RFP # 14-9657-9CS

September 26, 2014

REQUEST FOR PROPOSAL

TUTORING, ALTERNATIVE TO SECONDARY EDUCATION AND

LEADERSHIP DEVELOPMENT SERVICES FOR THE WORKFORCE INVESTMENT ACT

LOCAL WORKFORCE AREA #9

COUNTY OF HENRICO, VIRGINIA

Your firm is invited to submit a proposal to provide Tutoring, Alternative to Secondary Education and Leadership Development Servicesfor the Work Force Investment Act (WIA), in accordance with the enclosed specifications. The submittal, consisting of the original proposal and four (4) additional copies marked, Tutoring, Alternative to Secondary Education and Leadership Development Services, will be received no later than 2:00 p.m., October 17, 2014, by:

IN PERSON OR SPECIAL COURIERU.S. POSTAL SERVICE

County of HenricoCounty of Henrico

Department of FinanceDepartment of Finance – Purchasing Division

Purchasing Division ORP O Box 90775

1590 E. Parham RoadHenrico, Virginia 23273-0775

Henrico, Virginia 23228

This IFB and any addenda are available on the County of Henrico website at: Bids and Proposals link is listed under the Henrico Business Section on the home page. To download the IFB, click the link and save the document to your hard drive. To receive an email copy of this document or any technical assistance please contact

Time is of the essence and any proposal received after 2:00 p.m., October 17, 2014, whether by mail or otherwise, will be returned unopened. The time of receipt shall be determined by the time clock stamp in the Purchasing Division, Department of Finance. Proposals shall be placed in a sealed, opaque envelope, marked in the lower left-hand corner with the RFP number, title, and date and hour proposals are scheduled to be received. Offerors are responsible for insuring that their proposal is stamped by Purchasing Division personnel by the deadline indicated.

Nothing herein is intended to exclude any responsible firm or in any way restrain or restrict competition. On the contrary, all responsible firms are encouraged to submit proposals. The County of Henrico reserves the right to accept or reject any or all proposals submitted.

The awarding authority for this contract is the Capital Region Workforce Partnership.

Technical questions concerning this Request for Proposal should be submitted to Cecelia Stowe, no later than October 3, 2014.

Very truly yours,

Cecelia H. Stowe, CPPO, C.P.M.

Purchasing Director

804-501-5685

1590 E. PARHAM ROAD/P O BOX 90775/HENRICO VA 23273-0775

(804) 501-5660 FAX (804) 501-5693

REQUEST FOR PROPOSAL

TUTORING, ALTERNATIVE TO SECONDARY EDUCATION AND LEADERSHIP DEVELOPMENT SERVICES FOR THE WORKFORCE INVESTMENT ACT

LOCAL WORKFORCE AREA #9

COUNTY OF HENRICO, VIRGINIA

  1. PURPOSE:

It is the intent and purpose of this document to make available funds for youth service providers capable of delivering specific workforce services to economically disadvantaged out-of-school youth ages 17-21 in accordance with the requirements of the Workforce Investment Act of 1998, Public Law 105-20 (WIA), Capital Region Workforce Partnership (CRWP), Resource Workforce Investment Board and Resource Youth Network.

The Capital Region Workforce Partnership seeks to contract with an organization or multiple organizations to provide the following WIA Youth Program Elements to eligible WIA youth ages 17-21 in the Capital Region. Successful Offerorsmust be able to provide these services in coordination with the County of Henrico’s Goals Institute program to program participants residing in the counties of Charles City, Chesterfield, Goochland, Hanover, Henrico, New Kent, Powhatan and the City of Richmond. This solicitation is for effective and innovative service providers which can deliver in coordination with the GOALS Institute three (3) of the required 10 WIA Youth Program Elements through June 30, 2015. The three (3) elements are:

  1. Tutoring, study skills and instruction leading to secondary completion, preparation for post-secondary education, attainment of a post-secondary degree or credential and/or a one level grade increase in reading, writing or math computation, for out–of-school youth.
  1. Alternatives to Secondary Education which are educational achievement services which may include specialized, structured curriculum offered inside or outside the public school system which provide preparation and payment for General Educational Development (GED).
  1. Leadership Development Services includes, but not limited to, opportunities that encourage personal and community awareness and responsibility, work readiness, career development, personal effectiveness, exposure to post-secondary education and citizenship activities, financial literacy, decision making and teamwork.

