better school attendance (University of California Irvine, May 2001). After school programs have a special role to play in reducing racial and income achievement gaps. Research indicates that achievement differentials are due in part to differences in the number of hours young people spend in constructive enrichment activities outside of school. A national survey of 10th graders found OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 6 of 78 that youth from high -income families were twice as likely to spend 5 or more hours per week in extracurricular activities as children and youth in lower income families. Youth who spent time in extracurricular activities were 6 times less likely to drop out of school by senior year; 2 times less likely to be arrested by senior year; and about 75% Tess likely to smoke cigarettes or use drugs. Programs can provide access to a wide range of enrichment opportunities. How children. and youth spend their time during the summer is important to their academic success. Nearly every child suffers from what is called summer learning loss. . Teachers often spend four to eight weeks at the beginning of each school year re -teaching material that students have forgotten over the summer. On average, children and youth who suffer from summer learning loss every year do not achieve nearly as well on standardized tests as students who experience summer learning gains (NPIN Parent News, Summer 2003). B) Youth Served The Children's Trust will serve the same number of youth ( �:71e'$"��':Ba';!,.: years) through 2005 summer programs and out -of -school programs during the academic year from August 2005 through June 2006 as it served during the previous funding periods. Summer 2004.funding served nearly 8,000 children and youth, and 2004- 2005.-after-school funding is. estimated to .impact 10,000 .children.. Children with disabilities ages 0-5 that are in academic year programs that do not offer summer programming, may be served during the Summer with Trust funding for services that are not available through the Individuals with Disability Education (IDEA) Act Part B and Part C funds. C) Amount and Sources of Funding Beginning in June 2005, the total budget for out -of -school programs under this RFP is $19,726,012. Of the total available, approximately $4,300,000 is allocated for children with disabilities. Funding is available as follows: Type of Program All Children Children with Disabilities Summer Only $5,318,570 $1,118,044 After -school Only $10,113,932 $3,175,466 Total S15,432,502 $4,293,510 If a new application is funded for year-round programs, providers will receive funding from each category (summer and after -school). The maximum award for a new summer program is $300,000. The maximum award for a new after -school program is $500,000. The Trust will fund new applicants for quality year-round programs at a maximum award of $800,000. Any applicant who has been funded by The Children's Trust for Summer 2004 and / or Out -of -School and is funded for year-round programs, providers will receive funding from each category (summer and after -school). The maximum award for OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 7 of 78 summer only is $500,000. The maximum award for after -school only is $750,000. In an effort to encourage consistent, efficient, quality year-round programs, the maximum award for year-round services is $1,250,000. A collaborative application with multiple sites may request higher levels of funding. D) Service Dates The following is a guide based on the Miami -Dade County Public Schools 2005-2006 school calendar which details start and end dates for services. This represents the tntai nirnh r of SarvirQ r�ays that could be provided far each catecory of service. ..,.,� Category of Service Full or Part Day -Regular School School Improvement Zone School Dates Summer Camp Full 46 36 Regular: 6/2/05 - 8/5/05 Zone: 6/9/05 - 7/29/05 Sumrrmer' ... After -'school Part 19 , 19 6/22/05 - 7/19/05. Legal Holiday . Full 7 8 7/4/05, 9/5/05, 10/10/05, 11/11/05, 11/24/05, 1/16/06, .2/20/06715/2.9/06. (Zone -only).-. Teacher Planning Day Full 6 6 10/04/05, 10/07/05, 10/13/05, 12/16/05, 2/17/06, 3/17/06 Thanksgiving, Winter, & Spring Breaks Full 16 16 11/25/05 12/19/05 - 12/30/05 4/10/06 - 4/14/06 After -school Part 180 190 Regular: 8/8/05 - 5/24/06 Zone: 8/1/05 - 6/1/06 Saturdays Full/ Part 52 52 6/4/05 - 5/27/06 Note: All dates may be subject to change by the Miami -Dade County Public Schoo Board. E) Service Delivery Programming Priorities The Trust has identified the following priorities for out -of -school programs. They are described in more detail below. 1. Children in t actriogrmon based on school performance The Trust is working closely with Miami -Dade County Public Schools and the School Improvement Zone. Collaboration and partnership is an integral part of the success of both the schools and The Trust. Therefore, The Children Trust will continue its efforts to provide out -of -school services for schools that have performed at the D and F levels, and the School Improvement Zone Schools. At risk as it relates to funding under this RFP is defined as D and F Level Schools and the School OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 8 of 78 Improvement Zone Schools. These are Listed on the following pages. Schools D-Level Schools F-Level Schools Zone Schools 11451, �ta i""MrddreYSchoo), y v r •. ja American Senior High School X Book(j' T.. Washington Senior High School X. X .. Brownsville Middle School X X Bunche Park Eiemenaiy School X X Campbell Drive Middle School X X Charles R. Drew Middle School X X Citrus Grove Middle School X Colonial Drive Elementary School X Dow ntovvnMlarnt Charter St h—oot x W". {�4 �K � SPAY! KK: rt"Yj.,9Ki�,�- . 0 y cils .�.. rk+a it g.,4„ Y;r t� ... .i Florida City Elementary School . X Frances S.Tucker Elementary: School . X::: ::: ,:_: :..: .t.... Henry E. S. Reeves Elementary School X Hialeah Miami Lakes Senior High School X X Hialeah Senior High School X Holmes Elementary School X X Homestead Senior High School Horace Mann Middle School X X Jose De Diego Middle School X . X Lakeview Elementary School X X Laura Saunders Elementary X Leisure City K-8 Center X X Little River Elementary School X .. X Madison Middle School X X Martin Luther King Jr. Elementary School X Mays Middle School X Miami Carol City Senior High School . X Miami Central Senior High School X X Mi m1 'Edison ;Middle Scht ol'� X` . X 1 Miami Edison Senior High School X Miami Jackson Senior High School X X OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 9 of 78 Schools D-Level Schools F-Level Schools Zone Schools Miami Norland Senior High School X X Miami Northwesterp Senior High School X X J Miami Southrldge Senior High School X Mrytle Grove Elementary School X X Norland Elementary School ' X X Norland Middle School . X North County Charter School X North County Elementary School X Northeast Academy Char -ter X . North Miami Middle School X - . North 'Miami Senior High School . ` X . Opa-Locka Elementary School X X Paul Lawrence Dunbar Elementary School X X Phyllis Wheatley Elementary School X X Redland Middle School X . Rosa Parks it _School X //Comrpq ^ 9{ if7P1F�•AiK� ' �:vrR'l�!"� Clara- E1 n a Sdh :L H a WI School for Applied Technology X Shadowlawn Elementary School X . . X Skyway Elementary School X _ • South Dade Senior High School X South Miami Senior High School X Thema Crowley Elementary School X Toussaint Louverture Elementary School X Vankara Academy Charter School X West Homestead Elementary School X West Little River Elementary School X X West -View Middle School X X OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 10 of 78 Three School Improvement Zone schools do not have any existing partners providing out -of -school services: D Lakeview Elementary School > Martin Luther King Elementary School > Campbell Drive Middle School Priority will be given for provision of out -of school services at these sites. School Zone Improvement Schools have extended school hours and shortened after school hours; programming An these sites is integral to ensure student success. Programs operating in or tar eting students from the 39 School Improvemen '� Schools should refer to "'` � urn n."° l l tli.eh.me t. i*Aafor . tibni ara h g`ba3s r- ting employed by the School Improvement Zone. 2. Children in particular? �.y-m .ao.a�r' . v 14 ra^,in;ggr a ti . s with a youth. The Children's Trust would like to expand services to areas that currently have little. or no after -school programming and to children and youth on the subsidized waiting list for out -of -school programs. It is also the intent to serve populations that do not currently have program choices available. The Trust will work closely with Miami -Dade County Public Schools to avoid duplication of services and unnecessary bureaucracy while improving program delivery to ensure that the school and provider programs complement each other and better meet the needs of children. The Trust does not intend to duplicate or replace services already offered. However, The Trust will fund enhancements for existingprograms to improve quality or to serve additional children. This includes schools which offer 21" Century Community Learning Centers and School Improvement Zone schools which offer extended hours. Currently, The Early Learning Coalition •of Miami -Dade (formerly known as the Miami -Dade School Readiness Coalition) reports that approximately 6,273 school - age children are on a waiting list for subsidized out -of -school programs. The Early Learning Coalition only funds up to age 12 for after -school services. The following zip codes have been identified as having 100 or more children waiting for subsidized out -of -school services: 33030 33032 33033 33034 33055 33056 33125 33126 33127 33136) 33135 33142 33147 33150 33157 33161 33168 33169 33175 33176 33177 33186 33189 33193 33196 See pages 43-44 for The Early Learning Coalition of Miami -Dade rates for subsidized after school programs. OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 11 of 78 3. Children with Disabilities Inclusion of all children. The Children's Trust acknowledges that service providers, families, and the community need on -going training, technical assistance, mentoring, and consultation to care for and include children with disabilities in programs, to provide services to them, and to remove barriers in the community that inhibit the full participation of these children in community life. Recognizing that children and families with disabilities require additional. services and supports, The Children's Trust will provide incentives, supports, and technical assistance and will build collaborations that enable programs to demonstrate inclusiveness. -� `The Children's Trust expects all (program) services granteesto implement reasonable accommodations (as required by law) for children with.:.disabilities and their families, whenever possible. In awarding funds, The Children's Trustmay give special consideration to. _organizations that include children with disabilities and their families. The following definitions have been adopted by The Children's Trust: Children with disabilities: Children with disabilities are those who currently have a physical, emotional, developmental, behavioral,or chronic medical condition or delay::. These -children - experience.. impairment in their sensory, cognitive, -.motor, emotional, or behavioral functioning, which requires support, ongoingintervention, or accommodation provided by others in order to participate in an age -appropriate fashion in education, social activity, or physical activity in an appropriate environment. Children with special needs: Children and their families are defined as at -risk because of factors identified in the scientific literature as being related to the development of difficulties that would likely eventually classify the child with a disability according to the definition above. Staffing for Children with Special Needs: The decision on staffing must always be the provider's decision based on their extensive knowledge of the child's needs. The Children's Trust reservesthe right to negotiate with .respondents in the event staffing appears to be either insufficient or excessive for the children they propose to serve. Our priority is the safety of the children. The following indicators for increased staffing ratios are intended only as a guide for children from ages five to eighteen: • For participants with identified behavioral needs, the suggested ratio is no more than one behavioral professional to twenty children . For. participants which require moderate levels of support such as routine prompting, supervision and physical assistance, the suggested ratio is one staff to five children • For participants which require intense levels of support requiring total physical assistance including lifting, transferring, eating, toileting and positioning, due to physical cognitive or behavioral limitations, the suggested ratio is one staff to three children. OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 12 of 78 F) Out -Of -School Quality Program Standards The Children's Trust seeks service providers committed to developing and maintaining high quality out -of -school programs that will assist children and youth in reaching meaningful outcomes. For this reason, The Trust will contract with an Out -of -School Quality Improvement (QI) Provider. The initial goal of the QI Provider will be to establish a comprehensive set of quality standards and outcomes for out -of -school programs in Miami -Dade County through a scan of national best practices and input from local service providers. Ali funded Out -of -School service providers are ,e pected to activelyparticipate in the development of these standards. Once established, these standards will be required and amended for all Out -of -School service contracts, and the QI Provider will provide assessment, technical assistance and needed supports to funded programs to ensure ongoing quality services. This design work is currently projected to take place from approximately March -July of 2005, with implementation of revised standards and outcomes to follow. Until the formal establishment of local quality standards, The Children's Trust will be utilizing a combination of quality standards that have evolved over the past year of funding out -of -school programs. Input for these required standards has been taken from the workof_several national professional organizations. • The National AfterSchool Alliance (NAA) publishes Standards for Quality Care that have been identified as best practices in out -of -school programming for school - age children and youth 5 to 14 years of age, and also serve as a basis for formal accreditation processes (wvyw.naaweb.org). • The National Association for the Education of Young Children (NAEYC) has recently revised its well -respected Early Childhood Standards and Accreditation Performance Criteria, which may be applicable for programs serving children from birth through 8 years of age (w.ww.naeyc.oro), • The National Youth Employment Coalition's (NYEC) Promising and Effective Practices Network has also established Effective Practices Criteria as part of its framework for program improvement for organizations focused on positive youth development with youth 14 to 25 years of age, and includes a formal accreditation process for youth employment and development programs (www.nyec.org/pepnet). • Foundations Inc. is an organization that has operated extended -day enrichment programs and provided technical assistance to programs serving primarily children from low-income communities. With a goal of improving program performance and enhancing student achievement, it has created a formal Quality Assurance System for programs serving Pre -Kindergarten through 12th grade (www,foundationsinc, org). • The Search Institute is focused on providing leadership, knowledge, and resources to promote healthy children, youth, and communities. The framework of 40 Developmental Assets outlines positive experiences and personal qualities young people need to grow up healthy, caring and responsible. Although originally developed for adolescents, the Developmental Assets have also been adapted for early and middle childhood (www,search-institute.orq). OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 13 of 78 • Finally, in Australia there is a strong National Childcare Accreditation Council (NCAC) that has established a Quality Assurance System for Outside School Hours Care for programs serving school -age children (www,ncac.gov.au). These systems complement one another nicely and indicate several overlapping areas central to quality improvement, as noted in the table below illustrating the specific domains addressed by each. NAA Standards for Quality Practice (ages 5-14) NAEYC's Early Childhood Program Standards (ages birth-8) NYEC's Effective Practices Criteria (ages 14-23) • Human Relationships • Indoor and Outdoor Environments • Activities • Safety, Health and Nutrition • Administration • Relationships • Curriculum • Teaching • Assessment • Health • Teachers.. • Families • Community Partnerships • Physical Environment • Leadership and __..-Management ._ ..._ .........._... ♦ Purpose and Activities • Organization and Quality Management • Youth Development • Workforce Development ✓ Evidence_of Success Foundations Inc. Quality Assurance System (grades pre-k to 12th) The Search Institute's 40 Developmental Assets (ages birth to 18) NCAC's Quality Assurance System for Outside School Hours Care • Program Planning and Improvement • Leadership • Facility and Program Space • Health and Safety • Staffing • Family and Community Connections • Social Climate • Academics • Recreation • Youth Development • Support • Empowerment • Boundaries and Expectations • Constructive Use of Time • Commitment to Learning • Positive Values • Social Competencies • Positive Identity • Respect for Children ♦. Staff Interactions and Relationships with Children • Partnerships with Families and Community Links • Programming and Evaluation • Play and Development • Health, Nutrition and Well- being • Protective Care and Safety • Managing to Support Quality OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 14 of 78 It is the intention of The Trust for all funded providers to move toward achievement of appropriate quality program standards and accreditation for their programs, which requires the integration of organizational self -assessment and quality improvement processes, as well as external evaluation and peer review, Until a formal quality assessment method is established by the QI Provider, the current Out -of -School Site Monitoring Tool developed by The Children's Trust will be used to assess program quality (see • V: Attachment C). The standards and practices outlined below ar ,V4iiiiinz5..r all Out -of -School programs to be funded - i • re rus . App. Ication' o these standards may vary depending on the characteristts of children and youth served. Practices should be appropriate to the developmental and ability levels of children and youth served, as well as adapted to the particular needs of children and youth with disabilities of various types. Health, Safety and Facilities: 1. Daily nutritional and sustenance needs of children and youth are met with healthy food choices and readily available drinking water. 