MCSS_ESSER_III_SET-ASIDE_APPLICATION_12092021.PDF

Maricopa County — Formal (2022-05-04)

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RFGA ATTACHMENTS

TABLE OF CONTENTS
RFGA NO.: BPM004016

Title

Page

TABLE OF CONTENTS .................................................................................................................. 1

EXECUTIVE SUMMARY ............................................................................................................... 2

ATTACHMENT 1: GRANT APPLICATION .................................................................................... 4

ATTACHMENT 2: APPLICANT INFORMATION ........................................................................... 6

ATTACHMENT 3: APPLICANT’S KEY PERSONNEL .................................................................. 7

ATTACHMENT 4: APPLICANT’S EXPERIENCE .......................................................................... 9

ATTACHMENT 5: QUESTIONNAIRE .......................................................................................... 13

ATTACHMENT 6: DEVIATIONS AND EXCEPTIONS ................................................................. 41

ATTACHMENT 7: CONFIDENTIAL/PROPRIETARY SUBMITTALS ........................................... 42

ATTACHMENT 8: DESIGNATION OF CONFIDENTIAL, TRADE SECRET AND PROPRIETARY
INFORMATION ............................................................................................................................. 43

ATTACHMENT 9: PARTICIPATION IN BOYCOTT OF ISRAEL .................................................. 45

ATTACHMENT 10: PROPOSED BUDGET................................................................................... 46

ATTACHMENT 11: KEY PERSONNEL RESUMES .................................................................... 48

OTHER ATTACHMENTS ............................................................................................................. 63

EXHIBIT 1: CERTIFICATE OF LIABILITY INSURANCE ............................................................. 70

Page 1 of 71

EXECUTIVE SUMMARY
RFGA NO.: BPM004016

Arizona teachers are passionate, innovative, creative— and tired. They are working harder than
ever to meet the needs of their students, particularly now at a time when there is so much
academic ground to cover. The mission is daunting: How does a teacher ensure that all students
have equitable access to challenging, grade-level content when so many gaps exist? As teachers
work tirelessly to address the holes that were created and exacerbated by the COVID-19
pandemic, research is emerging that advocates for an approach to classroom instruction that
accelerates learning. Rather than looking back at all the material that students potentially missed
when school was disrupted, learning acceleration employs scaffolding at just the right time to
help students successfully access grade-level material.
Imagine a 3rd grade teacher has planned to teach their students to represent fractions on a
number line. Because a subset of their students did not successfully master representing whole
numbers on a number line, a skill they would have learned had they not missed that chunk of
instruction in 2nd grade, a decision is in order. Where’s the right place to start? Rather than be
derailed, the teacher employing learning acceleration determines that students who need it will
be provided a number line with equally spaced points representing whole numbers. The teacher
meets briefly before the lesson with the small group to introduce the scaffold and share how
they’ll use it in the upcoming lesson. A gap is filled, students are not relegated to the back of the
classroom during core instruction to catch up on a skill they missed, and the learning moves
forward.
But, in truth, it is not that easy. Even the most experienced teachers are facing an extraordinary
challenge: plan accessible lessons that leverage assessment of current levels, respond with
competence to students’ cultures and background, and adjust instruction, in the moment, to
match students’ specific gaps and needs. But the reality is that not all teachers have the capacity
to execute these critical real-time, in the moment, instructional decisions— yet!
Our intention is to deploy a team of Learning Acceleration Specialists to provide teachers with
the extra hands and feet in their classroom they need to respond flexibly to their diverse student
populations. These specialists, housed at the school sites, will serve in a variety of roles,
depending on the needs of the students, teachers, and leadership. Embedding a Learning
Acceleration Specialist at each school, we aim to:
• Support a school-wide adoption of learning acceleration strategies.
• Assist in the examination of achievement data to determine student groups
experiencing the greatest learning loss.
• Provide teachers with the tools and approaches to accelerate learning built on a
foundation of formative assessment.
• Communicate an in-depth understanding of mathematics and English language arts
standards to co-plan and co-deliver lessons, units, and assessments designed to
accelerate learning.
• Provide student-centered coaching built on collaboration and a shared vision of student
success.
Page 2 of 71

EXECUTIVE SUMMARY
RFGA NO.: BPM004016

• Partner with school leaders to assess teacher readiness to implement effective
instructional practices that accelerates learning.
• Design and facilitate professional development, adjusting support for teachers based on
need.
• Work with teachers and leaders to measure the impact of learning acceleration
strategies.
• Foster culturally responsive teaching practices and supportive classroom communities.
• Strengthen teacher efficacy as instructional decision makers.
• Influence mindsets related to school-wide implementation of a strong universal, core
instructional program and the notion that ALL students can achieve grade-level mastery
with the right instruction and supports.
As an education service agency, the Office of the Maricopa County Superintendent is highly
experienced with developing meaningful relationships with teachers and school leaders and
designing and delivering engaging and effective professional learning experiences. We are well-
positioned and prepared for this work of bridging what teachers and schools want to do, need to
do, and can actually accomplish with their existing resources. Our partners can look forward to
the support the school leaders, teachers, and instructional coaches need to quickly accelerate
the learning of all students while building their collective efficacy to strategically fill instructional
gaps and provide equitable and consistent access and outcomes for all students.

Page 3 of 71

Page 4 of 71

Page 5 of 71

ATTACHMENT 2
APPLICANT INFORMATION
RFGA NO.: BPM004016

1.1. Notices, Correspondence, Reports from the ADED to the Grantee shall be sent to:

Organization: ___Maricopa County School Superintendent’s Office_______________

Attention: _____Lori Renfro_______________________________________________

Street Address:____4041 N Central Ave Ste 1200_____________________________

City, State and Zip Code: _____Phoenix, AZ, 85012___________________________

Telephone: ____602.372.3705____________________________________________

E-Mail: _____lori.renfro@maricopa.gov_____________________________________

1.2. Payments from ADED to the Grantee shall be sent to:

Organization: _____ Maricopa County School Superintendent’s Office ______________

Attention: _____Marc Kuffner_______________________________________________

Street Address:_______ 4041 N Central Ave Ste 1200____________________________

City, State and Zip Code: _____Phoenix, AZ, 85012___________________________

Telephone: ____ 602-506-2068____________________________________________

E-Mail: _________marc.kuffner@maricopa.gov_________________________________

Page 6 of 71

ATTACHMENT 3
APPLICANT’S KEY PERSONNEL
RFGA NO.: BPM004016

INSTRUCTIONS:
List all key personnel by name, position and/or title, responsibilities and percent of time assigned to this Grant.
Key personnel is defined as staff involved in the planning, administration, operation, or monitoring of this Grant.

Applicant shall attach a resume for each of the key personnel proposed.

Name
Position/Title
Responsibilities
% Time
Assigned
to Grant
Dr. Lori Renfro
Assistant Superintendent,
Human Capital
Management Systems
Primary point of contact for grant
operations; responsible for the
realization of the program vision;
provide programmatic oversight and
direction to all involved staff; ensure
compliance with all grant-related
reporting requirements and cycles
40
Marc Kuffner
Assistant Superintendent,
Economic Management
Provide fiscal oversight; ensure
adherence to procurement procedures;
implement IGAs with participating LEAs;
supervise staff contact with vendors;
produce monthly budget reports
30
Kendra Moreno
Education Service
Program Manager
Oversee implementation of strategic
initiatives directed toward accelerated
learning; monitor and adjust direction of
activities as deemed necessary by data
analysis; conduct communications with
leadership of participating schools;
assess internal needs to support and
professional development; supervise PD
coordinator and field specialist
100
Eric Hockman
Data Management
Administrator
Establish data collection and review
processes; prepare data reports; provide
technical assistance on data-related
questions/management; support
program evaluation efforts; oversee
system maintenance of data & content
management system; provide
training/support on data analysis at the
school/classroom level including how to
diagnose needs by analyzing student
learning data and assessing teacher
readiness
100
Emily Powell
HCMS Administrator
Manage budget and budget reporting;
coordinate purchasing of resources;
provide technical assistance on
100
Page 7 of 71

ATTACHMENT 3
APPLICANT’S KEY PERSONNEL
RFGA NO.: BPM004016

recruitment, hiring, placement,
onboarding, and ongoing staff support;
oversee hiring and launch onboarding
plan for Learning Acceleration Specialist
Corps; support LEAs with job-description
redesign to enhance sustainability
efforts; implement school-wide feedback
opportunities through Stay Interviews as
a retention strategy; supervise Learning
Acceleration Specialist Corps
Note: This project also includes other personnel. See attachment 5, section 5 for descriptions.