Offerors are not required to submit a proposal on all elements. Offerors have the option to submit a proposal on multiple elements or only one element. Offerorsmust be able to delivery services at all of Resource’s workforce centers and satellite locations. Offerorsmust include in their proposals, strategies that reflect their ability to leverage funds to increase connections to academic and workforce preparation institutions that provide education and training to ensure alignment to current and future knowledge and skill needs through the development of career pathways.

  1. BACKGROUND AND GENERAL INFORMATION:

CRWP contracted with the Goals Institute to provide WIA services to economically disadvantaged youth ages 17-21 by providing opportunities for them to be trained in the necessary skills sets for employment, educational attainment and leadership positions in high growth- high demand occupations.

TheWorkforceInvestmentActrequirestheavailability oftenprogramelementsinallyouthprogramsasreferencedinTitle1,Section129oftheAct. Theseprogram elementscanbemadeavailabledirectlyorthroughpartnerships. Allyouthdonotneedtotakepartineachoftheseelements,buteachelementmustbeavailabletoallyouthwhoareidentifiedthroughacomprehensiveassessmenttoneedthatelement. The goals of WIA and this solicitation is to obtain partners that can assist the youth in coordination with the GOALS Institute in providing quality services which supports the major educational attainments, develop work specific skills and enter employment or post-secondary education and training that will lead to family sustaining wages for out-of school youth residing in the Capital Region.

Offeror’s services must be designed and delivered in a manner that maintains focus on and is relevant to career development, job placement and educational attainment. Servicesmust beprovidedthroughdocumentedpartnerships with the GOALS Institute which is considered the “lead agency”.Youthmayalsobereferredtoservicescurrentlyavailablewithinacommunity,ifneeded,tomeettherequiredaccesstoalltenelements.Serviceproviderswillberequiredtodocumentactivities,attendance, progressofyouthenrolledintoeachelement and cost associated with providing the activity. Activitiesforyouthshouldbedesignedto end on June 30, 2015.

CRWP will award a maximum of$60, 000 in allowable WIA cost for all three program elements. Offeror (s) are advised to carefully develop their response to this solicitation knowing CRWP may award either a single or multiple contracts with combined totalsto delivery servicesnot toexceed the available amount.

All contract awards will be based upon the availability of WIA formula funding to the local area. All funds awarded under the terms of this RFP must be expended on WIA eligible youth, approved and referred by the GOALS Institute residing in any one of the eight localities identified above.

  1. SCOPE OF SERVICES/WORK:

The emerging workforce, in the Capital Region, is growing up in an increasingly competitive employment market. The goal of CRWP is to leverage dollars with other youth serving organization to assist youth in accessing academic and career specific services that will lead to their transition to positive participation in postsecondary education and/or meaningful employment. Often times these jobs require a degree, credential or technical skills beyond secondary completion and access to on the job training, professional contacts coupled with the youths motivation to succeed. CRWP funds programs which create opportunities for youth to gain work readiness and life skills, training and education necessary to start out their career with a solid foundation.

Based on the Youth Council’s Aligning Potential Study there arethree areas in need of attention to support youth in making connectionsto the labor market and employers in the Capital Region. Those areas are:

  • Increased access to information and networks
  • A coordinated and visible sequence of programs and educational options youth can pursue; and
  • A focused effort on preventing youth from dropping out of secondary or post-secondary school.

CRWP is seeking Offeror (s) to deliver one (1) or more of the following program design element (s) on an ongoing and open entry manner for up to 137 out of school youth.

  1. Program Design Elements

1.Tutoring and Study Skills Training (Element):

This element is designed to improve the basic and study skills and post-secondary preparation and access of the eligible population. Tutoring and/or study skills training shall be structured to ensure intensive individualized assistance is provided for youth in need of remediation or skills improvement. This element includes any instruction leading to the completion of secondary school, entrance in post-secondary and includes dropout prevention strategies.