2. Program promotes healthy lifestyles and behaviors among participants and families, 3. Policies and practices create a protective environment that keep children and 4. Indoor and outdoor space is sufficient for all participant ages/abilities and program activities. Program Components: Effective programs have clear and well -understood aims and a coherent, well -organized set of components and activities to attain them. 5. There is a logical relationship between the program's mission and the children and youth served, goals, outcomes and activities. 6. Engaging and interactive activities instill motivation to participate, foster creativity, learning and exploration, result in full 'program enrollment, retention and regular attendance. 7. Enrollment outreach efforts focus on reaching the most vulnerable children and youth who would otherwise be on their own during out -of -school times. 8. Specific programming components include established best practices or curriculum with evidence or research that indicates effectiveness. 9. Daily routines and schedules are established, allowing for appropriate flexibility. 10. Programming reflects the languages and cultures of the children and youth served, as well as meet varied styles, abilities and interests. 11. Literacy components are woven throughout programming and tailored to appropriate age/grade and reading/developmental levels. 12. Physical activity and fitness are woven throughout programming and tailored to appropriate age/grade and physical/developmental levels. OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 15 of 78 Human Relationships Among Staff, _Children and Families: 13. Program nurtures positive, supportive relationships between children and youth and caring, knowledgeable staff. 14. Staff and families interact in positive, effective ways to support the development of children and youth. 15. Program facilitates positive, respectful interactions among children and youth. 16. Program focuses on development of children and youth social skills, fostering age -appropriate peer relations, communication," codperation, and leadership skills. .r" 17. The individual needs of children and youth are evaluated and addressed with relevant links to community organizations; for children with disabilities, programming is connected to the Individualized Educational Plan (IEP). 18. Children, youth and parents/caregivers express satisfaction with the program. Evidence of Success: 19. The program . collects . information on its current operations, services and children and youth; and engages in continuous improvement strategies, such as periodic self -assessment, satisfaction surveys, pre/post-test performance measures. 20. The program establishes measurable outcomes that reflect goal5and collects and communicates solid information about the results of its activities. G) Pr • gca ctivity Components 1. er- ' ornponen s It is recognized that reading plays a critical role in academic, social, and pre - vocational development. Therefore, it is the intent of The Trust to fund programs that demonstrate a strong literacy component, engaging children and youth in a fun and educational manner. Proposals should demonstrate the manner and frequency in which literacy will be included as an integral component. This should include an individual evaluation of children and youth, with activities and instruction tailored to the appropriate age and developmental levels. In addition, programs that incorporate a family literacy focus will be viewed positively. Due to the increased focus in this area within MDCPS School Improvement Zone schools, programs .serving students attending those schools should not include structured reading components; however, they should continue to promote literacy throughout other program components. For example, physical activity components may have children read and summarize game rules or write a journal about what they do each week. It should also be noted that the MDCPS has designated particular reading curricula for use in Improvement Zone schools, as noted in the Resources section of this RFP. OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 16 of 78 5(,7zr' 'Kr?. cfAv 2. Physical Activity and Fitness Components The Trust recognizes the dramatic increase in children's obesity rates throughout the United States, with a strong negative impact on overall health status of children and youth. Among children and teens ages 6-19 years, 15% are overweight. In addition, regular physical activities and fitness are central to the promotion of wellness and healthy lifestyles. The Trust has prioritized the inclusion of structured physical fitness activities that promote . teamwork and make participation fun. Proposals should demonstrate the manner and frequency in which fitness will be includgd"as an integral component. Examples of fun fitness components include swimming, dance classes, hip hop aerobics, martial arts classes, President's Challenge programs, pedometer/walking programs, intramural sports programs, and other similar approaches. This should include plans to individually evaluate children and youth, with activities tailored to the appropriate levels. 3. Social Skills Development Components Based on the emphasis on the importance of fostering age -appropriate peer relations, communication, cooperation, and leadership skills among children and youth, all programs must include a structured social skills development component. Outcome measures for this component are required. Proposals should demonstrate the manner ::and _-frequency . in .:.which. social;: skills. development activities will be included as an integral component. This must include plans to individually evaluate children and youth to ensure activities are effective. 4. Family Involvement and Outreach Family involvement and communication can enhance program quality and effectiveness, and often benefits the family as well. In addition, effective outreach strategies are critical for reaching full program enrollment, retaining children and youth, and ensuring regular attendance, all of which are critical to out -of -school programs making a meaningful impact. In particular, outreach efforts should focus on reaching the most vulnerable children and youth who would otherwise be on their own during out -of -school times. Please keep in mind that providers must ensure children's safety to and from out -of -school programs. Transportation is an allowable expense if a provider offers this service. Proposals should specify the planned recruitment, enrollment, and family involvement strategies that will ensure effective involvement and outreach. 5. Health and Wellness Components The Children's Trust acknowledges children and youth need daily nutritious meals and snacks during out -of -school program times to ensure healthy development and wellness. All children and youth must receive a lunch and snack from summer and full -day programs, and a snack from after -school and partial day programs. For detailed information regarding the After -School Snack and Summer Food Service Programs, including contact information about nutrition programs sponsors, see Section V: Attachment F. OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 17 of 78 Additional health -related activities are strongly encouraged. Examples of valuable health components may include preventive health screenings and services, health education and information, and assistance for families navigating access to health services and medical homes. OPTIONAL COMPONENTS Applicants are encouraged to include one or more of the following components in their proposal, which are listed in alphabetical order. Programs are not expected to incorporate all of these components. However, when utilized, performance measures of effectiveness should be included as appropriate. 1. Arts Components Arts activities encourage children and youth to grow and expand their creativity, and have been shown to positively impact academic performance. In addition, arts components often stimulate the interests of children and youth, and exposure to arts and cultural eventscan improve quality of life. Examples of arts components may include painting, drawing, sculpture, pottery, dance, music, theater, graphic arts, and the like. 2....Career .and.Work Preparation,. ...:. Career and work preparations- are'particularly important for programs serving older youth in assisting in a smooth transition to adulthood. These program components may include coaching on work place etiquette, interviewing skills, resume development, formal internships and apprenticeships, job placement and the like. In addition, youth entrepreneurial programs with opportunities to develop real .or virtual businesses are also a unique approach to skill -building in this area. These typically include training in business planning, managing human and material resources, inventory control, product development, marketing, budgeting, customer service, and bookkeeping. 3. Cultural Awareness Activities There is a strong value placed on cultural enrichment and awareness activities. Exploration of cultural differences and similarities can lead to increased cultural sensitivity and acceptance, as well as strengthen individual cultural identity. These program components may take various forms, including enrichment/awareness about particular countries or cultures, exploration of participant cultural Identity, and cultural diversity training. Activities may include forma! reading and learning, storytelling, cooking, arts and crafts, music, dance, and others. 4. Experiential Education through Adventure Experiential education includes a philosophy and methodology in which educators purposefully engage with learners in direct experience and focused reflection to increase knowledge, develop skills and clarify values. Program components typically focus on character development through improving self-esteem, self- reliance, leadership skills, ability to work within a team, concern for others and care for the environment. OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 18 of 78 5. F'leld Trip Experiences Field trips can increase engagement in programs and give children the opportunity to experience new educational, cultural and environmental experiences. Field trip sites and experiences should be thoughtfully and purposefully selected, based on the overall goals and objectives of the particular out -of -school program. 6. Technology Training and Access Training and opportunities for using current technologies are important for all chj'ldren and youth growing up in the current era. Program technology components may include access to electronic mail communication, internet access, multi -media tools, local and wide area networks, chat rooms, bulletin boards, online courses, and training experiences using technology tools and applications. 7. Violence Reduction/Prevention Programs Components focused on violence reduction (e.g,, crime and gang prevention) may be particularly relevant to programs operating in neighborhoods or schools where violence is a problem; however, all children and youth can benefit from violence prevention programs (e.g., anti -bullying programs, conflict resolution training). A variety of activities and approaches may fit within this area, with a common focus on eliminating and reducing violence in the lives of children and. youth. 8. Water Safety Components One critically important health and safety component, especially important within Miami -Dade County, is water safety. Any program that includes swimming or other water -related activities must include a water safety component. Other programs are also encouraged to include education for children and youth on water safety as part of a health and wellness component. RECOMMENDED HOURS OF PROGRAMMING: The hours of operation must meet the needs of working parents and ensure that children are safe from harm and not left unsupervised. In an effort to provide valuable assistance to working parents: • Summer programs should offer a minimum of six hours a day of. programming. • After school programs should offer a minimum of two hours a day of programming. OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 19 of 78 rogram Evaluation Outcomes a part of the process of incorporating the 20 Program Quality Standards and Program Activity Components described above, proposed programs must include comprehensive Program Evaluation Outcomes. It is suggested that programs focus their evaluation in one orprimary areas, based on the program's mission, children and youth served, -PUT, and activities. Common areas of focus in out -of - school Evaluation Outcomes include: 1.Improved health and well-being 2.Increased academic achievement 3.Decreased involvement in risky behaviors 4.Improved access to career and work preparation 5.Enhanced life skills Not all programs can or should address all of the outcome areas listed above. Programs may concentrate on one or two of these broad topics, and some may choose to focus on other equally compelling outcomes. Funded programs will have clearly identified measurable outcomes that are related to their focus area(s). Listed below are some of the common outcomes and best practices associated with the focus areas listed above Goal: Improved health and well-being a) Sample Outcomes: Improved physical fitness; decreased obesity; reduced stress; decreased involvement in risky behaviors; improved academic achievement;. improved mental health; increased school involvement. • b) Best Practices: Organized sports/athletics programs; healthy nutrition education and choices are offered; academic achievement/enrichment programs; healthy lifestyles education; mentoring programs; therapeutic counseling. Goal: Increased academic achievement a) Sample Outcomes: Improved grades; better test scores; improved school attendance; reduced drop -out rates; increased high school graduation; increased college attendance and graduation. b) Best Practices: Academic achievement programs; constructive learning activities; cultural activities; community -based youth development programs; consistent adult guidance and support; service -learning; mentoring; tutoring; asset -based programming; project -based learning; formal after -school programs; extracurricular activities. 3. Goal: Decreased involvement in risky behaviors a) Sample Outcomes: Decreased incidences of sexual activity and teen pregnancy; reduced delinquency and conduct problems; reduced drug and alcohol abuse; less likelihood of making unhealthy choices such as violence and smoking; fewer juvenile arrests and felonies. OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 20 of 78 b) Best Practices: Service learning; life skills training; consistent adult guidance and support; training or coaching in thinking skills; community - based mentoring; asset -based programming; extracurricular activities; cultural after -school activities; access to vocational arenas, therapeutic counseling, and academic enrichment after school; skills development programs; after -school activities such as volunteer work, sports, and spending more time on homework. 4. Goal: Increased access to career and work preparation a) Sample Outcomes: Higher career aspirations; positive increases in career ./ exploration knowledge; increased likelihood of choosing positive paths; improved proficiency in skills requiring leadership and teamwork; improved knowledge of appropriate work habits. b) Best Practices: Community -based youth development programs; consistent adult guidance and support; asset -based programming; formal after -school _ programs; service learning. 5. Goal: Enhanced life skills a) Sample Outcomes: Increased number of positive peer relationships; decreased number of classroom conflicts and confrontations; improved `Written "and 'verbal "communicatifln`'skills; increased understanding and `-'•°' acceptance of cultural differences; increased interest and success in filling leadership roles. b) Best Practices: Social competency skills curricula; stress management workshops, problem -solving activities; stable relationships with caring adults; service -learning and community service opportunities; organized after -school programs; cultural activities. I) Screening Requirements All staff and volunteers working in a program funded by The Children's Trust must comply with state background screening and fingerprinting requirements. The costs for these screenings are allowable and requested funds can reflect these expenses. Contracted providers must maintain staff personnel files that contain results of background screening results indicating no findings. It is the responsibility of the provider's management to know the laws governing their program and be sure the program is in compliance. See Florida Statutes Chapter 435 for additional background screening information. The screening must include all of the following: a) Notarized Affidavit of Good Moral Character b) Employment history check for the past two years c) Local Criminal Records Check - indicating no findings d) Federal Criminal Records Check - indicating no findings (If results have not been received, then proof of submission must be on file.) OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 21 of 78 Local background screening should be accomplished through one of the following avenues: • Florida Department of Law Enforcement (FDLE) at J-attp:[/www,fdle.state.fl.us. Click on the "Background Checks" tab and follow the instructions. A payment of $23 by credit card is required for an online background check. • Miami -Dade Police Department, 2917 Biscayne Blvd, Miami, FL. (305) 571-3000. Cost: $5.00. Documents needed: Florida Identification. Hours: 8:30 a.m. 3:30 p.m. • Department of Children & Families, 401 NW 2nd Ave,, Boom S-807, Miami, FL. (305) 377-7682. Cost: $32.00. (money order only). *Only available for DCF contracted agencies. Federal background screening may be accomplished through: • VECHS Program, 850-410-8324, Cost: $47 (employee), $36.(volunteer) )) Eligible Respondents Applicants may be governmental entities, not for profit or for -profit organizations incorporated or qualified to do business in the State of Florida or faith based organizations exempted from state regulation. The Children's Trust is prohibited by the state _from °contracting with programs • that- are ,under, the - exclusive -.jurisdiction of the public school system. However, collaboration and/or use of school resources by private or not -for -profit entities are encouraged In addition, for the current RFP, preference may be given to a coalition or alliance of multiple organizations that will strengthen the knowledge and expertise based on the Out -Of -School RFP. OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 22 of 78 SECTION III: GENERAL INFORMATION and TIMETABLE A) Application Timetable / Important Dates Event Date/Due Date Release of RFP and Cone of Silence goes into effect Wed., February 2, 2005 Bidders conference at Temple Israel, 137 NE 19th Street Thur., February 10, 2005, 9-11 a.m. Mandatory letter of intent received online by 5 p.m. Tues., February 15, 2005 Application Training (same training offered again on Feb. 24) Tues., February 15, 2005 Budget Training TBA Last day to submit questions Tues., February 22, 2005, 12 p.m. (EST) Application Training (repeat of training offered on Feb. 15) Thur., February 24, 2005 Publication of responses to formal questions on website Fri., February 25, 2005/ Publication of final addenda (if any) to RFP and final responses to questions on website Fri., February 25, 2005 �� Con Children's ' tlnn TrustApplication due to The`' - = offices Tues.,- March 1, 2005 "2' p rn ST)� New Application due to The Children's Trust offices Mon., March 14, 2005, 2 p.m. (T) Approval by The Trust Board of Directors and endof Cone of Silence Monday, April 11, 2005 Contract Execution TBA Contract Start Date TBA All dates set forth above are subject to change by The Children's Trust with notice provided. Over the course of two to three weeks following the bidders conference, The Children's Trust will sponsor several workshops related to this RFP, At the bidders conference, a calendar of training events with specific details (e.g., speakers, dates, times, locations) will be distributed and posted on the Trust website (www.thechildrenstrust..orr). B) Mandatory Letter of Intent A mandatory letter of intent must be submitted online by Tuesday, February 15. 