Page 8 of 71

ATTACHMENT 4
APPLICANT’S EXPERIENCE
RFGA NO.: BPM004016

APPLICANT’S EXPERIENCE – Page 1 of 2

Applicant shall submit two (2) completed and signed forms as part of the Application.

Applicants are required to submit information about PAST experience to verify program performance using this form. Insert
the information as requested. Responses shall include the details of at least two (2) individual contracts/Grants for services
related to those described in this RFGA.

Reference Contract/Grant Title: Rewarding Excellence in Instruction and Leadership: The Next Generation (TNG)

Contract/Grant Term & Dates of Work 10-1-2012 through 9-30-2017 Geographic Area Served
Maricopa County

Target Population Served
Teachers and School Leaders in High-Need Schools

Narrative (Shall include the results (outcomes achieved, objectives met) of past experiences of each contract/Grant and the
NUMBER of past contracts/Grants the Applicant has had similar to those described in this RFGA):

The Maricopa County Education Service Agency (Office of the Superintendent of Schools) would like to highlight
the Rewarding Excellence in Instruction and Leadership: The Next Generation program to demonstrate past
experience that is related to the RFGA. This project was a result of participation in a federally-funded Teacher
Incentive Fund grant (Cohort 4). The
Teacher Incentive Fund for that
round of competition was focused
on implementation of LEA-Wide
Human
Capital
Management
Systems and it was our role to
manage the program and provide
leadership for the participating high-
need LEA implementation. Under
this
project,
participating
LEAs
revised their salary structures to
better recruit and retain educators
and provide differential pay based
on
effectiveness;
implemented
rigorous,
fair,
and
transparent
educator evaluation systems; and
defined and utilized a common
vision of instructional improvement.
One of the main components of this
project was the implementation of the Peer Evaluator program (see Attachment 5, Section II.2 for additional
information). Our agency has developed expertise with hiring, training, and deploying an educator corps into
the field. The peer evaluators facilitated the transformation of isolated teacher observations into job-embedded
professional learning for the teachers they supported, utilizing a common vision of instructional improvement
to provide specific feedback that teachers could immediately apply in their classroom interactions with students.

Connections to the RFGA: (1) Leading multiple stakeholders in initiatives focused on student academic success;
(2) Demonstrated ability to select, hire, place and deploy an educator cadre to support and stabilize the educator
workforce; (3) Extensive experience working with high-need schools and student populations; (4) Knowledge of
Page 9 of 71

ATTACHMENT 4
APPLICANT’S EXPERIENCE
RFGA NO.: BPM004016

systems and processes to support program implementation; (4) Capacity for resource development and
implementation; (5) Knowledge and expertise in coaching educators around tools, tactics, and mindsets to
support implementation of Tier 1 instruction; and (6) Implementation of high-quality academic standards and
curriculum.

Reference Company: Education Analytics, Inc

Contact/Grant Name and Title: Dr. Anthony Milanowski/ Research Scientist

Telephone: (608) 466-4966
Address: 110 E. Main Street Suite 1000
City/State/Zip: Madison, WI 53703

Page 10 of 71

ATTACHMENT 4
APPLICANT’S EXPERIENCE
RFGA NO.: BPM004016

APPLICANT’S EXPERIENCE – Page 2 of 2

Applicant shall submit two (2) completed and signed forms as part of its Application.

Reference Contract/Grant Title: REIL (Rewarding Excellence in Instruction and Leadership)

Contract/Grant Term & Dates of Work 10-1-2010 through 9-30-2016 Geographic Area Served Maricopa County

Target Population Served
Teachers and School Leaders in High-Need Schools

The Maricopa County Education Service Agency (Office of the Superintendent of Schools) would like to highlight
the Rewarding Excellence in Instruction and Leadership program to demonstrate past experience that is related
to the RFGA. This project was a result of participation in a federally-funded Teacher Incentive Fund grant (cohort
3). The Teacher Incentive Fund for that round of competition was focused on implementation of performance-
based evaluation and compensation and it was our role to manage the program and provide leadership for the
participating high-need LEA implementation. One of the most successful outcomes of this project was the
development and implementation of cross-district teacher, coach, and leader observation tools to use in the
educator evaluation process. Our agency facilitated this process and trained all of the educators on the tools.
We
developed
and
implemented qualified and
certified evaluator training
and assessment to ensure
rater agreement and accuracy
so educators would receive
high-quality feedback. We
also
created
and
implemented
professional
learning modules aligned to
the instrument elements.

Other outcomes achieved included: (1) Common vision of instructional improvement enacted at each LEA; (2)
Instruments that successfully differentiated performance; (3) LEA ownership of observation instruments; (4)
Instruments CAN be a driver for systems change (The Learning Observation Instrument was the key lever of
change that increased instructional expectations within REIL districts); (5) Correlations between observation
data and student growth results; (6) Development and implementation of career pathway models; (6) PBC
sustainability; and (7) Development of a data management system to support educator workforce decision-
making.

This scope of work allowed us to develop the expertise that will be necessary to lead the proposed Learning
Acceleration Partnership.
Page 11 of 71

ATTACHMENT 4
APPLICANT’S EXPERIENCE
RFGA NO.: BPM004016

Connections to the RFGA: (1) Knowledge of classroom practice that facilitates student academic success; (2)
Extensive experience working with high-need schools and student populations; (3) Knowledge of systems and
processes to support program implementation; (4) Experience in hiring, selection, and placement of educator
support/leadership roles; (5) Capacity and experience in resource development and implementation; (6)
Leading multiple stakeholders in initiatives focused on student academic success; and (7) Implementation of
high-quality academic standards and curriculum.

Reference Company: Basis Policy Research

Contact/Grant Name and Title: Matthew Pepper / Senior Researcher

Telephone: (303) 552-1579
Address: 1059 Wealthy St. SE
City/State/Zip: Grand Rapids, MI 49506

Page 12 of 71

ATTACHMENT 5
QUESTIONNAIRE
RFGA NO.: BPM004016

I.
PROGRAM NARRATIVE

The Program Narrative should offer substantive information about the implementation process for the proposed
program, and will be used as the basis to determine whether or not the project meets the minimum requirements for
award of a Grant. The narrative shall provide a clear and concise description of the project including the target
population(s), and/or geographic area(s) to be served.

Opening Statement

Despite schools’ and teachers’ best efforts, the COVID-19 pandemic resulted in disrupted learning for
students. To meet this challenge, our proposal focuses on the ADE priority area: Enrichment and
Reinforcement of Learning, and the Priority Lane: Learning Loss.

To guide this effort, this project will be organized around two goals: (1) Accelerate academic success for
students; and (2) Support and stabilize the educator workforce.

1.
Propose a service that will meet the requirements of the ESSER II Grant to support local recovery needs and
efforts in response to COVID-19. Include in your response how your proposal meets one of the three defined
priority areas for ADE, Top Priorities within Arizona’s plan:
•
Enrichment and reinforcement of learning
•
Mental, behavioral, and physical health support for students and educators
•
Student and family re-engagement and support for critical transition periods

Enrichment and Reinforcement of Learning

Six LEAs are poised to implement a research-based approach to ensure that all students have equitable
access to challenging, grade-level content, which will accelerate academic success for students. These
LEAs represent a diverse group of rural, urban, and special population LEAs that range in size from
Valentine ESD in Mohave County with 80 students to Phoenix Elementary School District in Maricopa
County with over 5500 students (see table below). In addition, these school districts serve some of the
most vulnerable student populations, including Maricopa County Regional School District with its
accommodation schools.

Learning Acceleration Partnership LEAs

District Name
Geographic Area
(County)
District
Enrollment
# of
Schools
# of
Teachers
Liberty Elementary District
Maricopa County
3720
7
205
Maricopa County Regional School District
Maricopa County
274
3
28
Morristown Elementary District
Maricopa County
115
1
7
Nadaburg Unified School District
Maricopa County
825
4
52
Phoenix Elementary School District
Maricopa County
5646
15
392
Valentine Elementary School District
Mohave County
88
1
5
Totals
10668
31
689

As an education service agency, we stand ready to support LEAs with implementation of strong
programming designed to support local recovery needs, with programmatic sustainability at the core. This
proposal addresses teachers and their identified subgroups of students as the target population, with
Page 13 of 71

ATTACHMENT 5
QUESTIONNAIRE
RFGA NO.: BPM004016

school leaders also receiving the support they need for successful implementation. The geographic area to
be covered includes the six LEAs in the table above which fall within Maricopa County and Mohave County.
To address the ADE priority, enrichment and reinforcement of learning, we have organized the following
section around the need for our project, our proposed response, the support we will provide, and how we
are ready for this challenge.