Post-secondary curriculum training must include, but not be limited to, instruction in understanding and applying labor market information to career decisions, research and exploration of careers in high growth, high demand industries, understanding family sustaining employment, preparing for and applying to college and/or vocational training, camps visits, college exploration, entrepreneurship and self-employment training, assistance in completing post-secondary applications and financial aid, SAT/ACT preparation, essay writing, instruction in how to obtain scholarship, community service and/or service learning projects, volunteering, academic remediation or acceleration and post-secondary dropout prevention strategies.

The Successful Offeror(s) must have the necessary certification to understand assessments, the assessment process and implement remediation strategies for formal assessment tools such as the Test of Adult Basic Education (TABE), CASAS and WorkKeys assessment prior to contract award. CRWP will provide access to CASAS assessment and Keytrain preparation/remediation tool for Workkeys assessment.

The Successful Offeror(s) will receive educational remediation referral plans from GOALS Institute that specifythe participant’s areas of strengths and challenges in reading, math and language. The plan will also include duration and frequency required for remediation such as a one grade level gain and for the participant to be able to read or perform math computation at the baseline of 9th grade or higher. Plans might also include remediation plans for Career Readiness Attainment. The plan will also specify targeted post and progress test dates that the tutor must adhere too.

The expectation of the solicitation is to determine a cost and program schedule for the services listed below. Provider must indicate:

List of Referral Services

  1. Remediation for one level grade increase in reading
  2. Remediation for a one level grade increase in math computation
  3. Remediation for a gain in the score to earn a bronze, silver, or gold Career Readiness Certification
  4. Preparation for college entrance and essay exam
  5. Remediation for completing a post-secondary program.

The Successful Offeror(s) must have an intensive service delivery strategy which can provide a one level gain in reading, writing or math computation within six (6) weeks of the participants’ referral from the “lead agency”.

The Successful Offeror(s) must provide weekly progress on all referral services and services will be discontinued by the lead agency once goals have been met.

It is the responsibility of the service provider to document activities conducted and the progress made of students participating in this element. Documentation must include date and duration of remediation and or training, which provided the instruction and a narrative of the scope of work completed from the educational plan and recommendations from instructor of next steps, observations, affirmations and concerns for the participant to the GOALS Institute staff. Educational plans and progress reports will be integrated into the participant’s individual service plan by the GOALS staff

The selected offeror must also demonstrate the ability to prepare youth through pre-GED testing, drills, contextualized learning and/or classroom instruction for attainment of a high school diploma or GED. In addition, the selected offer must provide instruction and activities that supports preparation for youth to gain admission to post-secondary education without remediation class; activities include but not limited to college essay writing, oral communication, and entrance exam and SAT/ACT preparation.

Outcomes of Tutoring

Tutoring, study skills and instruction leading to secondary completion, preparation for post-secondary education, attainment of a post-secondary degree or credential and/or a one level grade increase in reading or math computation.

a)70% of youth referred that are enrolled in post-secondary education or occupational skills training will attain a degree or credential within one year of participation.

b)70% of youth referred that are tested at or below the 9.0 grade level will have a 1 level grade increase within 6 months of program participation.

c)40% of all youth referred that are considered basic skills deficient will perform reading and performance math above the 9.0 grade level within 12 months of participation.

d)20% of those youth referred for WorkKeys remediation will attain a Career Readiness Certification.

e)50% of those referred for SAT/ACT preparation or remediation will meet or exceed the required score of post-secondary institution of choice.

2.Alternative Secondary School Offerings(Element):

Alternative schools offer specialized,structuredcurriculuminside or outsideof the public school systemwhich mayprovidework/study and/or academicinterventionforstudents withbehavior problems,physical/mental disabilities, who are at‐riskof droppingout,who areinstitutionalizedor adjudicated youthand/oryouthwho areinlegalcustody of the Department Human Services (or similarentity)and are residinginan institution.