2005, et 5 p.m. in order for an applicant to be considered for funding. The Letter of Intent to Submit Grant Application must be submitted in the online format, which is available at http://www.thechildrenstrust,prg/RFPLetterofintent.asp. The letter of intent should indicate whether the application is for continuation, or new funding (see Section I: B on page 4) and include 50 words or less on the kinds of collaborations each applicant is seeking and what each applicant can offer. This is a fatal flaw. Applications received without the letter of Intent will not be reviewed. OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 23 of 78 C) Bidders Conference Attendance at the bidders conference is not mandatory, but interested applicants are strongly encouraged to participate. The conference provides an opportunity for organizations to . seek clarification about any programmatic or technical requirements referenced in the solicitation. It also provides networking opportunities for collaboration, which could strengthen a proposal. It is the only opportunity to receive verbal instructions or verbal information regarding the services to be procured, contractual expectations and other critical, service delivery requirements. All questions addressed ate this bidders conference will be addressed in writing and distributed to all persons who registered and received the RFP. Only these written answers are binding on The Children's Trust. The conference will be conducted on Thursday, February 10, 2005, from 9 to 11 a.m., (EST), at Temple Israel, 137 NE 19 Street , Miami, Florida, 33132. Note: See Application Timetable/Important Dates in Section III: A. D) Terms of Agreement The applicant must certify that all facts, figures, and representations made in the application(s) are true and correct (See Official Certifications located on page 4 of • the::.Grant=.-Application-'forms):°: ':It.:: is required that_: the::: applicants:_obtain;::a written. commitment from each organization, professional consultants, contracted employees, and project director acknowledging their agreement to participate in this grant and this commitment be included in the full application. The funds requested in this application(s) may not supplant government or tax funds that would otherwise be used for the purposes set forth in this project(s). The funds requested in this grant must be a true estimate of the amount needed to operate the proposed program(s). The filing of this application(s) must be authorized by the board of directors or officers of the administrative services entity/fiscal agent, and the contact person submitting the application must be duly authorized to act as the representative Of the agency in connection with this application(s). All representations and work contained in this application must be true and accurate. The Applicant understands and agrees that any misrepresentation or false statement in response to this Request for Proposal will disqualify the applicant and render any response as non -responsive. Any substantial change after the response is submitted will render the application as non -responsive and any grant award will be void. Lastly, the applicant attests that all work contained within the proposal is the unique and original product of the agency represented, and has .not been plagiarized or duplicated in any way from another agency's work product. The initial contract will be effective June 1, 2005 through May 31, 2006, with the option of annual renewals, at the election of The Trust, effective upon the expiration of the contract, for a period of up to three years, based on satisfactory performance, quality during this period and proven ability to continue as a viable entity. Contract amounts will be negotiated and approved prior to contract execution. OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 24 of 78 Contract award and execution of the award is contingent upon availability of funding, outcome achievement, and successful negotiation of programmatic and budgetary issues. Unsatisfactory performance as determined by The Trust staff will result in corrective action up to and including termination of the contract if non-compliance persists. The Children's Trust Core Contract, is included in the RFP download of this document. The terms and conditions are not negotiable, and are subject to change prior to the execution of the contract. Submission of a proposal by an / organization shall constitute acceptance of those terms and conditions. The core' contract cannot be accessed until the RFP detail and download information have been completed. A core contract modified for governmental entities is available upon request. All potential applicants should ensure appropriate internal and legal review of the terms and condition prior to a decision to submit a proposal for The Children's Trust funding. The terms of the contract may be amended to include requirements mandated by a funding source other than The Children's Trust that participates in funding the program. Failure to accept these mandatory terms shall be grounds for not awarding the contract or terminating the contract. E) Late Proposals and Modifications Proposals for continuation funding must be submitted by March 1, 2005, 2:00 p.m. (EST). Proposal submitted after the due date and time are late and will not be considered for funding under this RFP. Proposals for new funding must be submitted by March 14, 2005, 2:00 p.m. (EST). Proposals submitted after the due date and time are late and will not be considered for funding under this RFP. Modifications or supplementary materials received after the respective proposal due date and time are also late, and will not be considered in rating the proposal. This is a fatal flaw. F) Changes/Updates of Applicant's Location or Contact Information It is the responsibility of the entity to update The Children's Trust concerning any changes such as new address, telephone number, e-mail address, or contact person. Updates can be made through The Children's Trust website at www.thechiidrenstrust.oro. G) Pre -Selection Site Visits The Children's Trust reserves the right, at its discretion, to conduct a pre -selection site visit to any organization that is being considered for funding under this RFP. Generally site visits may be expected for applicants that are not currently receiving funding from The Trust. OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 25 of 78 H) RFP Postponement or Cancellation If for any reason funds are no longer available to support any or all parts of the programs listed in this RFP, The Children's Trust reserves the right to postpone or cancel this RFP at any time. The Trust may, at its sole and absolute discretion, reject any and all, or parts of any and all proposals, re -advertise this RFP, postpone or cancel this RFP process, or waive any irregularities in the RFP or in the proposals received as a result of this RFP. I) Joint Proposals When multiple applicants submit a joint proposal(s) in response to the Request for Proposal, a single applicant shall be identified as the Prime Vendor/Lead Agency. If offering a joint proposal, the Prime Vendor/Lead Agency must include the name and address of all parties of the joint proposal. The Prime Vendor/Lead Agency shall provide all bonding and insurance requirements, execute any contract(s), complete the required documentation and have overall and complete accountability to resolve any dispute arising under the contract. Only a single contract with one applicant shall be acceptable. Prime Vendor/Lead Agency responsibilities shall include, but not be limited to, the following: overall contract administration, oversight of preparation of reports and presentations, filing of any protest actions, etc. The Prime Vendor/Lead Agency shall also prepare and present a consolidated. invoice(s) for services performed. The Prime Vendor/Lead Agency shall remain responsible for performing services associated with response to this Request for Proposal. In the event that similar or complimentary service approaches are proposed by different applicants, especially if to serve the same neighborhood or population, The Children's Trust reserves the right to negotiate collaborative partnerships as determined to be In the best interests of the children to be served. 3) Collaboration The Children's Trust is mandated to assist with coordination of the provision and delivery of children's services in Miami -Dade County. Therefore, in order to maximize funding dollars, interested applicants are strongly encouraged to form clearly defined, meaningful, collaborative relationships with parents, youth, and community residents; other community agencies and businesses; and providers that are directly involved in delivering services for children, youth, and families. This includes, but is not limited to, collaboration with the Early Learning Coalition of Miami -Dade, Florida Department of Children and Families, Mlami-Dade County Public Schools, Miami -Dade County, the Miami -Dade County Health Department, the Florida Department of Juvenile justice, the faith community, health care providers, parent -teacher organizations, housing and legal services, workforce services, and colleges and universities. OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 26 of 78 Additionally, providers are asked to cooperate with Switchboard of Miami, Inc. Once the Switchboard of Miami information and referral line is operational, providers are expected to communicate updated program and agency information. A program information form is located in Section V: Attachments E, on page 70. K) Fiscal Soundness The Children's Trust seeks to fund projects that it can expect to operate in a fiscally sound manner. In addition, the Agency's relevant experience providing services similar to those currently being proposed is requested, including previous fundpg', monitoring reports, work with the proposed participants and/or neighborhood, and cultural competence for providing services. Attach a copy of the Agency's most recent financial audit completed by a CPA registered to do business in the State of Florida and conducted in accordance with generally accepted accounting principles. For smaller agencies that have an annual budget of less than $300,000 may include a .copy of their most recent reviewed or compiled annual financial statement completed by a CPA licensed in Florida. The Trust will review fiscal solvency utilizing a three -prong ratio test based on audited financial statement for larger agencies and complied financial statement for the:: smaller agencies. See Section IV_ C, Proposal Rating .Criteria for more details. L) Required Insurance The Children's Trust requires, that all providers applying for funding have the appropriate insurance coverage, The minimum General Liability Insurance coverage is $500,000 including coverage for combined single limit per occurrence for bodily injury and property damage. The minimum coverage for Workers' Compensation Insurance is $500,000 for employees required by Florida Statute 440. The minimum coverage for Automobile is $1,000,000 covering all owned, non -owned and hired vehicles for a combined single limit per occurrence for bodily injury and property damage, if transporting children. The Children's Trust must be named as an additional insured if funded. M) Leveraged Resources The Trust will provide preference for proposals that leverage resources by any lead agency, and/or other partners involved in a Children's Trust -funded project. Leveraged resources can be provided as cash or in -kind contribution. These resources must be utilized during the official grant project year to operate the program, and must relate directly to the specific grant program and not the overall cost of the agency. More information about cash and in -kind contributions is provided in Section IV: B Budget Instructions. OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 27 of 78 N) Method of Payment This will be a cost reimbursement contract, based on the units of service defined in the contract. The Trust will make payment to the contracted providers based on actual costs derived from Provider invoices reflecting services delivered in accordance with the signed agreement and approved budget with the Provider. Units of service will be monitored quarterly and the Contract adjusted in the third and fourth quarter if units are below contract requirements. Payment is contingent upon submittal of complete and accurate data in accordance with The Trust requirements including invoice submittal submittal of programmatic data reporting requirements and program reports. 0) Cone of Silence Applicants are advised that The Children's Trust is subject to a "Cone of Silence" and "Conflict of Interest" policy. The Cone of Silence may be obtained upon request to the Clerk of the Board, The Children's Trust. The Cone of Silence' is a prohibition on certain communications between certain persons during a competitive solicitation process. Commencement/Termination The Cone of Silence begins at the time of advertisement of‘the RFP'or-bid-andJends- when the Chief Executive'Officer '`ma .-et.... his or her written recommendation to The Children's Trust board. However, if The Children's Trust board refers the recommendation back to the Chief Executive Officer for further review,. the Cone of Silence is re -imposed until such time as the Chief Executive Officer makes a subsequent recommendation. Allowable Communications. 1. Communications in writing at any time with any Trust employee, official or member of The Trust unless specifically prohibited by the applicable Invitation to Negotiate, RFQ or bid documents. The author of thewritten communication must file a copy of the written communication with the Clerk of the Board. 2. Communications between any person and the procurement agent or contracting officer responsible for administering the procurement process for such Invitation to Negotiate, RFQ or bid, provided such communication is limited to matters of process or procedure already contained in the corresponding solicitation document. Communications between procurement agent or contracting officer (or their designated secretarial/clerical staff) and a member of the selection committee provided such communication is limited to matters of process and procedure already contained in the corresponding solicitation document. 4. Duly noticed site visits or public meetings. 5. Oral communications at the bidders conference. 6. Oral communications requested by review committees. OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 28 of 28 7. Contract negotiations during any duly noticed public meetings. 8. Public presentations made to The Trust board. 9. Communications with the Miami -Dade County Attorney assigned to The Children's Trust and his/her staff. 10. Communications with the Research, Evaluation and Training Department of The Trust at publicly noticed training activities. 11. Emergency procurement of goods or services. 12. Obtaining industry comment or performing market research provided all communications related thereto are made in writing or at a duly noticed public meeting. Restricted Communications. Once the Cone of Silence is imposed, the following persons may not communicate with one another with regard to a particular Invitation to Negotiate, RFQ or bid: 1. Potential bidders, vendors, service providers, lobbyists and consultants cannot communicate with: a) The Trust's professional staff, the Chief Executive Officer and his/her staff; b) Trust board members; and c) selection committee members. 2. The Trust_board members cannot communicate with: a) potential bidders, vendors, service providers, lobbyists and consultants; b) professional staff, the Chief Executive Officer and his/her staff; and c) selection committee members. 3. Professional staff, the Chief Executive Officer and his/her staff cannot communicate with: a) potential bidders, vendors, service providers, lobbyists and consultants; b) Trust board members; and c) selection committee members. 4. Selection committee members cannot communicate with: a) potential bidders, vendors, service providers, lobbyists and consultants; b) professional staff, the Chief Executive Officer and his/her staff; .and c) Trust board members. 5. Exception. If a Board member declares in writing that he or she shall not participate in the review of the applications submitted in response to the competitive solicitation and shall abstain from voting on the applications when they come before the Board for approval, then the Board member shall be able to communicate with the following persons/entities, and these persons/entities shall be able to communicate with the Board member: potential bidders, vendors, service providers, lobbyists and consultants. The Board member must submit his/her written declaration to the Clerk of the Board of the Trust prior to the imposition of the Cone of Silence. 