THE NEED: Teachers are working tirelessly to address the holes that were created and exacerbated by the
COVID-19 pandemic at a time when there is so much academic ground to cover. A tendency might be to
attempt to provide students with all the learning they missed because of school closures. Unfortunately,
such tactics are rarely successful, particularly for students who may never “catch up” via remediation, and
therefore are denied access to rigorous, grade-level content.
Teachers are facing an extraordinary challenge: plan accessible
lessons that leverage assessment of current levels, respond
with competence to students’ cultures and background, and
adjust instruction, in the moment, to match students’ specific
gaps and needs. But the reality is that not all teachers have the
capacity to execute these critical real-time, in the moment,
instructional decisions.

THE RESPONSE (Learning Acceleration vs Remediation):
Research suggests more students have experienced more
unfinished learning over the last year than ever before. With
the COVID-19 pandemic waning, school systems are facing a
critical choice about how to respond. Should they use the
traditional approach of reviewing all the content students
missed, known as remediation? Or should they start with the
current grade’s content and provide “just-in-time” supports
when necessary, known as learning acceleration?

We will take an approach to classroom instruction that
accelerates learning. Rather than looking back at all the
material that students potentially missed when school was
disrupted, learning acceleration employs scaffolding at just
the right time to help students successfully access grade-level
material. The approach is grounded in the notion that all
students can learn if given the time and the right instruction
for them (see visual).

THE SUPPORT: Schools need guidance on using screening
tools, diagnostic assessments, and other data sources to identify learning gaps. They also need assistance
analyzing local assessment data to support instructional decision-making. Our intention is to deploy a team
of Learning Acceleration Specialists to provide teachers with the extra hands and feet in their classroom
they need to respond flexibly to their diverse student populations. These specialists, housed at the school
sites, will serve in a variety of roles, depending on the needs of the students, teachers, and leadership.
Page 14 of 71

ATTACHMENT 5
QUESTIONNAIRE
RFGA NO.: BPM004016

Teachers and schools will increase their capacity to identify and address learning gaps, shift mindsets
toward mastery, and ensure that all students’ urgent need to engage in appropriate grade-level learning is
met. In addition, school leaders will have a Field Specialist (FS) assigned to their campus to support in the
conversations, data review, and plans that are needed to rise to the challenge of leading a school engaged
in the work of learning acceleration. The FS will be there to provide differentiated support to principals in
promoting a mindset that all students deserve the opportunity to master grade level content. They can
help diagnose students’ unfinished learning to formulate a plan to address potentially missed content,
share ideas for reallocating resources to maximize the time that teachers must have to plan, collaborate,
and implement strong core instruction, and bolster an effective process to consistently monitor
implementation of learning acceleration and interpret the impact on student progress. The Field Specialist
will also work with the Learning Acceleration Specialists to help principals implement year-long professional
development plans aimed at helping teachers advance their understanding of content standards and
prerequisite skills along a continuum of learning; scaffolding approaches to accelerate learning; and
culturally responsive teaching techniques. Along the way, principals and FS will work together to identify
leaders among the teachers and coaches to provide mentor opportunities to build their leadership capacity
and a stronger school-wide focus.

Note: Schools engaged in the Learning Acceleration Partnership will have access to a videographer
experienced in capturing high-quality video of classroom instruction and student discourse. From concept
to completion, including post-production (editing the video, adding supporting graphics, incorporating b-
roll), the videographer will be available to support teachers, coaches, and leaders to leverage all the
benefits of video technology for professional growth.
→ Teacher self-reflection: Teachers schedule time with the videographer to record a classroom
lesson. The teacher is then provided the footage to observe their own instruction. They may
choose to review the video with their Learning Acceleration Specialist, instructional coach, or a
colleague. Or perhaps they utilize a provided structured video self-reflection tool.
→ Classroom observation: It is rare that teachers have the opportunity to observe their colleagues.
Video provides an opportunity to watch and learn from other teachers and even receive
instructional support from peers.
→ Coaching with video: Rather than having to recall lesson details when reflecting on a taught
lesson, teachers can sit alongside their Learning Acceleration Specialist and watch a recording,
pausing it to talk through the strengths and opportunities.

WE CAN DO THIS!

As an education service agency, the Office of the Maricopa County School Superintendent is highly
experienced with developing meaningful relationships with teachers and school leaders. We also have
extensive experience designing and delivering engaging and effective professional learning experiences.
We are well-positioned and prepared for this work of bridging what teachers and schools want to do, need
to do, and can accomplish, with their existing resources. Our partners can look forward to the support the
school leaders, teachers, and instructional coaches need to quickly accelerate the learning of all students
while building their collective efficacy to strategically fill instructional gaps and provide equitable and
consistent access and outcomes for all of their students.

Page 15 of 71

ATTACHMENT 5
QUESTIONNAIRE
RFGA NO.: BPM004016

→ LEAs have core materials to support student access to standards-based, grade-level content.

Information on core materials and assessments was compiled and the information is shown in the table
below.

LEA Assessments and Core Instructional Materials
Liberty Elementary District
•
Assessments
o Acadience (K-3 reading) for diagnostic
and benchmark assessments
o Illuminate (2-8 ELA & 3-8 math) for
benchmark assessments and pre- &
post-
•
ELA Core Program
o Wonders-McGraw Hill (K-5)
o Collections-Houghton Mifflin (6-8)
•
Math Core Program
o Engage/Eureka Math (K-8)
Nadaburg Unified School District
•
Assessments
o Imagine Learning (K-8: ELA & Math)
o DIBELS
o Mastery Learning (K-8: pilot year)
•
ELA Core Program
o Journeys (K-8)
•
Math Core Program
o Eureka Math (K-8)

Maricopa County Regional School District
•
Assessments
o iReady (K-8: ELA & math)
o DIBELS
o Illuminate (HS: ELA & math)
o Illuminate (Transition Assessment)
•
ELA Core Program
o iReady and FUNdamentals (K-8)
o SchoolsPLP platform (HS & Detention)
•
Math Core Program
o iReady (K-8) and Illustrative
Mathematics (K-HS)
o IXL (HS)
o SchoolsPLP platform (Detention)
Phoenix Elementary School District
•
Assessments
o iReady Diagnostic (K-8: ELA &
Math)
o iReady Standards Mastery (2-8: ELA
& Math)
o aimswebPlus Early Literacy
Benchmark (K-3)
•
ELA Core Program
o Benchmark Advance (K-6)
o StudySync (7-8)
•
Math Core Program
o Ready Mathematics (K-8)

Morristown Elementary District
•
Assessments
o Imagine Learning (K-8: ELA & Math)
o DIBELS
•
ELA Core Program
o Journeys (K-8)
•
Math Core Program
o Go Math
o Eureka Math (K-8)
Valentine Elementary School District
•
Assessments
o Imagine Learning (K-8: ELA & Math)
o DIBELS
•
ELA Core Program
o Journeys (K-8)
•
Math Core Program
o Singapore Math (K-8)

Page 16 of 71

ATTACHMENT 5
QUESTIONNAIRE
RFGA NO.: BPM004016

Note: Pre-application data analysis provided high-level information to inform preliminary planning. The
following table represents the status of the LEAs in terms of returning to regular instructional
programming.

Current Instructional Status (SY 2021-22)
# of Schools
Remote or online only
2
School buildings open with both remote/online and in-person Instruction (hybrid)
1
School buildings open with full-time in-person instruction
28

→ A data management support system is accessible to LEAs to support project outcomes. Arizona’s
State Plan for the use of ESSER funds references data systems and data sharing in their description of
enrichment and reinforcement to learning. Our agency has a data management system (suite of
applications) in place to support the Learning Acceleration Partnership, including a professional
development resource component where the participating LEAs can access a variety of resources through
the Learning Library application. The Learning Library consists of different sections, each with a specific
purpose, that support educators in a variety of different roles. Educators will have access to targeted
professional development resources and training at all times. When a teacher navigates to the Learning
Library, resources will be “pushed” to his/her My learning Page and it will guide them to the location of
that resource in “Explore.” For example, the Explore page currently houses 1,786 resources available to
all educators with content ranging from instructional exemplars to planning templates to self-led PDs. the
Content Management System is the application that allows for the back-end management of the
resources and meta-data that sits behind each resource. These two applications will be a crucial part of
supporting all stakeholders involved in the Learning Acceleration Partnership.