Specialized, structured curriculumoffered inside oroutsideof theschool system which mayprovidework/studyand/or General Educational Development GED) preparation foryouth. Alternativesecondaryschool offerings may:

  • Lead to a GED;
  • Provide academicallyrigorous preparation for work and/or post-secondaryeducation;
  • Assist with the transitionto work and/or post-secondaryeducation;
  • Berelated to thecareer and/or educationalgoals of theyouth;or
  • Address theyouth’s barriers to work and/oreducation.
  • Some examples of schools include:
  • Alternativehigh schools
  • specialtyboardingschools
  • residential treatmentcenters forsubstance abuse
  • behavior modification centers
  • wilderness treatment schools
  • juvenile boot camp schools

The Successful Offeror(s) must also demonstrate the ability to prepare youth through pre-GED testing, drills, contextualized learning and/or classroom instruction for attainment of a high school diploma or GED.

Outcomes of Alternative to Secondary Education

  • 50% of those participants referred will enroll in a school or program that will lead to the attainment of a GED.
  • 30% of those youth referred that have not attainment of high school diploma or GED must attain secondary completion as defined by Virginia Department of Education.

3.Leadership Development (Element):

TheWorkforceInvestment Act emphasizes“Leadership Development” skills such aswork readiness skills, andlifeskills as valued skill sets alongthe path of workforcedevelopment that willcontributeto successful employment andretention, and better dailylivingbased on informed decision-making. Theseskills sets must bethe foundation and platform on which to build and provide other services/trainingactivities that will lead to gainfulemployment and economicsecurityin their lives.

Theseskillsets consist of world-of-work awareness, labormarket knowledge, occupational information, values clarification and personal understanding, career planningand decision making, computer literacy and job search techniques (resumes, mock job interviews, applications, and follow-up letters). Theyalso encompass survival/dailyliving skills such asusingthe phone, tellingtime, financial literacy, budgeting, shopping, rentinganapartment, openingabank account, and using publictransportation. Theyalso include positivework habits, attitudes, and behaviors suchas punctuality, regularattendance,presentinganeatappearance,getting alongandworkingwell with others, exhibitinggood conduct, followinginstructions and completingtasks, accepting constructive criticismfrom supervisors and co-workers, showinginitiative and reliability,and assumingthe responsibilities involved in maintainingajob. This categoryalso entails developing motivation and adaptability, obtainingeffectivecopingand problem-solvingskills, and acquiring an improved self-image.”

The Goals Institute primary focus is on work readiness skills. Offerorsmust have a work readiness curriculum with a competencies checklist that includes offering the WorkKeys Assessment and meets the following skill sets and outcomes associated with work readiness.

Outcomes of Leadership Development

  • 70% of program participants referred will master the competencies outlined associated with work readiness.
  • 70% of program participants that are not employed at time of participation will gain un-subsided employment, enter the military or registered apprenticeship within one year of program participation.
  • 50% of referred program participants will obtain a Career Readiness Certification.
  • 80% of referred program participants will leave program services with a work readiness portfolio that, at a minimum includes a cover letter, resume, thank you note, professional email address, and LinkedIn and Facebook accounts. The portfolio will also include certificates of financial literacy and career readiness certificates.

Leadership development opportunities for youth may also include are:

1)Exposure to post-secondary educational opportunities;

2)Community and service learning projects;

3)Peer-centered activities; and

4)Organizational and team work training, including team leadership training.

All services are intended to develop the potential of young people as citizens and leaders. They should encourage responsibility, employability, and other positive social behaviors. Outcome of this component is for youth to be able to demonstrate organizational and professional leadership skills. Selected offerors are encouraged to incorporate quality youth program approaches developed by David P. Weikart with the Center for Youth Program Quality ( Recommended curriculum of the Youth Work Method Series is: Building Community and Reflection. These interactive and hands-on courses provide participants with practical skills that are geared to improve the quality of interactions with youth.

Offeror (s) must also specify how program services will be delivered on a consistent ongoing basis either during the day, afternoon, on weekends or any combination thereof. All projects must show, at a minimum, one (1) day of service delivery from November 1, 2014 through June 30, 2015 either in person at all three of the Resource Workforce Centers or thru virtual based applications. Offeror (s) must also be willing to provide services as needed throughout the 6 months.