6. If a person begins to communicate about a competitive solicitation with another person with whom communication is prohibited, that second person is not in violation of the Cone of Silence if he/she advises that the Cone of Silence is in effect and terminates the conversation. OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 29 of 78 P) Conflict of Interest The State of Florida and The Children's Trust conflict of interest laws apply to this RFP and its contracts. The State laws can be viewed at www,ethics.state.fl.us. All applicants must disclose the name of any officer, director or agency who is also an employee of The Trust or a member of its Board of Directors. All applicants must disclose the name of any Trust Board member or employee who owns, directly or indirectly, any interest in the applicant's business or any of its branches. Such disclosure must be submitted to the President/CEO of The Children's Trust no later than the proposal deadline. / Q) Inquiries About the Application Verbal inquiries regarding the substance of the application process will only be permitted during the bidders conference on Thursday, February 10, 2005. Written questions may be submitted through Tuesday, February 22, 2005, at 12:00 p.m. (EST). Written questions will be accepted by e_-rna.il to supportathechildrenstrust.org, through The Children's Trust website, www.thechildrenstrjjst.org, or by mail to: Jean S. Logan, Chief Program and Operations Officer The Trust_Children's..... „_: 1900 Biscayne Boulevard, Suite #200-. _ . . Miami, Florida 33132 The RFP, the Application and the Application process will be discussed at the bidders conference. All questions raised will be answered, whenever possible, at that time. Answers to questions that need further research will be posted on the website along with the questions answered during the bidders conference. After the close of the conference, no verbal inquiries will be accepted. A response to all written questions will be sent to all who submit questions by Friday, February 25, 2005 and also posted on The Trust website at www.thechildrenstrust.org. R) Selection Criteria All applications will be rated and scored according to a uniform set of criteria detailed in the RFP. The Evaluation Team, including The Children's Trust members and issue experts, will score each application that passes the critical criteria review and determine rank -order for all qualified applications. Critical Note: The highest-ranking numerical score does not assure a funding recommendation. Other factors which may be considered include but are not limited to: past performance of individual agencies; duplication of services; proposed unduplicated number of clients; costs for services; array of services; location of services; relevant experience and qualifications; or financial viability and stability of the agency. OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 30 of 78 Minor inconsistencies or revisions may be addressed during the contract meeting, at the sole and complete discretion of The Children's Trust. The Children's Trust retains the right to accept, modify, reject entirely, or partially reject portions of an application. The Children's Trust reserves the right, at its sole and complete discretion, to conduct face-to-face interviews with all, or selected applicants as a step in the selection process. The Children's Trust also reserves the right, at its discretion, to conduct pre -selection site visits to any organization, including collabor3ti6g agencies, that is being considered for funding under this RFP. S) Appeal Process An Applicant may appeal The Trust funding recommendations by utilizing the following guidelines. Appeals are limited to procedural grounds. (1)Any Applicant who is adversely affected by with a procedural determination may file a Notice of Appeal, in writing, within seventy-two (72) hours following the receipt of the President/CFO's written recommendations for funding to the Board. Minor ..irregularities :_,may .be waived if these are in the -best interest of the Trust,: at the discretion of the President CEO. The Notice of Appeal shall be in writing, state the facts upon which such appeals shall be based and the issue(s) to be decided. All notices shall be directed to the President/CEO at The Children's Trust, 1900 Biscayne Boulevard, Suite 200, Miami, FL 33132. (2)The President/CEO shall review such appeal within seven (7) working days of receipt of the. formal written Notice of Appeal. The appeal process is under revision and may affect appeals related to this RFP. When finalized, an addendum will be Issued addressing all changes. T) Ownership of Application Pursuant to Chapter 119, Florida Statutes, all materials and supporting documentation submitted in response to the Funding Application become public record and are the property of The Trust, The Trust assumes and accepts no liability whatsoever for disclosure or utilization of material unidentified as trade secrets or confidential information. OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 31 of 78 U) Trade Secret and Confidential Materials If the application includes material which is deemed a trade secret (as defined by Section 812.081, FS) or other confidential material exempt from the provisions of Chapter 119, FS, which the applicant does not wish to become public record, the following statement should be included in the application: "Trade Secrets as defined by Section 812.081, Florida Statutes, or other confidential materials contained on pages (list applicable pages in space provided) of this application shall not be used or disclosed, except for evaluation purposes." i However, if a contract is awarded to this applicant, or in connection with the submission of this program, The Trust shall have the right to use or disclose the information designated as trade secrets or confidential to the extent provided in the contract. This restriction does not limit The Trust's right to use or disclose the information designated as trade secrets or confidential which is obtained from another source. Any exemption claimed will be limited to the pertinent data/documents and must be supported by a statutory exemption. Notwithstanding anything to the contrary, nothingcontained 'in.the°application°-shall bedeemed or interpreted to -restrict or - prevent The Trust from complying with the disclosure requirements of Chapter .119, Florida Statutes, when material is incorrectly identified as a trade secret or confidential information. By submitting an application, the applicant covenants not to sue The Trust and waives any claim against The Trust arising under Chapter 119, Florida Statutes, or in connection with or as a result of any disclosures by The Trust in connection herewith. V) Pre -Contract Agreement Expenses Any and all expenses involved in the preparation and submission of proposals or any work performed in connection with development and submission of proposals shall be borne by the applicant(s). No payment will be made for any effort required of or assumed by the applicant(s) prior to commencement of work as defined by a fully executed contract. W) Program Monitoring/Evaluation Monitoring of the program contracted through this competitive solicitation will be conducted by The Trust staff. However, as a supporter of local social service joint monitoring initiatives, The Trust monitoring may be conducted in collaboration with other funding bodies such as the State of Florida, Miami -Dade County government, Miami -Dade County Public Schools, the United Way and others, with the intent to reduce duplication and promote cooperation. For large contract awards, at The Trust discretion, a formal, external evaluation of the program(s) may be required. At the time of contract negotiation, The Trust staff will confirm acceptable performance outcome measures. OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 32 of 78 The Provider shall submit monthly and quarterly reports by the 10th day following the month to be reported and annual reports, as required, within thirty (30) calendar days after the close of the federal fiscal year on September 30th. The Provider shall make all records and services pertaining to eligible clients available at all times to inspection, review and/or audit by The Trust. Required internal documentation may include, but may not be limited to, the following: • Personnel records of staff involved with program • Daily activity fog schedules and monthly calendars • Training modules • Client satisfaction surveys • Pre and post evaluations (if applicable) • Follow-up/statistical data logs • Client files as required • Client information data files • Original invoices Monitoring and other reports produced by The Trust and/or other social service re uirements,. timeliness' of requested irtfermatiioract and al stabil performance funding a encies as well as.achievement of contract fiscal stabilit� shall�be` factors considered in evaluating all funding requests. X) Public Entity Crimes Pursuant to Paragraph 2(a) of Section 287.133, Florida Statutes, a person or affiliate who has been placed on the convicted vendor list following a conviction for a public entity crime may not submit a proposal for a contract to provide any goods or services to a public entity; may not be awarded or perform work as a contractor, supplier, subcontractor or consultant under a contract with any public entity; and, may not transact business with any public entity in excess of the threshold amount provided in Section 287.017 for Category Two ($10,000) for a period of thirty-six (36) months from the date of being placed on the convicted vendor list. OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 33 of 78 SECTION IV: APPLICATION INFORMATION A) Formatting and Submission Requirements I. Application Formatting Requirements • All narrative responses must be single-spaced in no smaller than 12-point Times New Roman, 11-point Verdana, or 11-point Arial. Smaller font size (i.e., 10-point) may be used in completing the landscape tables if needed. • All responses must n•exceed maximum specified page or word limits when applicable. The Children's Trust reserves the right to discard responses that exceed the page limits specified. • All pages should be 8.5x11 inch with margins as set within the Application Forms. • Each page should be numbered consecutively, beginning with the application cover sheet as page 1. • Use the standard table of contents included in the application forms, adding the appropriate page numbers for each section. All proposal material must be placed in the order outlined. Ali sections; including Application.' Forms, Supporting Documents, and Fiscal/Policy Materials must have page numbers. • The original proposal must contain an original signature in blue ink on the Certifications page 4 of the Grant Application forms. The original signature must be of the designated agent officially authorized to act as the contractual agent for the organization or collaborative partnership. The application includes the following three sections, as noted in the standard Table of Contents. Application Forms are included in the RFP download in a printable PDF format, as well as an Excel document, at the following link: http://thechildrenstrust.org/RFPDetailsDownioads.asp. Application Forms are contained within one document (Excel format) with multiple spreadsheets for each section, including: Cover. Pages Certifications Page Table of Contents Program Summaries Organizational Capability Primary Population Collaborations Site Locations Details Goals Worksheet Outcomes Worksheet Activities Descriptions OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 34 of 78 Process Worksheet Agency and Program Budget Budget Summary for Proposed Program Budget Justification Budget by Site Location Daily Unit Cost Acknowledgment of Addendum SupportingDocurrients are directly related to the Applicatioil,Form sections and questions. Sanctions, Violations and/or Litigation Documentation, if applicable Organizational Chart(s) Evidence of Past Success, if applicable (monitoring reports, letters of support, etc.) Staff Resumes Job Descriptions Collaborative Letters of Agreement, Memoranda of Understanding, if applicable Outcome Tests and Measures Schedule of Daily Activities and Field Trips Documentation::of Cash or.:in-kind: Matching Funds Consultant Agreement Letters 4rification of Agency's Indirect Cost Rate Fiscal/Policy Materials includes the Agency financial audit. This should be packaged and bound separately from the Application Forms and Supporting Documents, with copies of the Application Cover and Certifications Pages on top, labeled as 'FISCAL/POLICY MATERIALS'. Required documents include: Cover Pages (from Application Forms) --write "FISCAL/POLICY MATERIALS" on top of first page Certifications Page (copy) Table of Contents Financial Audit/Unaudited Financial Statements Certification form (See Section V: Attachment I, page 78) - The certification form is required to be signed by agencies submitting a grant application and it outlines required documents that agency will be responsible for if awarded a contract. Critical Note: Agencies recommended for funding that do not have a current audit may have additional contract requirements with regard to compliance with required financial conditions. The Children's Trust reserves the right to withdraw any contract award with agencies that are unable to meet minimum fiscal standards. OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 35 of 78 \k*, '\OL5 baunV-Kre, Mak 2. Proposal Submission Application Forms and Supporting Documents: Applicants must submit one (1) bound original of each proposal and six (0) bound copies, for a total of seven (7) proposals, plus an electronic copy on a CD ROM, in a sealed envelope or container. Binder clips, staples, and 3 ring binders are NOT acceptable. The proposal must be permanently, firmly bound so that pages cannot -be separated. Comb, coil, and wire binding that allow the proposal to lay flat when open are preferred. However, Velo or ACCO binding are also acceptable. The co��crt should version of thebe nt so that thep proposal muststbe on a CD ROM.page of the r Sheet is visible. The electronic Floppy diskettes are not acceptable. Fiscal/Policy Materials:. Applicants must submit a total of two (2) bound sets of fiscal/policy materials included in the sealed envelope or container with the Application Forms and Supporting Documents. Binder clips, staples, and 3-ring binders are not acceptable. The materials must be permanently, firmly bound so that pages cannot be separated... Comb, Coil, and "wire -binding -.that 'allow .the::, proposal-- to •:lay: :flat -.:-when open are preferred. However, Velo or ACCO bindings are also acceptable. Proposals for continuation or enhancement funding must be received to The Children's Trust, 4500 Biscayne Boulevard, Suite 201, Miami, Florida 33137, on or before 2:00 p.m. (EST) March 1, 2005. •QO Proposals March fundingor new 42005� must be received at the same address on or beforeP Proposals may be sent by US Mail (certified mail with return receipt for proof of mailing), courier, or hand -delivered. Proposals may not be faxed or sent by e-mail. Proposals received at the offices of The Children's Trust after the above stated deadlines will not be accepted. Each original and copy of the application should have the name of the agency, the program name, and the designation "original" or "copy" clearly marked on each outside cover. The originals and all copies should then be securely sealed in an envelope or other container and clearly labeled "Application for Funding for Out -of -School Programs", with the individual program name and submitting agency on the front. OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 36 of 78 B) Budget Instructions The budget sections of the Application Forms focus on determining the appropriateness of the budget required to achieve the proposed activities and outcomes. It consists of five (5) worksheets: 1. Agency and Program Budget 2. Budget Summary for Proposed Program 3. Budget Justification 4. Budget By Site Locations 5. Daily Unit Cost Please complete all blue shaded areas on each worksheet. 1. Agency and Program Budget The Agency and Program Budget should' be completed first. The purpose of the Agency and Program Budget is to provide a summary of the entire funding for the Agency broken down by funding sources. Only complete. Section B—all other portions. :..in:::,Sections . A .. and ..: will.. be. automatically ,.filled . based .„on...information entered on the Cover Pages and in Section B. Section B contains four (4) columns that should be completed as follows: • Source of Funding: Enter each funding source, including all major entities from which the Agency receives grant funds or support. Eight categories of funding sources are specified, as follows: • The Children's Tru t, Requested Grant Atnoun for this Program: Enter the amount of funds requested for the proposed program. • Child Development Services Funds: Enter the amount of funds received for delivery of subsidized childcare services. • Miami -Dade County Grants (Local): Specify the Department or source within the County that provides the grant funds. • Federal Grants: Specify the Department or source within the federal government that provides the grant funds. • State Grants: Specify the Department or source within the State that provides the grant funds. • Founslatjons/Charitable Funds: Specify the organization or source that provides the grant funds. • Cash/Fees/Other Revenue: Specify the source of anyadditional revenues. If this is an ongoing source of revenue, provide the amount and funding period equivalent to one year. • In -Kind Contributions: Specify the source of the contributions. If any portion of these contributions will support the proposed program, they must be clearly detailed in the budget narrative. OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 37 of 78 • Funding/Grant Period: Enter the grant period, including start and end dates, for each grant listed. • Program Budget: If any part of each grant listed will be used to support the proposed program, enter that amount under the Program Budget. This may include the total grant amount or only a portion of each grant listed. • Agency Budget: Enter the entire amount the Agency receives from each grant listed, including funds to be used to support the proposed program. J 2. Budget Summary for Proposed Program This section relates ONLY to the budget of the proposed program, including funds requested from The Children's Trust, funds from other sources, and matching funds. _Requested Funding: The amount the Agency is requesting from The Children's Trust. Other Funding Requested or Received: The amount the Agency will receive or has received from other funding source(s) to support the proposed program. Be sure to label each column heading with the name of the specific funding source in the Matching Funds: Matching funds may be Cash or In -kind contributions, and include non-federal cash dollars and/or donated items/services that are part of the overall cost of operating the proposed program. To be considered Match Funds, the contribution must take place during ,the proposed grant program year and must relate directly to the delivery of the proposed grant program, rather than the overall cost of the Agency. In all cases, documentation in the form of a statement from the funding agency or receipt from the contributor must be obtained and submitted in the Supporting Documents section of the grant application, as well as kept on file for audit purposes. 1.Cash Match contributions require that actual cash funds come from the applicant or other parties to help manage the proposed program. Acceptable Cash Match includes: client fees, cash from another source, or third party payments (excluding Medicaid) that directly support the proposed program. 