→ Period 1 and 2 Key Activities are in place. To be prepared to launch successfully and in a timely manner
(pending approval of proposal), a list of activities that will be addressed immediately has been identified
and aligned to key personnel (see table below).

KEY: Project Director (PD); Assistant Supt Economic Management (AS); Project Lead (PL); Data
Management Administrator (DMA); HCMS Administrator (HA); PD Coordinator (PDC); Field
Specialist (FS); Learning Acceleration Specialist (LAS); District Office Implementation Lead (LEA)
Year 1: Feb 2022 (Pending Award)-Sept 2023
Period 1 (February-June)
Period 2 (July-September)
•
Sign IGAs (AS, FS)
•
Conduct landscape analysis (NIET
Learning Recovery Data Deep Dive)
(DMA, FS)
•
Verify core instructional materials (DMA,
FS)
•
Launch hiring plan for Learning
Acceleration Specialists (AS, HA)
•
Launch Onboarding Plan (HA)
•
Make final refinements to Learning
Acceleration resources (PL, PDC)
•
Finalize program evaluation plan (PD)
•
Launch Summer Intensive (PL, PDC)
•
Implement Meet & Greet with participating teachers
(PDC)
•
Provide Data Support System training for participating
teachers (FS, LAS, DMA)
•
Develop data reports to support Learning Acceleration
Specialists in the field (DMA)
•
Develop Learning Acceleration resources for the Learning
Library (PL, PDC)
•
Principals receive support in the creation of their yearlong
professional development plans focused on Learning
Acceleration (PL, FS)
Page 17 of 71

ATTACHMENT 5
QUESTIONNAIRE
RFGA NO.: BPM004016

•
Refine PD Scope and Sequence and plan
for summer intensive (PL, PDC)
•
Purchase resources for professional
learning (HA)
•
Facilitate Data Support System user setup
(DMA)
•
Provide Data Support System training for
LEA and school leads (DMA)
•
Determine key data assessments from
each assessment vendor (DMA, FS, LEA)
•
Analyze baseline data (i.e., benchmark
data, AzM2) to determine goals (DMA, PL,
FS, LAS, LEA)
•
Identify and develop potential Data
Support System enhancements to
support implementation (DMA)
•
Administer Learning Acceleration readiness index to
measure skill/will levels of teachers and differentiate
support (LAS, DMA)
•
LAS begin school assignments and attend back to school
programming; launch 30-60-90 Day Plans (LAS)
•
Conduct workshops for teachers on key features of
Learning Acceleration (PDC, LAS)
•
Observe and provide feedback on student-centered
coaching cycles (PDC)
•
Meet with individual principals to assess capacity for
creating a shared vision, supervision of instruction, and
monitoring the implementation of Learning Acceleration
strategies (PL, FS)
•
Conduct ongoing reviews of student evidence that gaps
are closing, and students are reaching mastery of critical
grade-level content (LAS, DMA)
•
Launch teacher efficacy survey (PL, HA)

→ A hiring plan is in place for the Learning Acceleration Specialist Corps. Our agency has extensive
experience in research-based hiring processes, and we have worked with numerous LEAs over time to
refine these practices. Upon award, Maricopa County will be able to post the positions (the job description
has already been developed) and screen applications based on the minimum qualifications. We will
incorporate several processes including resume screening, phone interviews, performance tasks, a writing
prompt, and behavior-based interviews in order to hire individuals with the desired competencies (see
sample below).

→ A preliminary professional learning scope and sequence has been identified. A summer intensive will
be held in the summer of 2022 and will be part of the onboarding plan for the Learning Acceleration
Specialist Corps. This will prepare the Learning Acceleration Specialists with the vision of the partnership
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and prepare them to be fully immersed upon deployment to the schools. In addition, the Year 2
Professional Learning Scope and Sequence has been outlined. See visuals below.

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→ Strong history of capturing classroom video. Our office has a strong history of capturing classroom
video footage, creating professional development using video, and implementing robust practices to
protect the names and likenesses of students and staff. This will facilitate a strong launch in terms of
school access to a videographer. Whether structured for self-reflection, the chance to observe a more
experienced teacher in action, or for coaching, video recording is a powerful tool for teacher development.
As teacher capacity grows, so will the opportunity to capture strong examples of not only classroom
instruction but collaborative team meetings and coaching conversations. Schools may even choose to
utilize the videographer to create professional learning tutorials and their own video library for the sake
of sustainability and training new teachers on Learning Acceleration practices.

→ Professional development for instructional assistants. Oftentimes instructional assistants, or
paraprofessionals, are utilized to provide one-on-one or small group tutoring for students. As schools work
to reallocate resources for the improvement of core instruction, an opportunity exists to maximize the
contributions of this often-underutilized support role. With the right support and training, instructional
assistants have the potential to positively impact a teacher’s ability to accelerate learning. Instructional
assistants can help to create the classroom conditions that allow the teacher to deliver effective grade-
level, core content while meeting the needs of sub-groups of students who require in-the-moment
supports for pre-requisite skills. The Learning Acceleration Specialists will be available to support school
leaders with training workshops designed to strengthen instructional assistants’ knowledge and
understanding of the importance of their role as well as practical approaches to assist them in developing
the competence and confidence to help maintain order in the classroom and partner with the classroom
teacher to make a positive impact on student learning.

2.
Propose a service that will meet the requirements of the ESSER II Grant to support local recovery needs and
efforts in response to COVID-19. Include in your response how your proposal meets one of the three defined
priority lanes for funding:
•
Learning Loss
•
After-School Enrichment
•
Summer Programming

Imagine a 3rd grade teacher has planned to teach their students to represent fractions on a number line.
Because a subset of their students did not successfully master representing whole numbers on a number
line, a skill they would have learned had they not missed that chunk of instruction in 2nd grade, a decision
is in order. Where’s the right place to start? Rather than be derailed, the teacher employing learning
acceleration determines that students who need it will be provided a number line with equally spaced
points representing whole numbers. The teacher meets briefly before the lesson with the small group to
introduce the scaffold and share how they’ll use it in the upcoming lesson. A gap is filled, students are not
relegated to the back of the classroom during core instruction to catch up on a skill they missed, and the
learning moves forward.

This is an example of providing students with best, first instruction. We are choosing to address ADE priority
lane, learning loss, as opposed to after-school enrichment or summer programming because of our passion
around students having access to universal Tier 1 instruction in the classroom during the regular school
day. This proposal focuses on the commitment to improve the quality of Tier 1 instruction. This will provide
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students with the opportunity to learn standards-based, grade-level content and skills the first time they
receive instruction.

→ Key Process: Landscape Analysis
NIET (National Institute for Excellence in Teaching) has created a guidance document (Learning Recovery
and Acceleration Planning Guide) to assist schools in conducting a landscape analysis to determine “what
learning loss has occurred and the greatest challenges faced by teachers and principals.” The process
includes an analysis of assessment, demographic, and attendance data, as well as interviews with staff to
better understand trends found in the data and what is needed to close the identified learning gaps and
accelerate learning for all students. This analysis will be conducted in the first period of program
implementation. A companion document (Learning Recovery Data Deep Dive) will also be used to guide
the analysis. This document advises to pay close attention to content that is the grade-level focus area and
serves as a “gatekeeper” for progress (e.g., Number Sense in grades 3-5; Phonemic Awareness in grades K-
3). This type of analysis will assist schools in being intentional with the prioritization of support.

Note: Pre-application data analysis provided high-level information to inform preliminary planning. All
participating LEAs have high poverty schools. Trends from state assessment results show a dip in math and
ELA proficiency across all subgroups. Across the participating LEAs, identified subgroups that demonstrated
no proficiency included American Indian/Alaska Native; Homeless; Limited English Proficient; Students with
Disability.