2.In-kind Match contributions include Items or services for which the Agency does not have to pay, such as a non -monetary donations of equipment, supplies, space, staff time, etc. Such donations must be received from organization(s) other than the applicant agency, and must be used to support the proposed program. Acceptable In -kind Match includes: equipment, supplies, other tangible resource(s), staff, volunteers, administrative overhead, and the use of space that would otherwise have to be purchased from grant funds. Salaries: Complete this section for all staff directly involved in carrying out the proposed program, including the administrative personnel time that is directly related to administering the proposed program. List full-time employees and part- time employees under the appropriate heading. Enter the position title, name, and OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 38 of 78 annual salary in the blue shaded area. If the name is not available, enter TBA as the name. Then enter the percent the Agency is requesting from The Trust to support each position, as well as the percents paid by other funding source(s) and matching funds, if applicable. The amount column and Total percent and salary amount columns will be automatically calculated. Job descriptions for each position should be attached in the Supporting Documents section. Fringe Benefits: This section represents total fringe benefit costs for staff directly involved with the proposed program. Enter the percentage rate or amount for each f / blue shaded line item under fringe benefit category. The amounts for each column and totals will be automatically calculated. Categories include the following: -� ♦ FICA/MICA: This rate is set by the Internal Revenue Service. The current rate of 7.65% is provided. • Workman's Compensation: Enter the Agency's rate for Workman's Compensation Insurance. Note that the rate may vary per position, therefore, enter that rate to account for this variation. ♦ Unemployment: Enter the Agency's rate for Unemployment Compensation Insurance. • Health Insurance: Enter the monthly cost of health insurance per staff. Note • that' ifsornestaff "do not have irisuranc'e' coverrage for any .part of the p`radram, this amount should account for this variation. • Life Insurance: Enter the monthly cost of life insurance per staff. Note that if some staff do not have insurance coverage for any part of the program, this amount should account for this variation. • Retirement: Enter the Agency rate for retirement benefits. The rationale and calculations of the amounts must be included in the budget justification. • Other: Enter any additional fringe benefits offered by the Agency for the program staff, such as short term disability, long term disability, or the like. The rationale and calculations of the amounts must be included in the budget justification. Qperating Expenses: This section should include all expenses associated with the proposed program that are not salary/fringe benefits. Enter the annual cost necessary for the provision of services in the blue shaded area for each line item. Then enter the percent the Agency is requesting to support that line item, the percent other funding source(s) will support, the percent from matching funds, if applicable. The amount column and Total percent and amount columns will be automatically calculated. In order to ensure programs are high quality, easily accessible, and able to meet electronic reporting requirements, the following costs will be allowable: programming materials, resources and equipment, participant transportation (with strong justification that no other appropriate forms of transportation are available), computer technology equipment, Lead Agency administrative expenses. • Travel (other than clients): Enter annual cost for staff travel necessary to OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 39 of 78 provide proposed services, between sites, or for training directly relevant to program services, Use the current state reimbursement rate to calculate travel costs. The Children's Trust allows up to $0.36 a mile. • Travej (clients): Enter the annual cost associated with the direct transportation of program participants. Travel can be in the form of bus pass/tokens or the lease/maintenance of buses/vans. Proper documentation in the form of receipts must be obtained and kept for audit purposes. Transportation to/from the program is an allowable component. Programs must ensure the safety of children arrivir}g and departing, and this should be kept in mind when transportatiO4'r arrangements and expenses are planned. The Children's Trust requires that all bus transportation be contracted through Miami -Dade County Public School -approved companies. A current list of approved companies is provided in the attachment section of this RFP or available on-line under the Private Bus List found at http://dot.dadeschooEs.net. All transportation must comply with state regulations. The purchase of vehicles is not an allowable cost. • Meals (clients): Enter the annual cost of meals provided to participants as part of the proposed' program. Costs of meals may be in the form of snacks and/or full meals for full -day programs. • Lease/Rent: Enter the annual cost for all budgeted space to be used by the program_ and' the percentage allocation for each_ funding.source.. _If tllities, janitorial supplies, or any other costs are included in the lease/rent agreement, it should be stated in the budget justification. If the space in a building is allocated to more than one program, the basis and method used to distribute the cost must be reasonable and properly documented. A copy of the Lease Agreement is required at time of contract negotiation/signing. Indicate total square footage budgeted for the program and rate per square foot In the budget justification. The funder does not pay depreciation costs or "rental" costs for, property the Agency owns unencumbered by a mortgage. • Maintenance: Enter the annual cost for maintenance of the office space and ground maintenance and the percentage allocation for, each funding source. The budget justification should include the frequency of the activity, the cost of each occurrence, and the allocation. If the cost allocation plan is not like that of the space lease/rent, a detailed justification for the variance must be provided. • Electricity: Enter the annual cost and the percentage allocation for each funding source. If the cost allocation plan is not like that of the space lease/rent, a detailed justification for the variance must be provided. • Communications: Enter the annual cost of telephone expenses to include charges for local and Tong distance lines, as well as charges for leased equipment and the installation of leased equipment. Allowable costs. include telephone services (traditional or cellular) and pagers only for direct services personnel identified in the Salaries section. Only costs for those phone calls identified as program related will be allowed. • Office Supplies: Enter the annual cost of these supplies and the percentage allocation for each funding source. This line item should not include funds to OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 40 of 78 purchase equipment. • Program Supplies: Enter the annual cost of supplies that will be used by the program participants and the percentage allocation for each funding source. This line item should not include funds to purchase equipment. • Printina/Reprgduction: Enter the annual cost for printing and reproduction and the percentage allocation for each funding source. These costs must be directly applicable to program service delivery and consumed within one year. • Shipping/Postage: Enter the annual cost to send correspondence to participants and on behalf of participants to other agencies and institutions and the percentage allocation for each funding source. • Non -capital Equipment (<1750): Non -capital expenditures are individual items purchased for Tess than $750. List each item to be purchased with its respective cost and percentage allocation for each funding source. If the cost is allocated to more than one program, the basis and method used to distribute the cost must be reasonable and properly documented. The budget justification should include a description of each item, the purpose of the item, and cost per unit. • Capital Equipment (>$750): Capital expenditures are individual items purchased for $750 or more with a life expectancy of more than one year. All capital equipment purchased with The Children's Trust funds remain the-propertyof The Trust. Purchase of vehicles is not an allowable expense. If the cost is allocated to more than one program, the basis and method used to distribute the cost must be reasonable and properly documented, Inventory records must be maintained on each capital outlay item. The budget justification should include a description of each item, the purpose of the item, and cost per unit. • Professional Services: These include the services of consultants and instructors engaged by the Agency to interact directly with participants, train program staff, and/or provide program evaluation services. List each consultant and enter the annual cost for providing the services and the percentage allocation for each funding source. The budget justification should include a description of the services and number of days/hours to be provided over what time period, as well as the specific deliverables to be produced for the cost. A consultant agreement letter must be included in the Supporting Documents section of the grant application outlining the specific commitment of each consultant to the program. ♦ Other: This section should be used for any other costs associated with the proposed program that are not specifically covered in the other budget categories. List a general description (e.g., background screening), the annual cost, and the percentage allocation for each funding source. Administratiye/Indirect Cgsts: This is a general overhead expense that does not apply to directly operating the proposed program. Indirect costs cannot exceed ten percent (10%) of the total budget. Applicants must submit verification of the Agency's indirect cost rate in the Supporting Documents section of the grant application. Administrative costs required to operate the proposed program (e.g., an administrative assistant to manage required data entry, program reports, OUT -OF -SCHOOL PROGRAMS REP #2005-06 Page 41 of 78 and/or documentation) should be not be included in this amount. Rather, these should be included in the appropriate line item section of the budget and fully described in the budget justification. There is no specific limit set for these, but costs should be represent a realistic and justifiable estimate of administrative needs. 3. Budget Justification This worksheet should describe all details of the budget requested for each cost category and line item. The position, name, amount, and percent requested for staffing will automatically transfer to this page. The budget justification should provide a detailed narrative of the freuency of the activity, the cost of each occurrence, and the allocation. The agency will ONLY enter the justification credentials in this form. 4. Budget By Site Location This form must be completed for applicants with multiple sites that do not have identical programming, hours of service and/or unit -rates across all. sites. The position, name, amount, and percent requested for staffing will automatically transfer to this page. Label each site name at the top of each section. Enter ONLY the percentage of. each staff member allocated to each site. The total amount and the total percentage should equal the amount requested on the Budget Summary 5. Daily Unit Cost A unit of service is a measurable portion of the services to be provided. The service name is provided for the Agency. Enter the number of students to be served by each service, the number of days each service is provided, the equivalent number of hours for those days, and the cost for providing the service. The total amount should equal the amount requested from The Trust. Complete the Overall Program unit cost section. In addition, complete the Site Location Unit Cost sections if using multiple sites that do not have identical programming, hours of service and unit rates. Also note that the unit costs for the General Population and for Children with Disabilities will vary, and should be completed within the appropriate unit cost sections. If proposed program will serve both groups, both sections are required. Note: when calculating unit cost the provider must account for an absenteeism rate of (15%) fifteen percent. OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 42 of 78 A. Guide for Reasonable Costs for Programs Serving General Population Children Type of Program Hourly Rate Summer camp per child per hour $5.67 Summer, after -school, and year- round program per child per hour $5 92 Enhancements /expansion for summer camp per child per hour $1,39 Enhancements/expansion for summer after -school, after -school and year-round program per child per hour $2'22 The above rates were calculated based on last year capped rate and school year calendar. The followingformulas were. used:.,. Summer Camp capped rate = $1,000 per youth Summer Camp calendar - 6 weeks (30 days) x 6 hr/day = 180 hrs Cost per hour - $1,000/ 180= $5.56 Summer, after -school and year round capped rate = $4,000 Summer, after -school and year round calendar - Full days (29 days x 6hrs = 174 hrs) + Part days (251 days x 2hrs = 502 hrs) = 676 hrs Cost per hour - $4,000/676 hrs= $5.92 Enhancement Summer Camp capped rate = $250 Summer Camp calendar - 6 weeks (30 days) x 6hr/day = 180 hrs Cost per hour - $250/180 =$1.39 Enhancement summer, after -school and year round capped rate = $1,500 Enhancement summer, after -school and year round capped rate - Full Days (29 days x 6hrs = 174 hrs) + Part Days (251 days x 2 hrs = 502 hrs) = 676 hrs Cost per hour - $1,500/676 hrs = $2.22 The Early Learning Coalition of Miami -Dade contracts with Miami -Dade Child Development Services to provide subsidized child care and after school services. The after -school reimbursement rate is up to$16.40 a day per child for a 81 full days. The rate is up to $12.40 per child per day based upon 180 part days. OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 43 of 78 B. Guide for Reasonable Costs for Programs Serving Children With Disabilities Type of Program Hourly rate Summer camp per child per hour $13.89 Summer, after school, and year-round program per child per hour / $9 62 Enhancements/expansion fer summer camp per child per hour $2 78 Enhancements /expansion for summer after school, after school and year round per child per hour $3.70 The above rates were calculated based on last year capped rate and school year calendar. The following formulas were used: Summer... Camp capped rate =_$2,500 per youth Summer Camp calendar - 6 weeks (30 days) x 6 hr/day = 180 hrs Cost per hour - $2,500/180 hrs= $13.89 Summer, after -school and year round capped rate = $6,500 Summer, after -school and year round calendar - Full days (29 days x 6 hrs = 174 hrs) + Part days (251 days x 2 hrs = 502 hrs) = 676 hrs Cost per hour - $6,500/676 hrs= $9.62 Enhancement Summer Camp capped rate = $500 Summer Camp calendar - 6 weeks (30 days) x 6 hr/day = 180 hrs Cost per hour - $500/180 = $2.78 Enhancement summer, after -school and year round capped rate = $2,500 Enhancement summer, after -school and year round capped rate - Full Days (29 days x 6 hrs = 174 hrs) + Part Days (251 days x 2 hrs = 502 hrs) = 676 hrs Cost per hour $2,500/676 hrs = $3.70 The Early Learning Coalition of Miami -Dade contracts with Miami -Dade Child Development Services to provide subsidized child care and after school services. The after -school reimbursement rate is up to $19.68 a day per child for a 81 full days., The rate is up to $14.88 per child per day based upon 180 part days. OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 44 of 78 C) Proposal Rating Criteria DO NOT FILL OUT THESE DOCUMENTS Included for Information Purposes ONLY Proposal Screening f Initial SCREENING CRITERIA PASS FAIL Letter of intent submitted online on or before due date asstated in RFP (This is a Fatal Flaw) Application stamped and logged in by The. Children's Trust staff on or before the due date as stated in the RFP (This Is a Fatal Flaw) . Application is complete as to format, including submission of original plus six (6) copies of Application Forms/Supporting Documents AND two (2) copies of Fiscal/Policy Materials . Applicant has included the signed and sealed certification form required to certify the application is true and correct Applicant has submitted most recent financial audit or unaudited financial staternents, 'or these are 'on file:for-current contract with- The Trust - -.---:.-- CLEARED FOR REVIEW?. YES NO Proposal Scoring Shee Organizational Capability: A) Agency Description (15 points/4-5 pages) B) Experience C) Staffing Point value AGC1: Applicant clearly describes the agency's mission, history and particular qualifications that fit well with the proposed program and RFP, including relevant Iicensure, accreditation, and/or certification to provide the proposed activities. 2 AGC2: Applicant describes the agency's approach to ensuring organizational cultural competence relevant to implementing the proposed program. 1 AGC3: Organizational chart(s) clearly indicate the agency's fiscal, administrative and programmatic reporting structures, as well as how the proposed program fits within the larger structure. 1 EXP1: Applicant describes relevant past experiences and has received funding for delivering similar services to proposed population and/or in proposed neighborhood in the past. 2 OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 45 of 78 EXP2: Applicant provides evidence of past successes providing similar services, such as funder monitoring reports, performance measures achieved/program evaluation findings, letters of support, work samples, etc. 3 STA2: Includes an appropriate level of staffing to accomplish the program goals, outcomes and high quality activities and ensure a reasonable ratio of children to staff (i.e., number of staff, qualifications, experience, education). Out -of -school programs are strongly encouraget,to include at least one state or nationally certified teacher or education professional. 3 STA3: Clear staffing work plan regarding duties and responsibilities for key program activities to be conducted, including subcontracts for direct services and evaluation consultants. 2 STA4: Staff training plan is adequate and relevant to the proposed service delivery. 1 Collaborations (4 points/1 page) Point value COL1: Community partners relevant to the proposed services are volved._artd brin resources to the program, with clear � description of•theMpartner's-role-and specific resourcest� - - - de commitments they will provide (e.g., staff, facilities, etc.). - 2 COL2: Collaborative Letters of Agreement and/or Memorandum of Understanding are included that affirm commitments described. 2 Primary Population (5 points/1 page) Point PAR1: Proposed primary population fits with the RFP's Service Delivery Programming Priorities (e.g., children in at -risk communities based on school performance; children in unserved or under - served. communities, with an emphasis on middle school youth and children on the waiting list for subsidized after -school care; and/or children with disabilities). 2 PAR2: Complete description of proposed participants, including number to be served, demographics, needs and risk factors. 2 PAR3: Methods for recruitment, selection and enrollment are well - described and adequate to ensure full enrollment from proposed groups and/or geographic areas. _ 1 Goals Worksheet (10 points/1-2 pages) Point value GLS1: Goals are clearly stated, consistent with the agency mission, and fit with the current RFP funding priorities. 