→ Key Strategy: Support Tier 1 Instruction by Building Capacity of Teachers and Leaders
The guidance documents advise that a next step is to determine which researched-based strategies will
best support learning recovery and accelerate learning. We will focus on Strategy 1: support strong Tier I
instructional practices through building the capacity of teachers and leaders with professional learning.
Learning Acceleration Specialists will be prepared to build the capacity of teachers to support strong Tier
1 instructional practices. They will:

• Assist in the examination of achievement data to determine student groups experiencing the greatest
learning loss.
• Provide teachers with the tools and approaches to accelerate learning built on a foundation of
formative assessment.
• Communicate an in-depth understanding of mathematics and English language arts standards to co-
plan and co-deliver lessons, units, and assessments designed to accelerate learning.
• Provide student-centered coaching built on collaboration and a shared vision of student success.
• Partner with school leaders to assess teacher readiness to implement effective instructional practices
that accelerate learning.
• Design and facilitate professional development, adjusting support for teachers based on need.
• Work with teachers and leaders to measure the impact of Learning Acceleration strategies.
• Foster culturally responsive teaching practices and supportive classroom communities.
• Strengthen teacher efficacy as instructional decision makers.
• Influence mindsets related to school-wide implementation of a strong universal, core instructional
program and the notion that ALL students can achieve grade-level mastery with the right instruction
and supports.
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→ Tools, Tactics, and Mindsets
Teachers who commit to learning acceleration believe that all of their students deserve access to grade-
level content, that there isn’t time to wait until after academic gaps are filled, and that students can be
successful with the right targeted support. But even the most experienced, well-intentioned teacher may
not have the resources and the know-how to assess their students’ needs and integrate unfinished learning
into new learning. The Learning Acceleration Specialists will work with teachers, teacher-leaders, and
principals to develop and refine the tools, tactics, and mindsets needed to successfully implement Learning
Acceleration.

Tools
Tactics
Mindsets
• Real-time assessments to
assess essential pre-
requisite skills
• Filling in the most critical
gaps at the moment it’s
needed.
• Prioritizing access to grade-level content
without delay
• Scaffolds
• Anchor Charts
• Providing just in time
support to get students on
the fast track to grade
level.
• Believing that students of color and those from
low-income families are ready to engage with
grade-level work.
• Addressing inequity head on by focusing on
closing learning gaps for ALL students.
• Success Starters and Jump
Start Lessons

• Sparking student interest
and curiosity in the new
learning.
• Abandoning the notion that students need to
go backward to fill in learning gaps.
• Adapted materials
• Realia and Manipulatives
• Building Background for
greater understanding of
new learning.
• Understanding that there are proven strategies
to accelerate learning. They may not be new,
but they require a new level of focus.
• Standards Walls
• Closing the Vocabulary
Gap.
• “My students could be successful on this
upcoming unit if they only knew _______.”

3.
Propose a service that is evidence based and supports local recovery needs and efforts in response to
COVID-19. Include in your response how your proposal meets the requirement of being evidence based.

Through our close work and relationships with teachers and school leaders, we’ve recognized the
challenge they face to address learning loss while also ensuring all students’ equitable access to rigorous
grade level content. Research on Learning Acceleration proposes a system to address learning gaps while
moving learning forward.
In Accelerate, Don’t Remediate: New evidence from Elementary Math Classrooms, TNTP presents evidence
from a study conducted by Zearn, the nonprofit educational organization behind Zearn Math, showing
positive outcomes for students in classrooms where teachers are employing Learning Acceleration
approaches. Zearn looked at more than 2 million students in over 100,000 elementary classrooms during
the 2020-2021 school year and found that students who were taught key missed concepts by strategically
building them into on-grade level learning through “just-in time” supports struggled less than those
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students who started at the same level but experienced remediation instead. The findings indicate that
students who experienced Learning Acceleration completed 27% more grade-level lessons than students
who started at the same level but experienced remediation instead. According to the research, students
of color and those from high-poverty schools were more than twice as likely to be remediated. They note
that, “while acceleration involves specific changes to instructional practice, it also requires a fundamental
shift in mindset.”

It’s early still in efforts to recover academically from the interrupted learning related to the impact of
COVID-19 school closures which means a need exits for more studies on the implementation of Learning
Acceleration. However, overall, the approaches that constitute Learning Acceleration have already shown
to be effective at improving student outcomes. For example, in John Hattie’s study Visible Learning, he
ranked 138 influences on student achievement using the statistical measurement of effect size to describe
the impact of an influence on student achievement. A well-designed and well-implemented meta-analysis,
the study indicates that the influences with an effect size of 0.4 or greater can produce effects that give
students an opportunity to make significant progress when implemented with fidelity.
Ensuring Learning Acceleration for all students requires moving beyond general principles and broad
recommendations. Instead, teachers must make informed decisions about what students still need to
learn and how best to impact their success by focusing on specific strategies proven to work. Two
examples are integrating prior knowledge and scaffolding.

Integrating prior knowledge is one of the most powerful teaching strategies. With an effect size of 0.93,
it’s clear how essential it is that teachers help students to make connections between new learning and
their prior experiences. It is an opportunity to validate a student’s culture and facilitate greater interest in
Evidence of Support Study #1: Accelerated Learning
Citation
TNTP. (2021, May). Accelerate, don't remediate: New evidence from elementary math
classrooms. Retrieved December 3, 2021,
from https://tntp.org/publications/view/teacher-training-and-classroom-
practice/accelerate-dont-remediate
WWC Rating
Meets What Works Clearinghouse standards with Reservations
ESSA Rating
Tier 2: Well-designed, well-implemented quasi-experimental study using a large-multi
scale sample. Has a statistically significant positive effect on a relevant outcome and the
intervention improves outcomes for sub-groups.
Evidence
Moderate
Study
Outcomes
The study shows positive outcomes for students in classrooms where teachers used
Learning Acceleration. Students that experience Learning Acceleration have more access
to grade level content and struggle less with grade level material. Students that
experience Learning Acceleration regain their pre-pandemic success despite learning
interruptions. Learning Acceleration is particularly effective for students of color and
those from low-income families.
Relevance to
Project
Learning Acceleration provides teachers with a high-leverage process to help students
recover from missed learning during COVID 19 school closures by using tools, tactics, and
mindsets to get students access to grade level content quickly and to ensure all students
master essential grade level content.
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the material. And it is particularly salient in this time of learning recovery to foster students’ sense of
belonging and connection through a concerted effort to understand what students bring with them to the
classroom. When accelerating learning, it is important that teachers are able to determine quickly what
students know and what background they may need to develop.
Scaffolding is another evidence-based instructional strategy key to effectively accelerating learning. Hattie
found an effect size of 0.82 for scaffolds. As teachers grapple with how to best support their students in
real time to successfully master grade level concepts, even when there are aspects of the task that the
student cannot yet manage, it will assist them to have a repertoire of instructional scaffolds from which
to draw. For example, describing a concept to students in a variety of ways, teachers may employ visual
supports, provide realia, increase the time they have to practice, or provide a jump start vocabulary
lesson.
Select Learning Acceleration Techniques
Visible Learning Influence
Effect Size
Learning Goals
Clear Goal Intentions
0.48
Building Background
Strategies to Integrate Prior Knowledge
0.93
Scaffolds
Scaffolding
0.82
Vocabulary
Vocabulary Programs
0.62
Formative assessment
Providing Formative Evaluation
0.48
Feedback
Feedback
0.73
Motivation
Motivation
0.42
Student efficacy
Self-Efficacy
0.92
Cooperative learning
Cooperative learning
0.40

Evidence of Support Study #2: John Hattie’s Influences
Citation
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to
achievement. Corwin.
WWC Rating
Does not meet What Works Clearinghouse standards
ESSA Rating
Tier 3: Well-designed, well-implemented correlational study with a large-multi scale
sample. Has statistically significant positive effects on relevant outcomes.
Evidence
Promising
Study Outcomes
In the study, each influence is assigned an effect size. Influences with an effect size
of 0.4 or greater are likely to have a positive impact on student achievement.
Specifically, an effect size of 0.4 correlates to one year’s growth over 1 years’ time.
Relevance to
Project
To accelerate learning for all students requires that we focus on specific
interventions, approaches, and strategies that are known to produce at least one
year of growth over one year’s time. This is the growth that every child deserves.
With school disruption due to COVID 19, many students need more than one year’s
growth over 1 years’ time.

In Student-Centered Coaching, the coach partners with teachers to design learning experiences rather
than simply observing a teacher in action. In this way, the coach shares in the responsibility for moving
students forward. The Learning Acceleration Specialists will be embedded in classrooms to help build
teacher capacity to deliver accessible and equitable core instruction designed to meet the needs of all
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students. They will employ Student-Centered Coaching to foster deliberate planning and reflection based
on the use of formative data and student work.
When considering the role of the Learning Acceleration Specialist, it was important to review available
research on Student-Centered Coaching. The approach is appealing in that it is not prescriptive and
focuses coaching on goals for student learning. But how has Student-Centered Coaching been shown to
impact teaching and learning?
In 2018, KickUp, an independent K-12 evaluation firm, conducted a study in which they found that
students grew an average of 68% proficiency over the course of a single coaching cycle. The study also
concluded that coaching on student outcomes, rather than teacher practice, increased teachers’ use of
best practices and teachers reported feeling safer to take risks and adopt new practices.

Evidence of Support Study #3: Student-Centered Coaching
Citation
Sweeney, D. (2019, January 3). White paper: Research study on the impact of
Student-Centered Coaching. Central Rivers AEA. https://central-rivers-
juiceboxinteract.netdna-ssl.com/wp-content/uploads/2018/12/White-Paper_-
Research-Study-on-the-Impact-of-Student-Centered-Coaching-revised-on-1.3.19.pdf
WWC Rating
Does not meet What Works Clearinghouse standards
ESSA Rating
Tier 3: Well-designed, well-implemented correlational study with a large-multi scale
sample. Has statistically significant positive effects on relevant outcomes.
Evidence
Promising
Study Outcomes
Students grew an average 68% proficiency in a 4-6-week coaching cycle. Teachers
increase in their effectiveness in the implementation of effective research-based
teaching practices including the use of formative assessments, planning instruction,
differentiating instruction, direct modeling, delivery of focused lessons, and
conferring with students.
Relevance to
Project
Student-Centered Coaching will ensure teachers will be successful with
implementation of Learning Acceleration strategies through coaching cycles resulting
in high levels of student mastery of essential grade level content.

Learning Acceleration is an evidence-based instructional framework, that will fast-track students access
to grade-level academics. John Hattie’s research confirms which targeted supports have the most
potential to ignite interest, set students up for success, and accelerate learning opportunities. Student-
Centered Coaching also directly impacts student learning and provides teachers with the support and
feedback they need to build their Learning Acceleration tools, tactics, and mindsets.

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II.
EXPERIENCE/EXPERTISE/RELIABILITY

2.
Describe your experience in designing and delivering a proven and effective evidence-based programming
around your proposed program/project area:

Our proposed project (Learning Acceleration Partnership) will deploy a highly skilled educator corps
(Learning Acceleration Specialists) into the field to work side-by-side with teachers to ensure all students
have access to high-quality Tier 1 instruction. Our agency has extensive experience in designing and
delivering evidence-based programming to support this initiative.

→ One of those areas of experience is the training and deployment of an educator cadre to support LEA
implementation of high-quality observation cycles and school-level
professional development focused on instructional practices
designed to boost student learning. We employed a collaborative,
multi-data point hiring process focused on competencies to ensure
high-quality candidates. Before they were deployed into the field,
we provided intensive training on educator evaluation tools and
processes and then we provided on-going training to ensure rater
accuracy. Our professional development program for peer
evaluators ensured the teachers they supported would receive
content- and pedagogy-specific feedback and that the observation
cycle provided an opportunity for a teacher and evaluator to engage
in an intentional, on-going, data-driven dialogue designed to
improve classroom instruction and student academic progress. Our
Peer Evaluator program has been one of our major successes. This
example serves to highlight our capacity and ability to hire a large
number of educators, train them effectively, and deploy them to the
field.

→Another area of experience is our advanced knowledge of the tools, tactics, and mindsets it will take
to implement the Learning Acceleration Partnership. With 10+ years of experience implementing
observation-aligned professional learning, we have a team in place that understands real-time
assessment, progress monitoring, standards prioritization, learning progressions, small group
management, etc., which are the inputs/resources needed to effectively plan/operate our proposed
project.

→Another area to highlight is our extensive experience with data and data-driven decision-making. We
collaborated with the Arizona Department of Education over multiple years to build a data management
system utilized by 15+ school districts to implement Human Capital Management Systems and have
continued this work into the present day. We have worked to define data inputs, established growth
measures, combined measures to produce educator evaluation ratings, trained LEA educators on data
use, and implemented robust Educator Goal Plans aligned to educator evaluation results.

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Connection to designing and delivering evidence-based programming to support the proposed Learning
Acceleration Partnership: (1) Deployment of educator cadre to accelerate student learning; (2) Expertise
in design, development, and implementation of professional learning; and (3) Expertise in data
management and building systems to support data driven decision-making.

2.1
Company history: (see explanation above in 2.0)

2.2
Location: Phoenix, AZ
2.3
Number of years in business: (see explanation above in 2.0)

3.
Describe your experience in working effectively with Arizona students and school communities to provide
proven, effective evidence- based strategies.

In our role as an education service agency, we have had many opportunities to build alliances with
district/school communities and support in the delivery of effective evidence-based strategies. Through
these efforts, our agency has built mutually respectful and trusting relationships with partner LEAs which
is a crucial component in achieving successful outcomes in this proposed scope of work. Several examples
are included below.

→ Accelerated Learning Task Force: In the spring of 2020, we formed an Accelerated Learning Taskforce
to develop a plan for working with school leaders and teachers to support students who had fallen behind
due to the COVID-19 pandemic. The taskforce rallied to design and communicate support strategies
aligned to the common vision of instructional improvement. For example, the Learning Observation
Instrument element, Content Accessibility, reminds teachers to employ verbal and instructional scaffolds
to support students to access grade level content. Tools were developed to assist teachers in performing
and tracking real time assessments to identify gaps in essential pre-requisite skills. Materials were
developed and added to the Learning Library (a component of the data management system), such as
self-led PDs, podcasts, and infographics, to support teachers to understand and implement success
starters, scaffolds, and learning progressions. The taskforce met regularly to refine approaches, prioritize
activities, and plan for next steps in supporting teachers with a focus on what students need now, not just
on what they missed. This content also informed the work and communication of peer evaluators who
met and worked alongside teachers regularly in and outside of Learning Observation Instrument
observation cycles.

→ Opportunity Culture Initiative: Implemented the Opportunity Culture initiative in five LEAs to identify
excellent educators and extend their reach to high-need students. This included facilitating design
sessions with school teams to engage in job redesign to create hybrid teaching roles that would keep the
best teachers in direct contact with students. A key idea was that students who were lagging academically
could catch up from behind and then move ahead each year they had access to an excellent teacher. One
of these roles, the Multi-Classroom Leader is described in the response to Question 8.

→ Human Capital Leadership in Education: Supported school leadership across multiple LEAs in attaining
HCLE certification and supported their implementation of HCLE standards to enhance their human capital
management practices and inform workforce decision-making at the school level. Most recently,
participants attended a series of eight live virtual class meetings and two optional office hours sessions,
completed extensive online collaborative coursework, and participated in robust discussion boards.
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Content included: managing key human capital decisions in areas such as workforce planning,
recruitment, hiring, placement, compensation, promotion, and professional development; balancing
strategic and transactional HR practices; building a cohesive HCMS through branding and communication;
maximizing the use of data for continuous improvement; and adhering to relevant federal laws and
regulations impacting education organizations.

→ Stay Interviews: Developed materials, training, and processes to support multiple LEAs in
implementation of Stay Interviews as a teacher retention strategy. Stay Interviews are designed to be one-
on-one conversations with a staff member about what keeps him or her coming back to campus each year
and explore which factors contribute to a positive work experience and which factors may lead to
unwanted teacher exits. Data show that staff members who feel heard are more engaged, and higher
engagement leads to better student and peer group outcomes. By scheduling this time with educators
and asking thoughtful, probing questions, school leaders build trusting relationships and create
opportunity to delve into some of the topics that are too often skimmed over in daily interactions and
check-ins. This feedback is particularly valuable because it offers an opportunity to improve working
conditions, adjust practices, revamp communication, or offer professional development as a strategy to
support retention of valued educators.

→ Engineering Stem Identity: Worked with 10 rural and urban school districts to implement a program
to increase student persistence and likelihood to choose STEM careers. This included redesign of course
content and instructional practices. STEM coaching for teachers supported them in effectively developing
STEM identity in students.