2 GLS2: Three or more primary outcomes are stated, reasonable, and include numerical tarq_ets/percentages for degree of change. 4 GLS3: Activities listed are logical to achieve the stated goals and outcomes and meet the needs of the proposed population and/or neighborhood to be served(if applicable). 2 OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 46 of 78 GLS4: Activity listing includes additional optional components and enhancements. 2 Outcomes Worksheet (8 points/2-3 pages) Point value , OUT1: Indicators or benchmarks are specified for each outcome, and include varied data collection methods (e.g., pre -post ability testing, youth/parent surveys, observational ratings, etc.). 3 OUT2: Indicators are valid and reliable measures and copies are / included in the Supporting Documents section. ti' 2 OUT3: Describes appropriate plan for obtaining/collecting, managing/ storing, and analyzing the information collected. _ 3 Activities Descriptions (20 points/4 pages) Point value ACT1: Clear and detailed description of each program activity component, including references to specific curriculums, evidence -based or best practice approaches 3 ACT2: Activities included will be perceived as fun and engaging for proposed participants 2 ACT3: Manner and frequency. with which' literacy' components' will be ":` included across all activities. If specific academic or reading activities are included, plan for individual evaluation of children's abilities and tailored instruction is provided. Selection of appropriate materials. 3 ACT4: Program incorporates a family literacy focus. 1 ACTS: Mariner and frequency with which physical activity and fitness components will be offered, including plan for individual evaluation of children's abilities and tailored activities. 3 ACT6: Manner and frequency with which social skills development activities will be offered, including fostering age -appropriate peer relationships, communication, cooperation, and leadership skills. 3 ACT7: Family involvement, outreach and access supports are described that will ensure full program enrollment, retention, and regular attendance, including a logical transportation plan for participants. 2 ACT8: Proposal adequately addresses child nutrition by providing healthy snacks and drinks or by offering a plan to ensure children are fed. 2 ACT9: Detailed daily schedule of expected activities is included. 1 Process Worksheet (8 points/2-3 pages) Point value PRO1: Inputs and resources required are reasonable and adequate to accomplish each activity. 2 PRO2: Frequency, intensity and duration are clearly defined for each activity. 3 OUT -OF -SCHOOL PROGRAMS REP #2005-06 Page 47 of 78 PR03: List of outputs for each activity is comprehensive and appropriate. 3 Program Budget (15 points/5 worksheets) Point value BUD1: Agency and Program Budget, Budget Summary for Proposed Program, and Budget by Site Location (if applicable) are complete, reasonable and appropriate in relation to the proposed program (indirect costs do not exceed 10%, and verification of indirect cost rate is pr vided). BUD2: Budget Justification fully describes how each line item total was calculated and justifies need for expense, as well as notes staffing credentials. BUD3: Daily Unit Cost worksheet is complete, including the unit cost for various full -day and half -day services, number of students, and days/hours of attendance expected. Unit cost rates are. reasonable given the proposed services. Fiscal Soundness (15 points/audit statements) 6 5 4 Point value The -Trust will review fi al_solvency_ut�l�zing audited_financial. statements for larger agencies and complied financial statements for smaller agencies. See the Financial Review Worksheet on the followin• •a for details on how this is scored, 15 Point Bonus Points (8 points) value BON1: Agency is a small organization with total annual budget of Tess than $300,000. BON2: Proposed program will utilize unpaid volunteers to deliver some of the services. 1 BON3: Agency employs youth (ages 16-21) as part of proposed program. 1 BON4: Provides match or in -kind resources and describes these within the budget narrative. (requires >50% for full polnts) 4 OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 48 of 78 FINANCIAL REVIEW WORKSHEET I. Other Financial Information: 1. The Agency received an unqualified opinion. (Add 1 point) 2. There is no "Going Concern" comment. (Add 1 point) 3. The Notes to the Financial Statements indicates no significant areas of concern. (Add 1 point) 4. Management letter indicates no significant areas of concem. (Add 1 point) 5. if there is a Single Audit, are there any material weaknesses? (Deduct 2 points) 6. Prior The Children's Trust administrative monitoring report(s) issued within the previous twelve months disclosed material findings. (Deduct 2 points) 7, The Children's Trust Administrative Internal Control Questionnaire, completed by the Agency, reflects that adequate controls exists. (Add 1 point) Total Points - Other Financial Information ll. Financial Ratios: From. the Financial Statements, calculate and enter the total dollar amount for each of the following items: Current Assets Total Assets Unrestricted Net Assets Net Assets Points Ratio Current Ratio Unrestricted Net Assets as a percentage of Annual Expenses Formula Current Assets/ Current Liabilities Unrestricted Net Assets / Annual Expenses Current Llabllities as a percentage of Current Liabilities/ Annual Expenses Annual Expenses Total Points - Financial Ratios Y '1ci4,�k15�fi 0 1 Current Liabilities Total Liabilities Annual Expenses 2 3 4 Result Under 80% Between 81% - 90% Between 91% -100% Between 101%-149% Greater than 150% Less than 5% Between 5% to 7.9% Between 8% to 10.9% Between 11 % to 14.9% Greater than 15% Greater than 14% Between 12.1% to 14% Between 10.1% to 12% Between 8.1% to 10% Less than 8% Points: Points: OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 49 of 78 D) Letter of Inte t The Letter of Int : nt must be submitted on line at OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 50 of 78 SECTION V: ATTACHMENTS A) About The Children's Trust The Children's Trust Mission: To improve the lives of children and families in Miami -Dade County by making strategic investments in their futures. Vision: The Children's Trust will become the recognized leader in planning, advocating and funding quality services to improve the lives of children and their families. Guiding Principles and Values: • We respect and strengthen the family, and we seek for all children the opportunity to achieve their fullest potential. • With the fullest integrity, we invest wisely in partnerships, advocacy and systems of care to create change and earn the community's trust. • We promote high -quality, research -based practice that is culturally competent and sensitive. • We will target early intervention and prevention services to our most vulnerable children, familiesand neighborhoods, -while advocating :'for, :.and . supporting,: the increased availability of needed services for all children and their families. • We will be responsive to the community and focus on supporting parents with the best possible, high -quality choices for their children and families. Key Emphases Cutting Across All Funding Areas: • Strengthen the family, advocacy for child issues • Partnerships, system of care • High quality, research -based practice • Culturally competent and sensitive • Early intervention and prevention • Funding the highest possible quality of services and best practices for improving the lives of children and families. When scientific research has demonstrated approaches, programs or curriculums to be effective (termed evidence -based practice), those will be preferential to unsupported alternatives. In cases where the scientific literature has not clearly established a preferable approach to services and activities, it is expected that applicants will propose methods that reflect the current best practices for the field. This may be reflected by the application of recognized national standards, sound theoretical grounding, developmental research implications, and/or professionally -accepted methods of effective service delivery. OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 51 of 78 • Improving the system of care through effective partnerships. A strong emphasis on active partnerships that move beyond typical mechanisms of collaboration is critical to improving services and service access for children and families in our community. The Children's Trust encourages creative approaches to coordinating, integrating, and funding services across and within the areas of child development, literacy and education, physical and mental health promotion, and other areas relevant to positive child and family development. All programs selected for funding will be expected to commit to actively collaborate with other programs funded by The Children's Trust, as well as other key organizations in the community. ,,,,Cfontinued funding will require evidence of significant contributions to improving the system of care through effective partnerships. ✓ Focus on family strengths and cultural competence. The family must be viewed as a central partner in all program activities, including planning, design, implementation, and evaluation, The ability to successfully engage families and communities in these activities will impact the success of any initiative. A strength -based, relationship -focused approach to supporting - families .and facilitating resiliency in children and families is encouraged, and will be used as the framework for all funded out -of -school programs. Cultural competence is critical to success in this area, as is inclusion of children with disabilities and non- discrimination, as detailed below. • Non-discrimination. Programs receiving funding fro i The Children's -Trust-shall not discriminate against an employee, volunteer, or participant on the basis of race, color, gender, pregnancy, marital status, familial status, sexual orientation, religion, ancestry, national origin, immigration status, disability, or age except that programs may target services for specific participant groups as defined in the Request for Proposals (RFP). Additionally, agencies receiving funds shall demonstrate the standards, policies, and practices necessary to render services in a manner that respects the worth of the individual and protects and preserves the dignity of people of diverse cultures, classes, races, religions, sexual orientation, and ethnic backgrounds. To that end the Provider agrees to abide by Chapter 11A of the Code of Miami - Dade County, as amended, which prohibits discrimination in employment, housing and public accommodations; Title VII of the Civil Rights Act of 1968, as amended, which prohibits discrimination in employment and public accommodation; the Age Discrimination Act of 1975, 42 U.S.C., as amended, which prohibits discrimination in employment because of age; Section 504 of the Rehabilitation Act of 1973, 29 U.S.C. § 794, as amended, which prohibits discrimination on the basis of disability; and the Americans with Disabilities Act, 42 U.S.C. § 12103 et seq.; which prohibits discrimination. in employment and public accommodations because of disability. OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 52 of 78 B) About the MDCPS School Improvement Zone COMMUNITY RESOURCES AND PARTNERSHIPS NECESSARY FOR SCHOOL IMPROVEMENT A Talking Docwiient_for the University and Community Advisory Board Prepared by Irving Hamer, Deputy Superintendent School Improvement Mlami-Dade County Public Schools December 2004 Introduction There is general agreement that schools are not able to educate children without the collaboration and partnership of parents and community. Often, the recognition of the importance of parents and community to the education of children does not translate into action. This is particularly true in urban centers where class, race, and socio-economics create barriers to the collaboration and partnership necessary to the effective education of children. It is common for parents and communities to seek alternatives to public education instead of working to improve the content and character of schooling in a community. In some Miami -Dade County Public Schools, this . isevidenced.., by. ,Charter, Schools, 21st..Cen.tury programs .,:.that_, provide instructional services that schools should be providing, as well as various tutorial services that deliver basic academic programs; intent on supplementing (and sometimes substituting for what schools are not doing) teaching and learning in school. The assumptions and data that support the deployment of human and material resources to after school services that mirror what should be school -based services, are not unjustified. Indeed, the lack of curricula focus and coherence in urban schools, combined with the seemingly permanent presence of low performing students shackled by various degrees of illiteracy, justify the plethora of programs intent on "educating children" because the schools are not doing so. Meanwhile, the children are recipients of a double dose of schooling -in school and after school - and appear impervious to both. In the lexicon of youth, more of the same is boring. More importantly, what is missing and what is needed? Goal It is the goal of Miami -Dade County Public Schools to collaborate and partner with parents and communities to provide supplementary supports for students and schools to advance high achievement. Strategy To achieve this goal, the public schools of Miami -Dade County will strengthen and deliver a robust program of remediation and enrichment for students in Pre - Kindergarten through the 12th grade. Therefore, making it possible for community - based organizations and agencies to deliver a platform of supplementary support services that will advance high achievement among students. OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 53 of 78 What schools must do is deliver knowledge and skills to students deemed essential to sustaining individual development an advancing society. Schools are not good at delivering a large array of supplementary support services important to the development of young people. Here is where partnerships and collaborations are so vital to child development. Proposed Menu of Supplementary Support Services 1. Teacher Appreciation —A teacher recognition program that honors and rewards a teacher(s) in each school in the district every marking period. 2. Family Literacy Program —Every school offers an after school, evening, Saturday, and/or summer program in family literacy. 3. Preparation for the World of Work (Suit them Up) —A program for 11th and 12th graders that providesinternships, coaching on work place etiquette, interviewing skills, resume development, networking, and managing human and material resources. 4. Enrichment in Art and Science —Providing every elementary and middle school student with 50 hours of hands on, project -based exposure and experience in an environment dedicated to the appreciation and advancement of art and science. 5. Stay in School Programs —A program that provides the emotional, social, and economic. supportfor_ students who. take longer to complete the scope and sequence for high school completion. . _... 6. College Preparation Service —A supplementary service for indigent families challenged by immigration status; admission and financial aid applications; PSAT, SAT, and ACT testing requirements and opportunities; early college enrollment; college selection; scholarship programs; recommendation letters; essays; remedial courses; and transition. 7. Safe Schools Program -A community -based initiative to ensure that every school has a safety plan that assures every child a safe and secure experience in school and during their home -school travels. 8. Violence Reduction —An in school and after school program whose goal is to eliminate and reduce violence in the lives of children by identifying and promulgating alternatives to violence, hosting a gang mediation summit; and developing a "Strong Men Don't Bully" campaign. 9. Suspension Prevention —An advocacy program for children and families intent on reducing the number of out of school suspensions. 10.School Pride Development —A community -based initiate focused on promoting the strengths and assets of selected schools so that the pride and affinity for the school would be motivational to students, teachers (and potential teachers), and parents -an antidote to the heavy diet of criticism and derision. 11.Leadership Training —A program that identifies and selects middle and high school students for structured leadership experiences that include, but are not limited to law enforcement, housing development, business, social services, cultural arts, health services, sanitation, civic participation, community development, politics, mass media, and education. OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 54 of 78 12.Health and Wellness —A community -based service that provides nutritious meals for hungry youth (youth cafes) and assists in -school youth to navigate access to health services and preventive health information and services, e.g.; obesity clinics, dermatology workshops, sex education seminars. 13. Homework Help Centers and Hotlines —Such a service would support students and families whose language proficiency and previous education is limited, as well as assist parents who are unfamiliar with content and methods of teacher -assigned work. 14.Young Entrepreneurs —A program that provides' students with the opportunity to develop micro -business by training them in business planning, managing human and material resources, inventory control, product development, marketing, budgeting, customer service, and bookkeeping. Every middle and senior high school should have a micro -business sponsored and coached by a partner company, e.g., Barnes and Nobles, The Gap, Tower .Records, Staples, Wal-Mart's, • 15.Community Technology Centers —Sites where students and their families would register for access to electronic mail communication, Internet access, multi -media tools, local and wide area networks, chat rooms, bulletin boards, on Hine, courses, and training_..._ experiences..: _on,.;,, using .._technology ._tools and applications. 16..Youth Build -A training and development program for young adults who do not have a high school diploma and have an interest in the construction trades. The program would include internships, apprenticeships, and job placement. 17.Center for Experiential Education Through Adventure —Developing character, teamwork, self-esteem, behavior management repertoire, and goal setting skills by engaging children and their families the ropes courses, climbing towers, and human development activities of Project Adventure. 18.Beacons—Extended use of school facilities by community -based organizations and/or agencies that provide social services to children and families, deliver recreational programs teach literacy skills to adults, and provide cultural arts programs to students and their families. Beacon programs might provide access to services and programs through 9-10 PM in the evening. 19.Writers Workshops —After school, Saturday, and summer workshops where students can assess guidance and support on their written work. The workshops would also provide support to aspiring student writers. 