→ Assessment Development: Led assessment development efforts across multiple school districts to
design and implement pre- and post-assessments for teachers in traditionally non-tested areas (e.g., fine
arts, physical education, social studies) to increase teacher access to student learning results. A five-year
plan was developed and implemented which determined the subject, grade levels, six development
stages, and key support groups. Stage 1: Developing and Writing was the largest as it included: pre-
planning work, recruitment of content experts, training, and writing a minimum of 55 test items for each
content and grade-level combination. The following stages were integral in removing biases, ensuring
content alignment, determine the reliability and validity of each assessment, conducting professional
development, and item refresh. In the end, the team successful created 27 assessments which have gone
through multiple refreshes to ensure the reliability and validity of each assessment.

Assessment Development Process
Stage 1: Developing and Writing
Stage 2: Editing and Reviewing
Stage 3: Field Test and Psychometric Analysis
Stage 4: Professional Development for Implementation
Stage 5: Operational Forms in Use
Stage 6: Refresh Operational Forms

These assessments created lasting shifts in schools. First, they provided the teachers with consistent and
standards-based student learning data. The teachers could then assemble in collaborative learning groups
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across schools to have meaningful and focused conversations about student progress. Additionally, the
assessments and subsequent collaboration illustrated to the school and district leadership that these non-
core subjects deserved resources and support equal to ELA and math. Thus, many LEA's carved out time
in the summer or during early release schedules for their special area teachers to do collaborative work
such as writing common curriculum or analyzing data. The Maricopa County School Superintendent's
Office also supported the collaborative work of special area teachers by providing hundreds of hours of
professional development and personalized coaching specific to the special area teachers in LEAs
participating in the Teacher Incentive Fund grants.

→ Observation Instrument Development: Led cross-district stakeholder meetings to create observation
instruments for teachers, instructional coaches and school leaders that served as a foundation for a
common vision of instructional improvement in 15+ school districts. The Learning Observation Instrument
is entirely student-focused (e.g., Critical Thinking, Student-to-Student Interaction, Authentic Engagement).

→ Culturally Responsive Teaching: Created connections document to support teachers in multiple LEAs
think about how instructional planning and decisions
impact student success. It is aligned to common
observation elements, but especially supports
content accessibility and relationships.

→ Implementation of Arizona Common Core
Standards professional development workshops:
Supported LEA transition to the new Arizona
Mathematics and ELA Standards to build capacity of
educators to improve student learning and to develop
and maintain positive, collaborative relationships
with stakeholders.

→ Qualified and Certified Evaluator Training: Supported multiple LEAs with ongoing qualified and
certified evaluator training around a common vision of instructional improvement so that classroom
teachers, instructional coaches, and building level administrators would receive high-quality feedback
designed to increase student achievement. Qualified evaluator training for building-level administrators
ensured all evaluators could accurately use the observation instruments to correctly identify a teacher’s
instructional effectiveness level in a controlled setting. Certified evaluator training ensured that
evaluators were maintaining accurate ratings out in the field.

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4.
Describe your experience in securing gifts, grants, and donations from other sources to supplement and provide
continual support to school communities and how your program/project can be sustainable by the school,
nonprofit, tribe and/or city/state entity beyond the project end date.

Our experience as an agency has been focused on bringing LEAs together to form partnerships to solve
education’s toughest challenges, especially in the areas of educator recruitment, retention, support, and
development – for the ultimate goal of student success.

→ Securing federally funded Teacher Incentive Fund (TIF) grants and an Investing in Innovation (i3) grant.
These opportunities to lead implementation efforts have resulted in sustainable efforts for participating
LEAs. LEAs have continued their performance-based evaluation and compensation systems. HR policies
have been revised to support workforce
decision-making. Salary structures have
been redesigned. Career pathway roles
have been redesigned and funded. Tools
and resources have been developed and
remain accessible, including a data
management system, to guide LEA
efforts. STEM courses have been
redesigned. Theory, knowledge, and
practices for K-12 STEM education have
been developed and advanced.

→ The Learning Acceleration Partnership has been designed with sustainability in mind and is reflected in
the Logic Model (see section 7). During participation, LEAs will receive necessary support to provide high-
quality universal Tier 1 instruction via the Learning Acceleration Specialist Corps. Upon completion,
educators will have internalized and operationalized approaches to addressing student needs to
successfully master essential grade level content. Less time, money, and energy will need to be devoted
to intervention programming and materials. There will be greater collective efficacy as teacher groups
leverage grade level and professional learning communities to plan instruction and examine student work.
Teacher retention will be improved which will reduce burden and hiring costs. All materials will be
available on an ongoing basis. There will not be ongoing personnel costs. All future costs will be able to
be funded through existing revenue streams and through cost savings as a result of program participation.

5.
The qualifications of Key Personnel. Describe their educational background, experience working with the
proposed population, and previous experience with the types of activities to be conducted under the Grant.
Complete Attachment 2, Key Personnel. Attach resumes for each of the key personnel proposed.

Key Personnel possess a great deal of experience across all major educational roles including multiple
grade levels of classroom teaching, coaching, principalship, school and district administration, and county-
wide collaborative work. These carefully selected personnel also exhibit proven expertise in the critical
arenas of curriculum development and implementation, assessment development and deployment, data
management, training facilitation, leadership of personnel, strategic planning, and grant management.
The combined impact of these personnel will equip participating schools to have an immediate and lasting
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influence on student success through high-quality accelerated learning programs with clearly defined
processes, goals, and monitored outcomes.

Listed below are biographical briefs on each of the key personnel. Resumes for key personnel are included
in Attachment 11.

Dr. Lori Renfro, Program Administrator | Assistant Superintendent for HCMS:
Doctor of Education, Educational Leadership.
Extensive experience in many levels of education, including: K-8 classroom teaching in high-poverty schools
including special populations/ESL; held positions as Curriculum Director, Staff Development Coordinator,
Instructional Coach, School Team Coach, Assistant Superintendent and Program Director at the office of
the Maricopa County School Superintendent; extensive experience with both specialized- and school-wide
curriculum development and deployment, staff development programs, and grant management;
evaluation and appraisal rubrics, instruments, and guidebooks.
Kendra Moreno, Program Manager:
Master of Arts, Educational Leadership.
Extensive experience in: classroom teaching in high poverty schools, teacher mentorship, teacher
evaluations, development and delivery of professional learning including SEI/SIOP training, development
of continuous improvement plans, formative assessment data dialogue systems, creation of templates
and resources for implementation of new systems and tools, supervision of staff at the office of a county
elected official; has held positions as Assistant Principal, Principal, and Principal Administrator; Project
Lead for multi-million dollar federal grant focused on improving student outcomes through effective
classroom instruction.
Eric Hockman, Data Management System Administrator:
Master of Arts, Education, Administration and Supervision.
Experience in: classroom teaching, Professional Learning Community leadership and facilitation, SIP
Strategic Planning, curriculum development and implementation, teacher evaluation and support,
professional development design and presentation. Expertise in Data Management System (DMS)
development, maintenance, and use; development of guidebooks and toolkits for DMS users; resource
allocation and annual prioritization of development activities; database maintenance and auditing.
Emily Powell, HCMS Administrator:
Master of Business Administration, Leadership.
Proven success in: developing systems for staff recruitment and retention (particularly for specialized
positions), budget management, increasing district capacity for strategic planning and organizational
development. History of federal grant budget management; designing and implementing systems for LEA
human capital management, including the training of practitioners and the creation of toolkits,
guidebooks, and resources.

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Marc Kuffner, Assistant Superintendent for Economic Management:
Master of Business Administration.
Established expertise in: business management, project and operations oversight, contractual preparation
and interpretation, government procurement and legal compliance, strategic direction, fiscal and resource
management.
Additional program staff will also include the following positions (resumes have also been included for
these positions in Other Attachments):
Michelle Yerkes, Professional Development Coordinator:
Master of Arts degree in Elementary Education.
Extensive experience in: the development and coordination of new teacher induction programs,
professional development, and coaching programs (focused particularly on accelerated learning, PLCs, and
student-centered coaching); designing processes and measurable plans for closing achievement gaps,
establishing equitable practices, and providing a guaranteed and viable curriculum to improve student
outcomes.
Leslie Beauchamp, Field Specialist:
Master of Science degree in Educational Leadership and Policy Studies
Extensive experience in: supporting school-level leaders to build systems and increase school-level capacity
to accelerate student learning; designing and delivering professional development for superintendents,
building-level administrators, teachers, coaches, and peer evaluators; leadership coaching for principals,
assistant principals, and other building-level administrators; working with stakeholders to implement
change initiatives; conducting co-observations to establish and provide support for inter-rate agreement.
Learning Acceleration Specialists (20):
These positions will coach, model, and co-lesson plan with classroom educators; influence school-wide
Learning Acceleration strategy implementation; design and facilitate year-long professional development
and supports focused on accelerated learning; conduct student needs analysis used to identify
achievement strengths and high-priority areas for improving student learning; and collect and analyze
teacher and student data to provide individualized support on teacher goals. The job description is
included in Other Attachments.
Additional positions (2) will support program implementation and are reflected in the budget narrative.