20.Respect and Civility Campaigns —Community -based effort to improve the quality of life for students in schools and the community by promoting respect and civility programs and activities, e.g., writing projects, showcasing exemplars, producing and distributing respect and civility collateral, award and recognition programs, community and school -based seminars and workshops on respect and civility. OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 55 of 78 21.Streetworker Corp —Deployment of a trained cadre of men and women dedicated to location and engaging out of school youth for the purpose of returning them to school or placing them in appropriate programs. The agency - based program would improve attendance, reduce the number of idle youth, reduce youth crime, and improve school completion rates. 22.Miami-Dade Math2—A six -week summer institute in mathematics for identified sixth graders in cohorts of 500 students for five years (through the 11`h grade) housed on a college/university campus. 23.Roberso-n Marquez Toussaint Society —A membership society of pre - collegiate scholars who enjoy the benefits of recognition, preferred access to events and activities, community boosters, semester abroad, sponsorships for higher education, executive internships, lectures, annual retreats, and participation in selected conferences and workshops. Summary The proposed menu of supplementary support services is intended to identify options for providers of in -or -after school programs. Such services would augment the academic a_ chievement focusof public schools in the district. The menu is denied from those `csOnd`it bns _ ` hat t com romise students acid cammtjnities attempting to achieve in school, but are plagued by circumstances that are not treatable by schools, their pedagogical or clinical staff. Indeed, the menu identifies those services that would support schools, students, and their families. It is envisioned that funding agencies would include such services among those eligible for financial support. Though • the school system recognizes the need for such services, it has no internal capacity to design or deliver them. The proposed menu of supplementary support services represents areas of opportunity for the school system and its external partners to collaborate. OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 56 of 78 C) Site Monitoring t oo1 The Children's Trust: YES Out of School Site Monitoring Tool Agency Name: Program Name: Site Name: Site Address: Population Served: Ages Served: Contract Manager: Lead Monitor: Children with Disabilities ❑ At -risk d General Population ID Fiscal Year: Contract # Date of Visit: Begin Time: End Time: 20 -20 years old to years old Program Administrator on site? Yes d No ❑ Name of administrator or alternate contact: Child:Development Service (CDS) Provider: Yes ❑ No ❑ Licensed Provider: Yes ❑ No U Entrance Conference Attendees (Name/Title) Exit Conference Attendees (NamefTitle) Section 1: Documentation Instructions: For each of the following components, place a check in the appropriate box and write in the additional information requested. Check "Verified" if OUT -OE -SCHOOL PROGRAMS Page 57 of 78 RFP #2'105-06 you saw complete documentation of that component; check Not in place" if the component was not in place, or was only partially completed. 1. Attendance/sign-in log for students (examine logs for one week, must include at least date, time, and authorized signature at sign -out) 2. Total number of students in attendance on the day of the visit(see tog): Number of general education students: Number of disabled/handicapped students: 3. Student files in compliance (Based on review of participant files on page 4) 4. List of individuals authorized for pick-up available with sign -in sheet 5. Schedule of activities for each group/class (obtain a copy of today's schedule) 6. Student lists available by grouplclass 7. Data entry of student demographics is up-to-date: CSC # students 8. Data entry of attendance is up-to-date: CSC fast date: 9. Evacuation routes/maps in each room (rate Not in Place" if not located in each visited activity room) 10. First aid kit complete and easily accessible 11. Health inspection certificate current 12. Fire inspection certificate current 13. Quarterly self -evaluations of indoor/outdoor facilities completed 14. Current CPR certification documented for at least one staff member in attendance co ca 7 Z ❑ ❑ ❑ ❑ .❑ ❑ ❑ ❑ `❑ ❑ ❑ ❑ ❑ • LI 15. Sign -in log for staff (examine logs for one week, must include at least: date and limes at sign -in and sign -out) 16. Total number of staff in attendance on the day of the visit (see sign -in log): Number of teachers/counselors working with students: Number of adult volunteers working with students: 17. Personnel files in compliance (Based on review of employee files on page 4) 18. Written policy for staff regarding wearing identification(e.g., badges, t- shirts, hats). 19. Written policy for working with students with recurring behavior problems 20. Written procedures/policies regarding late pick-up 21. Written emergency safety procedures 22. Written policies for ccmpleting accident/injury reports 23. Accidentlncident reports on file (completed forms or blank if no incidents to date). ❑ ❑ ❑ ❑ ❑ ❑ TRANSPORTATION PROCEDURES, IF APPLICABLE It not apprcable, check here ❑ and continue on to next page. 24. All eiriployees on staff who transport students have valid chauffeur's licenses 25. All vehicle inspections and registrations are current 26. Firstaid kit in vehicle is complete and easily accessible 27. Sub -contracts for provision of transportation are in order OUT -OF -SCHOOL PROGRAMS nrn Jt-innc_r1z Page 58 of 78 Section l: Documentation, Continued Data Collection instructions: Verify compliance with data collection requirements, as specified in Contract Attachment B, Program Evaluation. Examine the program's data collection records and/or student files_ 1. Under "Scheduled Administration," place a check (,9 in the box corresponding to each scheduled administration that has been completed/ 2. Under 'Transmitted," check if data has been transmitted to the Research and Evaluation Office of The Children's Trust. 3_ Under "In Compliance," check "Yes" if data collection is complete to date, or No" if it is incomplete. Mark `N/A" if the program's contract does not require that measure. For any items marked "No", provide a detailed explanation and plan for corrective action. Scheduled Administration 'Transmitted t , . In Compliance? Measurement Instrument Pretest Enrollment Midpoint Dec. 2004 Posttest Completion Yes Yes No NIA Explanation 28. Student Satisfaction Survey (outcome Al) nla nla ❑ ❑ ❑ ❑ ❑ ❑ ❑ 13 ❑ ❑ ❑ ❑ . 29. Parent Satisfaction Survey (outcome A2) 30. Social Skills Measure (outcome A3) ❑ nla ❑ ❑ ❑ ❑ ❑ 31. Expressive/Receptive Language Measure (outcome A4, only for programs serving children with disabilities) ❑ nla ❑ ❑ [3 ❑ ❑ 32. Reading Measure (outcomes Cl/C2) ❑ nla ❑ . ❑ ❑ ❑ ❑ Describe how reading activities are based on the pretest results. 33. Physical Fitness Measure (outcome C4) ❑ nla ❑ ❑ ❑ ❑ (3 Describe how fitness activities are based on the pretest results. 34. Fine/Gross Motor Skills Measure (outcome C5, only for programs serving children with disabilities) ❑ nla ❑ ❑ ❑ ❑ ❑ 35. Cognitive Skills Measure (outcome C6, only for programs serving children with disabilities) ❑ nla _ ❑ ❑ ❑ ❑ ❑ '36. Self -Help Skills Measure (outcome C7, only for programs searing children with disabilities) ❑ nla ❑ _ ❑ ❑ ❑ ❑ OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 59 of 78 Student File Verification Instructions: Randomly select ten (10) students from todays sign -in log. Write their name under The number in the first low, and examine the appropriate cell to verify that each studenrs Me contains at least the following: corresponding student files Place a check in the 1 Registration form signed by legal guardian Social security number Date of birth Emergency contact name and telephone number Special needs conditions (.e, clergies, dietary requirements, seizures, claiy log for medEclorkset.) Demographic data, as required by Contract Attachment E Emergency medical authorization Individual Education Plan (1EP) for disabled/handicapped students (Enternu.4rfn applicable) Authorization for photography/video Permission for contact Employee File Veri instructions: Randomly salted five (5) employees from today's sign -in log. Write their name under the number in the first row, and examine the corresponding employee files. Place a check in the appropriate cell or circle a letter to verify that each employee's file contains at least the following: Application Copy of diploma/degree/credentials Job description, signed and dated by employee Proof of knowledge of program's policies and procedures Verification of drug screening, if required as a condition of employment Check here afrequired Proof of criminal background screening (Club s for StataiticatF far Federal or a for both screenings) OUT -OF -SCHOOL PROGRAMS RFP #2005-06 2 3 4 5 6 7 8- 9 10 1 S F• B 2 S F B 3 S F B 4 S F B 5 S F B Page 60of78 Instructions: Verify that program components are being carried out as specified in Contract Attachment A, Section )118. First, through dscussions with the program director, ascertain the frequency, intensity, and duration of each activity fora participant, as follows: Frequency - how often a student participates in an activity (e.g., two time(s) perweek; one time(s) perms, etc.) Intensity: how long the activity lasts each time a student participates (e.g., 30 minutes, etc.) Duration - total time frame within which participants are involved in the activity (e.g., ail school year/summer, 6 weeks, etc.) Next, obtain a copy of today's schedule and verify that the written schedules campy with the specifications. Finally, over the course of the visit, verify that observed activities correspond to those on the schedule. E. Activities and Processes 1. Reading /Academics 2. Physical Fitness 3. Social Skills 4. Other, specify 5. Nutrition 6. Transportation Specifications (Frequency, Intensity, and Duration) rime(s) Per for minutes, over a course of time(s) per ,10r Minutes, overa course of lime(s) per for uwrues, over a course o1 tine(s) per , for minutes, overa course of Specify nufi7ionarservices provided: Snacks: time(s) per day Meals: time(s) per day Specify the number of d*Iren who ut ze the following transportation services to/from the program: Provided by program Sub -contracted Self -transported 7. Review with program staff the way in which the program's goals, as described on page 2 of Contract Attachment B, apply to the population served. Reviewed Note any concerns or questions Schedule Observation Yes No ❑ ❑ ❑ ❑ ID El ❑ ❑ ID LI Yes No ❑ ❑ ❑ ❑ Li Lk U ❑ ❑ ❑ ❑ ❑ Comments OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 61 of 78 A. Health, Safety, and Facilities Instructions: Place a check (✓) in the circle corresponding to your rating for each of the following statements using the scale: Strongly Disagree=i; Disagre 2; Agree= 3; and StronglyAgree= 4. Select "Not Applicable" (9) if you were not able to make a determination or the statement does not apply to this program. Also indicate the source of data you used to determine your rating by circling the corresponding letter: direct observation (0), or interviews (I). In the Comments area. write in observed strengths as watt as anv d4efirlancbe ,Y..r�,ir ne rx r„ rfiuw arf nn_ A. Health, Safety, and Facilities Source of Data m ID °' Fem CD CI }. m .- d 2 2 Q in z Comments 1. All program employees and volunteers wear a form of identification that clearly identifies them as program staff (e.g., ID badges, t-shirts, hats). 01 0000e 2. Staff document when children arrive and leave. 0 1 OQ OO OQ 3. Bathrooms are available, clean, and well stocked. 01 OQ OO O 4. Staff take steps to ensure that children clean their hands before eating. 01 E OQ 30 5. The program offers healthy snacks/meals (i.e., varied, well-balanced choices over the course of a week). 0 1 01 ® 30 6. Indoor space is sufficient for all program activities (even in inclement weather). 0 i 01 O O 7. Students' work and/or information of interest to them is displayed in the facility. 0 1 01 Q Q 8. There is adequate storage space for equipment, materials, and personal possessions of the children and staff. 01 00®00 9. Heat, NC, ventilation, noise level, and light in the indoor space are comfortable. 0 1 O © O 10. There are no apparent health hazards in the indoor or outdoor spaces (e.g., exposed toxic/hazardous materials, construction, etc.). 0 1 O © Q 11. In case of an emergency, staff have the ability to communicate with each other while the program is in session (e.g., phones, 2-way radios, proximity). 0 1 Q © Q . 12. The equipment/facilities are appropriate for the ages and abilities of the students_ 0 1 OQ Q 30 13.The active play equipment is safe (e.g., no sharp edges, in good repair). 01 o O O 14. The outdoor area is clean and well maintained (e.g., free from litter, graffiti; lawn mowed; landscape tended; hard court in good repair, etc.). - 0 I Q Q 03 15. The outdoor space is suitable for a wide variety of activities. 01 (Q 30 co 16. The program takes steps to prevent overexposure to heat, by providing access to drinking water, shaded areas, etc. - 0 I 01 Q Q OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 62 of 78 B. Human Relations Among Staff, Children, and Families Instructions: Place a check (✓l in the circle corresponding to your rating for each of the following statements using the scale: Strongly Disagree= i; Disagree= 2; Agree= 3; and Strongly Agree= 4. Select 'Not Applicable" (9) if you were not able to make a determination or the statement does not apply to this program. Also indicate the source of data you used to determine your rating by circling the corresponding letter: direct observation (0), or interviews (1j. in the Comments area, write m observed strengths as well as any deficienciesiring corrective action. requ B. Human Relations Among Staff, Children, and Families $01rce of Data a,• c' 0, COm n, OI m a p. e m � o a etz Comments 17. Staff welcome students into activities, including and/or inviting all to participate. 0 I iC CQ ® ® OO 18. Staff provide positive reinforcement for desired behaviors. 0 1 OO © 3© 19. Staff ask children questions that promote independent thought and decision making (e.g., open-ended questions, offering choices, etc.). 0 1 0 © Os ® OO 20. Staff encourage students to share their ideas and listen to them. 0 1 CQ © Os 21. Staff set limits for students. 01 CQ © OO 22. Staff are responsive to the students' own culture, language, and/or special needs. 0 1 O © 30 ® 23. Special assistance is given to students who seem to struggle. 0 1 0 © © 24. Behavior problems are dealt with fairly and consistently. 01 CQ © OO 25. Staff generate excitement about the program activities. 0 t CQ 26. Students treat staff with respect. 01 C)©000 27. Students comply with the program's rules and requirements. 0 I CQ © s0 ® ) 28. Students interact with one another in positive ways. 0 1 0 00000 29. Staff interact effectively with parents/guardians at drop-off and pick-up times. 0 1 Ci © © ® 30. Staff model appropriate social skills and behaviors in their interactions with students, parents, and fellow staff. 01 100888 OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 63 of 78 C. Program Components Instructions: Place a check (re) in the circle corresponding to your rating for each of the following statements using the scale: Strongly Disagree=1; Disagre 2 Agnes 3; and Strongly Agree= 4. Select "Not Applicable" (9) if you were not able to make a determination or the statement does not apply to this program. Also indicate the source of data you used to determine your rating by circling the corresponding letter: direct observation (0), or interviews (i). In the Comments area, write in observed strengths as well as any deficiencies requiring corrective action. C. Program Components soup of Dale E. co m a m Q. 0'c cm m C. .4(o a g z Comments 31. Activities generally follow the daily schedule, allowing for flexibility. 0 1 Q1 Q2 OO 32. Students move smoothly from one activity to another. 0 1 1Q 0 03 0- 33. Activities are flexible enough to meet varied styles, abilities, and interests of the students. 0 1 0 C 0 34. Academic component(s) are tailored to appropriate age/grade and reading/ developmental levels for the participants. 0 1 ()Q2 g 35. The students appear to be enjoying time spent in (select n/a furor part ofprogram) : (a) active, physical play 0 1 ( © 30 36. (b) creative arts and dramatic play 0 1 OQ © 03 37. (c) reading/academic work 0 I OQ OQ OO 38. The activities reflect the languages and cultures of the students served. 01 ®OO OO 39. There are sufficient materials and supplies for all students to participate. 0 I C)() © © 40. Materials (e.g., games, art supplies, sports equipment) are complete and in good repair. 0 1 0 Ci 0 41. Materials are accessible to the students, as appropriate. 0 I (DC)000 42. High interest reading materials (e.g., books and magazines) are available that are appropriate for the students' age(s) and reading level(s). 0 1 OO 0 Q 43. Instruction is connected to a disabled/handicapped student's IEP. (rda* at #no disabled students are enrolled) 0 I 0 © 0 oo 44. Physical activities address strength (lifting or pushing), flexibility (stretching), and endurance (cardiovascular, sustained activity). 0 1 0 a ® ® OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 64 of 78 instructions: Provide a descriptive summary of the overall findings from the site visit. Lead Monitor's Name (print): Site Administrator's Name (print): Lead Monitor's Signature: Site Administrator's Title (print): Date: Site Administrator's Signature: Date: OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 65 of 78 D) The Children's Trust Child Satisfaction Survey We want to know what you think about this program. Please tell us what you think about each statement listed below. Also, tell us a little bit about yourself by filling out the top part of the survey. I am years old. I am a o Boy o Girl. What is your race? o Black o White o Asian ❑ Other What is your ethnicity? o Hispanic o Haitian ❑ Other 1.`Adults here are fair. Circle your thoughts Definitely not the face that about the ee Not much describes statements. nn Usually Definitely 2. The adults here make the program exciting. Definitely not Not much Usually Definitely 3. If I have a problem, an adult here will help me. Definitely not Not much Usually Definitely 4. I feel safe here. Definitely not Not much Usually Definitely 5. There are enough things here for everyone to use. Definitely not Not much Usually Definitely 6. I get along with the kids here. Definitely riot Not much Usually Definitely 7. I like coming here. Definitely not Not much Usually Definitely 8. This program will help me do better in school. Definitely not Not much Usually Definitely ' 9. I would tell my friends to come here. Definitely not Not much Usually Definitely 10. What do you like best about the program? 11. What do you wish you could change about the program? (Source: www.smiling-faces.com) For Staff Use Only (MUST BE COMPLETED) Please use this survey for children in elementary school. ORGANIZATION: SITE LOCATION: DATE CONDUCTED: HOW CONDUCTED?: o Self o Read -Items o In -person OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 66 of 78 The Children's Trust Youth Satisfaction Survey We are interested in your thoughts about how this program is doing. Please tell us how much you agree or disagree with each statement listed below. Also, please complete the top portion of the survey to tell us a little bit about yourself. I am years old. I am a ❑ Boy ❑ Girl. Race: A Black o White ❑ Asian ❑ Other Ethnicity: o Hispanic ❑ Haitian ❑ Other 1. Adults here are fair. Circle describes Strongly Disagree the uvordjs) your Disagree that best response. Age Strongly Agree 2. The adults here make the program exciting. Strongly DisagreeAgree Disagree Agree Strongly 1 If I have a problem, an adult here will help me. Strongly Disagree Disagree Agree Strongly Agree 4. I feel safe here. Strongly Disagree Disagree ,Agree Strongly Agree 5. There are enough things here for everyone to use. Strongly Disagree Agree Strongly 6. I get along with the students here, Strongly Disagree Disagree Agree Strongly Agree 7. I enjoy coming here. DisagStrongly ree Disagree Agree Strongly Agree 8. This program will help me do better in school, Strongly Disagree Disagree Agree Strongy Agree 9. 1 would tell my friends to come here. Strongly Disagree Disagree Agree Strongly Agree 10. What do you like best about the program? 11. What do I wish I could change about the program is? 12. What would you be doing if you didn't attend this out -of -school program? o Watching TV ❑ Doing Homework/Studying o Doing Nothing ❑ Playing o Hanging Out ❑ Other For Staff Use Only (MUST BE COMPLETED) Please use this survey for children in middle and hint' school. ORGANIZATION: SITE LOCATION: DATE CONDUCTED: HOW CONDUCTED?: ❑ Self ❑ Read -Items ❑ In -person OUT -OF -SCHOOL PROGRAMS Page 67 of 78 RFP #2005-06 The Children's Trust Parent Satisfaction Survey We are interested in your thoughts about how this program is doing much you agree or disagree with each statement listed below. Also, top portion of the survey to tell us a little bit about you and your family I am: o MALE ❑ FEMALE RACE: ❑ Black o White ❑ Asian ETHNICITY: o Hispanic ❑ Haitian o Other HOW MANY OF YOUR CHILDREN ATTEND THIS PROGRAM? AGE(S) OF CHILD(REN) Please tell .us how please complete the o Other 1. The staff treat my child fairly. Circle describes Strongly Disagree the word(s) your Disagree that response. Agree best Strongly Agree 2. The staff get children excited about program activities. Strongly Disagree Disagree Agree , Strongly Agree 3. The staff respond to my child's own culture, language, or special needs. Strongly Disagree Disagree Agree Strongly Agree 4. The staff keep me informed about program activities. Strongly. Disagree Disagree Agree Strongly Agree 5. The staff keep me informed about my child's progress. Strongly Disagree Disagree Agree Strongly Agree 6. I feel welcome by program staff. Strongly Disagree Disagree Agree Strongly Agree 7. The staff give me a chance to share my ideas. Strongly Disagree Disagree Agree Strongly Agree 8. My child is safe while attending the program. Strongly DIs agree Disagree Agree strongly Agree 9. This program will help my child do better in school. Strongly Disagree Disagree Agree Strongly Agree 1Q._1y child likes coming to the program. Strongly Disagree Disagree Agree Strongly 11. I would recommend this program to others. Strongly Disagree Disagree Agree Strongly Agree 12. What do you like best about the program? 13. What do you wish you could change about the program? For Staff Use Only (MUST BE COMPLETED) ORGANIZATION: SITE LOCATION: DATE CONDUCTED: HOW CONDUCTED?: o Self in Read Items El In -person OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 68 of 78 E) Switchboard of Miami, Inc. •M• Switchboaitl of miami, inc. 701 SW 27Th Avenue, Suite 1000 Miami, FL 33135 Phone: (305) 358-1640 Fax: (305) 377-2269 Please complete this Agency information form and use a separate Program information form for each program, service and/or location, If you have any questions please call 358-1640, AGENCY INFORMATION Agency Name: Also Known As: In Charge of Agency/Title: Federal ID #: Tax Exempt #: Address of Administrative Office: Phone: Fax: TDD/TTY: Web Address: E-Mail Address: Type of Agency: INon-Profit °For Profit °Religious Affiliation OPublic/Governmental Office Hours: Licenses/Accreditation: Summary of Direct Services Provided: Funding Sources: Contact Person for Future Updates: Signature of Administrator: Date: OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 69 of 78 Switchboard of Miami, Inc. 701SW 271h Avenue, Suite 1000 Miami, FL 33135 Phone: (305) 358-1640 Fax: (305) 377-2269 PROGRAM INFORMATION Page 2 of 2 Please duplicate this form and use a separate form for each site and/or distinct program. Criteria for Indigence Determination: Client Fees: Accepts Medicare: (Yes (No Other Insurance Accepted: Transportation/Bus Routes: Transportation Provided by Facility: (Yes (No Cost: Service Area where services are provided: Total Bed/Slots: Security Level: Staff/Client Ratio: Staff Credentials: Aftercare Services Provided: Sliding Scale: (Yes (No Accepts Medicaid: (Yes (No List Any Special Program Categories: e.g. HIV, Homeless, etc.., If there is additional information that you feel is relevant to make an appropriate referral to your program please include it below: If you have any questions please contact Gonzalo Gonzalez at (305) 358-1640, ext 120. Thank you for your assistance in making this valuable information available to our community. OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 70 of 78 F) Nutrition USDA's After -School Snack Program for Children The After -school Snack Program (ASP) provides reimbursement for certain snacks served at eligible after -school program sites. Reimbursement is available for snacks served to children through age 18 and certain children over age 18. Who can participate in the US Department of Agriculture (USDA) After -School Snack Program? In Miami -Dade county, programs operating at school sites are eligible through the Miami -Dade County Public Schools. Parks and recreation programs, after -school camps, churches and other after school groups that offer after -school programs can meet eligibility requirements if they are located in an area served by a school in which at least 50 % of the enrolled children are eligible for free or reduced -price meals and meet local and state health/safety standards. Organizations requesting funding from The Children's Trust must provide daily nutritious snack for participants in after -school programs, and this is an easy way to accomplish that. There are several ways to apply for participation In Miami -Dade County. 1. If your after -school program is located at a Miami -Dade County Public School site, MDCPS can provide the snacks and food. Olga Botero is the coordinator and can be reached at 786-275-0400. Applications for this sponsor need to be completed before this grant proposal is submitted to The Children's Trust. 2. If your after -school program is not located on a school site, the Daily Bread Food Bank (a sponsor of The Florida Department of Health after -school snack program) is open to collaborate with any agency applying to the Children's Trust for after -school funds where there is a need for nutritional foods, Contact Robert Peters at (305) 633-9861 extension 217 for more information. Applications for this sponsor must be completed before the grant application package Is submitted to The Children's Trust. 3. The Florida Department of Health provides cash reimbursement for certain snacks served at eligible after -school program sites. This program is funded by the U.S. Department of Agriculture and is administered by the Florida Department of Health, Bureau of Child Nutrition Programs, For further information regarding the application process and eligibility criteria, contact Marlene Dubois at the Florida Department of Health, Bureau of Child Nutrition Programs, 4052 Bald Cypress Way, Bin # A-17, Tallahassee, Florida 32399- 1727, Telephone: (850) 414-1622. Website: www.doh.state.fl.us/ccfp. Patricia Earl and Jorge Batista can be contacted locally at (305) 377-5630 and (305) 377- 7022 respectively, regarding this program. The process through the Florida Department of Health may involve a lengthy application process. Training is required prior to participation once a site is approved, and the completion of considerable paperwork must be submitted on a monthly basis. OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 71 of 78 Summer Food Service Program The Summer Food Service Program (SFSP) provides free, nutritious meals and snacks to help children in low-income areas get the nutrition they need to learn, play, and grow throughout the summer months when they are out of school. This program is funded by the U.S. Department of Agriculture (USDA) to provide nutritious meals during the summer at locations throughout the community. Local sponsors receive federal reimbursement from the USDA for administering the program at feeding sites. Sites eligible to operate a summer food service are those in which 50% or more of the children qualify for free or reduced price school meals. For more information on SFSP, and if you are interested In becoming a local . sponsor, contact Liz Doreen or Michelle Morris, Food and Nutrition Management, Florida Department of Education, at 1-800-504-6609 or visit www.fnm.doe.state.fl.us. Who can participate in the SFSP? Schools, parks and recreation programs, summer camps, churches that offer summer programs for children, parochial schools that offer summer school, and other groups that provide summer activities for children during the summer may be eligible, Programs could partner with local housing projects, food banks, parks and recreation, schools, summer camps, or senior centers to coordinate the summer food program with activities that are already availa ble. Organizations requesting funding from The Children's Trust must provide daily nutritious meals and snacks for participants in full -day programs, and this is an easy way to accomplish that. There are a few ways to apply with a local sponsor program in Miami -Dade County. 1. If your summer program is located at a Miami -Dade County Public School site, MDCPS can provide the snacks and/or meals. Olga Botero Is the coordinator, and can be reached at 786-275-0400. Applications for summer food service program site need to be completed as part of the grant proposal. If your summer program is not located at a school site, the Miami -Dade County Community Action Agency can provide snacks and meals. Applications for this sponsor must be completed by March 25, 2005. Application requests can be made to Lillian Caban, Nutrition Services Supervisor at 305-638-5730 or licaban@miarni-dade.gov and available with the download . of the RFP in a printable PDF format as well as Word document. 2. The Daily Bread Food Bank is also open to collaborate with any agency applying to the Children's Trust where there is a need for nutritional foods. Contact Robert Peters at (305) 633-9861 extension 217 for more information. Applications for this sponsor must to completed before the grant application package is submitted to The Children's Trust. OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 72 of 78 G) Approved Bus Companies The following is a fist of bus companies approved by Miami -Dade County Public Schools. This list is updated periodically and available online at htto://dot.dadeschools,net/. 1. A1A Transportation, Inc. 501 N. W. 159 Street, Miami, Florida 33169-6648 Phone: (305) 949-2700 Fax: (305) 940-8510 www.A1ATransportation.com Mr. Eddie Hernandez 2. ABC Club, Inc. 4701 S. W. 132 Avenue Miami, Florida 33175 Phone: (305) 221-3272 Fax: (305) 221-6500 Cell: (786) 487-4086 Ms. Luisa Hernandez 3. Air B School Bus Transportation, Inc. 6241 S. W. 16th Terrace, Miami, Florida 33155 Phone: (305) 267-1001 Fax: (305) 267-3139 Cell: (786) 290-5245 Mr. Henry Beltran 4. J. C. Arver School Bus Service, Inc. 18520 N. W. 47th Avenue, Miami, Florida 33055 Phone: (305) 624-1247 Fax: (305) 556-5919 Mr. J. C. Arver 5. First Student, Inc. d/b/a - J. Balsera-School Bus Service, Inc.--- 5874 West Flagler Street, Miami, Florida 33144 Phone:-(305) 448-1521 Fax: (305) 445-0694 ._ www.FirstStudentinc.com Mr. Julio Balsera & Mr. Luis M. Meta 6. Bestway School Bus Service Maricel & Rey Morera 4501 SW 142 Place, Miami, Florida 33175 Phone: (305) 227-0135 Fax: (305) 220-6682 Cell: 305-796-1523 Mr. & Mrs. Rey Morera 7. Carlos & Susanna School Bus Service 3340 S.W. 80th Avenue, Miami, Florida 33172 Phone: (305) 261-8571 Fax: (305) 266-2284 8. Del Aguifa Bus Service, Inc. 825 Lisbon Street, Coral Gables, Florida 33134 Phone: (305) 446-6001 Fax: (305) 446-8272 Mr. Jose Del Aguifa OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 73 of 78 9. Franmar Corporation 10400 S. W. 187 Street, Miami, Florida 33157 Phone: (305) 253-5086 Fax: (305) 253-8427 Ms, Fran Martinelli 10. J & A Hernandez 9400 5. W. 15 Street, Miami, Florida 33174 Phone : (305) 559-6771 and (786) 236-3800 Fax: (305) 559-5995 Mr. J. Hernandez 11. Edicta & Evelio Jomarron School Bus Service 3101 S. W. 26 Street, Miami, Florida 33133 Phone: (305) 443-4799 fax: (305) 443-9604 Attn: Mr. Evelio Jomarron 12. Jomarron, Mayra School Bus Service 13777 S. W. 24 Street, Miami, Florida 33175 Phone: (305) 223-6392 fax: (305) 559-1779 Ms. Mayra Jomarron 13. M & M Marroquin School Bus Service, Inc, 2930 S. W. 17 Street Miami, Florida 33145 (305) 446-0246 Fax: (305) 444-4549 14. Manolo School Bus Service 150 S. W. 49 Avenue Miami, Florida 33134 305-446-7917 fax: (305) 442-8923 Ms. Elsa Losas 15. Manolin & Pilar Martinez School Bus Service 2830 S. W. 79 Court, Miami, Florida 33155 Phone: (305) 444-2240 Fax: (305) 262-7208 Ms. Pilar Martinez 16. Maranata School Bus Service Corporation 7161 S. W. 7 Street, Miami, Florida 33144 Phone: (305) 264-8423 Fax: (305) 971-3934 Mr. Ulysis Arias 17. A. Oliveros, Inc. 3114 W. 69th Place, Hialeah, Florida 33018 Phone: (305) 822-3270 Fax: (305) 557-1371 Mr. A. Oliveros OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 74 of 78 18. J. Ruiz School Bus Service, Inc. 1021 W. 46 Street, Hialeah, Florida 33012 Phone: (305) 821-4681 Fax: (305) 827-9179 Mr, Jose A. Ruiz 19. United Bus Service, Inc. 3660 S. W. 9th Terrace #2 Miami, Florida 33135 Phone: (305) 476-0746 Fax: (305)476-8756 Cell: (305) 807-9624 Mr. Marco Marroquin 20. J & M Vera School Bus Service, Inc. 2597 West 70th Street, Hialeah, Florida 33016 Phone: (305) 822-0615 Fax: (305) 822-0507 Mr. J. Vera OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 75 of 78 H) Resources for Out -of -School RFP Out -of -School Programming ✓ The Forum for Youth Investment/Out-of-School Time Policy Commentary www,forumforyouthinvestment.org/ostpc.htm ✓ Forum for Youth Investment/Greater Resources for After -School Programming www.forumforvouthinvestment.ora/araso/execsumm.htm ✓ Michigan State University Extension www.msue.msu.edu/cyf/OST/Index.html ✓ AfterSchool.gov www.afterschool.Qov ✓ National Institute on Out -of -School Time www.niost.ora ✓ The Out -of -School Time Learning and Development Project/Harvard Family Research Project www.ase.harvard.edu/hfro/proiects/afterschool/a bout. html Reading ✓ Southwest Cognitive Development Laboratory (reading assessment information and inventory of assessments) www.sedl.orq/reading/framework/assessment,html MIAMI-DADE COUNTY PUBLIC SCHOOLS APPROVED READING CURRICULUM FOR ZONE SCHOOLS: ✓ Early Success, grades 1-2 www.schooldirect.com (Elementary after-hours supplement) ✓ Soar to Success, grades 3-4 www,schooldirect.com (Elementary after-hours supplement) ✓ Voyager Passport www.iamvovager.com (children who have failed their grade two times) ✓ Read 180, middle/high school students reading below 4th grade level http://teacher. s4hol astic.comjproducts/read 18Q/ ✓ Read XL, middle/high school reading 1-2 years below grade level htto://teacher.scholastic.com/products/readx1/ ✓ Additional curriculum: Language of Literacy (middle/high school on grade level) Social Skills ✓ Strengths, Differences Questionnaire (SDQ): www.sdginfo.comJba2 ✓ Positive Action — www.rositiveaction.net ✓ Stop and Think Social Skills 1) Background, www.stopandthinksociaiskills.com/stop&thinksocialskills/Sociai5killsCverview.htrn 2) Materials available at www.sopriswest.corn click 'social skills' on the left ✓ Centers for Disease Control and Prevention's Behavior Assessments www.cdc.gov/ncioc/pub-res/pdf/sec3.pdf (M1 and M3 are commonly used, not appropriate for middle school age students) ✓ Behavior Assessment for Children, Second Edition www.agsnet.com ✓ Social Skills Rating System www.agsnet.com ✓ Life Skills www.lifeskillstraining.com OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 76 of 78 Physical Fitness ✓ SPARK www.sparkpe.org ✓ Running Programs www.kidsrunning.com/kraskprogram.html ✓ Integrating Running and Academics www.kidsrunnina.com/krschool.htmi ✓ National Association for Sport & Physical Education www.aahperd.org/naspe ✓ Florida Alliance for Health, Physical Education, Recreation and Dance www.fahperd.orq ✓ PE Central www.pecentral.orq ✓ The President's Challenge www.nresidentschallenge.orq ✓ Fitness & Sport www.fitnessandsport.com Children with Disabilities ✓ Children's Disabilities Information www.chlidrensdisabllitles.info ✓ National Center on Secondary Education and Transition for Youth with Disabilities www.ncset.orq ✓ National Dissemination Center for Children with Disabilities www.nichcv.orq ✓ Understanding Inclusion and the Americans with Disabilities Act (ADA) www.centraldirectory.org/publications.cfm ✓ Being at ease with children with disabilities www.kidsource.com/kidsource/content2/at.ease.html ✓ Florida Developmental Disabilities Council www.fddc.orq ✓ National Center for Learning Disabilities www.ncld.org. Florida Provider Guide ✓ The provider guide includes numerous links to information regarding child care rules, regulations, policies, procedures, statutes, federal codes, fact sheets, sample forms and resources - www.dcf.state.fl.us/childcare/oroviderouide.shtrnl OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 77 of 78 I) Certification Form I do hereby certify that the following documents listed below will be maintained and made available to The Children's Trust staff to review during the contract monitoring review for (Agency Name) Documents Required with application Financial Audit/Unaudited Financial Statements Administrative Internal Control questionnaire Documentation of General Liability Insurance (minimum $500,000) Documentation of Workers' Compensation Insurance (minimum $500,000) Documentation of Automobile Insurance (minimum $1,000,000) Internal Revenue Service (IRS) Tax Determination Letter Current Corporate Status Certificate/Letter of Good Standing from State of Florida IRS Tax Form (990 or other appropriate form) past 2 years IRS Form 941 and Proof of Payment if Tax Liability Existed Board of Directors List Current Board of Directors' Meeting Schedule Americans with Disabilities Act policy Non-discrimination policy, including Client Non-discrimination Drug -free Workplace Certification Equal Employment Opportunity/Affirmative Action policy Signature X Required documents prior to signing a contract X X Name & Title Documents that must be in place on file at Agency Staff Initial x X X X X X X X X X Date Page 78 of 78 OUT -OF -SCHOOL PROGRAMS RFP #2005-06