5.1
Resumes or curriculum vitae (CV) that includes personal information such as home address, phone
numbers, social security numbers, etc., should be redacted as documentation will become public
information after award of a contract.

Note: Resumes have been attached for key personnel (Attachment 11). Personal information has been
redacted.

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QUESTIONNAIRE
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6.
Describe two (2) major accomplishments that demonstrate the Applicant’s effectiveness and capacity to
provide services that meet the goals of the Grant.

In terms of the goal to accelerate academic success for students, there are two major accomplishments
we would like to highlight that demonstrate our effectiveness and capacity to provide services to support
the Learning Acceleration Partnership.

Major Accomplishment #1: Supporting Quality Classroom Instruction Through a Global Pandemic

Our agency is currently supporting multiple LEAs with an initiative designed to increase access of students
to effective educators. At the beginning of the 2020-21 school year, it was evident that it was going to be
a tough year for educators and the students they were charged with instructing. To support LEAs with
continuing teacher observations in virtual settings, we created a Virtual Scoring Practices Guidance
document that was aligned with their observation instruments. The peer evaluator cadre that supports
educators received specialized training to reduce educator angst over effective implementation of virtual
observations. For example, teachers were worried about how to effectively engage students in virtual
student-to-student interactions. Peer evaluators also received additional support via virtual scoring
practices calibration sessions to ensure effective implementation in the field. Everything was about trying
to take what we know is good instruction and finding models, tools, and examples for how that good
instruction can still happen virtually. It was about redefining pre-observation and post observation cycles
to ask the right questions about what teachers were needing to adapt to virtual instruction and providing
models and examples. Between October 2020 and March 2021, 537 observation cycles for teachers had
been completed, exceeding state expectations. We also supported educators by introducing the concept
of Accelerated Learning and creating and publishing an Accelerated Learning Playlist in the Learning
Library, part of the data management system. This included a 5-part self-led PD called, How to Reverse
the COVID Slide: Planning for Acceleration.

Major Accomplishment #2: Increasing Student Access to Effective Instruction via Implementation of
Multi-Classroom Leader Roles

For the last six years, our agency has been working with five LEAs on a goal of redesigning their systems
to accelerate students’ access to effective educators. With technical support from Public Impact, our
agency implementation team partnered with schools to implement an Opportunity Culture which seeks
to identify instructional excellence and then extend the reach of the most effective teachers. A
cornerstone of the schools’ OC models is the Multi-Classroom Leader role (MCL). Teachers from schools
who have demonstrated effective classroom practices, high student growth, and strong leadership
potential were selected to directly reach more students than just those in their own class, and to coach
and support small groups of teachers. For an MCL, planning, co-teaching, and even modeling excellent
instruction is rooted in their experience as exceptional classroom teachers. Seeing a new role like the
MCL come to life was a very rewarding experience. To support MCLs efficacy and effectiveness in
observing instruction in a peer’s classroom and providing feedback, we engaged MCLs in professional
learning around Student-Centered Coaching. In contrast to typical formative classroom observations, the
idea behind Student-Centered Coaching is not to identify areas of growth and “coach” the teacher. Rather,
Student-Centered Coaching is a collaborative process whereby the teacher and their MCL measure the
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impact of instructional practices based on student progress. MCLs share in the responsibility for the
students’ learning; they are as invested and accountable for student growth as the classroom teachers
they support. The approach leads to trusting partnerships with their team teachers that result in honest
reflection about the cause-and-effect relationship between student learning and teacher knowledge and
actions. Grounded in student learning, MCLs conduct coaching cycles with individual team teachers in
their classrooms. A cycle begins with a co-planned lesson. From there, the teacher and coach engage in
dynamic coaching “moves” during the lesson which include co-teaching, naming and addressing
challenges in real-time, micro-modeling, and collection of student evidence to guide a future planning
conversation. Based on the book Student-Centered Coaching: The Moves by Diane Sweeney and Leanna
S. Harris, our professional development team provided ongoing professional learning to the Multi-
Classroom Leaders on Student-Centered Coaching. As a result, MCLs are equipped to play a critical role
in promoting increased teacher capacity for student data analysis and instruction design.

7.
Describe a proposed three (3) year implementation program to include a schedule of evaluations to measure
effectiveness and plan for program sustainability.

Three Year Implementation Program
Upon award, the Learning Acceleration Partnership will launch into a three-year implementation plan that
concludes September 30, 2024. To guide implementation efforts, a logic model was developed to support
design, planning, communication, and evaluation (see Logic Model below).

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→ Year 1 will be divided into two implementation periods. Period 1 will run through June 2022. Period 2
will run from July 2022 through September 2022. Key activities have been identified and are included in
Questionnaire Section I.1. The table below lists a sampling of Year 1 proposed activities, driven by the
Logic Model.

Year 1 Proposed Subset of Key Activities
Period 1 (February-June)
Period 2 (July-September)
•
Conduct landscape analysis (NIET
Learning Recovery Data Deep Dive)
•
Launch hiring plan for Learning
Acceleration Specialist Corps
•
Launch Onboarding Plan for Learning
Acceleration Specialist Corps
•
Finalize program evaluation activities
•
Refine PD Scope and Sequence and plan
for summer intensive
•
Facilitate Data Support System user setup
•
Refine Learning Acceleration resources
for the Learning Library

•
Launch Summer Intensive for Learning
Acceleration Specialists
•
Launch yearlong school-level professional
development plans focused on Learning
Acceleration.
•
Administer Learning Acceleration readiness index
to measure skill/will levels of teachers and
differentiate support
•
Observe and provide feedback on student-
centered coaching cycles
•
Meet with individual principals to assess capacity
for creating a shared vision, supervision of
instruction, and monitoring the implementation
of Learning Acceleration strategies
•
Launch teacher efficacy survey

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ATTACHMENT 5
QUESTIONNAIRE
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→
Years
2
and
3
of
the
implementation plan will be driven
by the inputs, activities, and outputs
outlined
in
the
Learning
Acceleration
Partnership
Logic
Model (see visual to the right). Key
activities for Year 2 will include the
deployment
of
the
Learning
Acceleration Specialist Corps to
assigned schools/teachers based on
the results of the Landscape Analysis
and Readiness Index. The Learning
Acceleration Specialist will co plan,
co-teach, and co-create formative
assessments.
The
Learning
Acceleration Specialists will be
supported
by
the
Professional
Development Coordinator and a
Year 2 PD scope and sequence (see
in Attachment 5, Section I.1). School
leaders will also be supported by the
project lead and Field Specialist who
will engage in conversations, data
review, and planning necessary to
rise to the challenge of leading a
school engaged in the work of
learning acceleration.

Moving into Year 3, the Field Specialist will work with principals to analyze patterns of teacher progress
to inform staffing decisions related to the distribution of teachers who have demonstrated effective
learning acceleration practices and strong student growth. In addition, principals will be encouraged to
identify leaders among the teachers and coaches to build their leadership capacity, provide mentor
opportunities, and actively seek to retain them to safeguard a stronger and sustainable school-wide focus
on sound Tier 1 instruction. Year 3 will include continued targeted classroom support and professional
development for teachers new to or struggling with implementing Learning Acceleration. Learning
Acceleration Specialists will be assigned individual teachers and differentiated groups to identify high
priority areas that will contribute to teachers’ commitment to learning acceleration strategies. The Year
3 professional development planning will support the non-negotiable academic priorities and ensure
teachers have built the capacity to sustain implementation. Schools will be able to capture video of the
effective implementation of instructional scaffolds and film interviews with teachers sharing their
planning process to enhance materials and programming for new hires. Training and materials will be
available to support teachers still developing their asset-based mindset to create culturally relevant and
responsive learning experiences. The table below lists a sampling of Year 2 and 3 proposed activities,
driven by the Logic Model.
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ATTACHMENT 5
QUESTIONNAIRE
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Year 2 and 3 Proposed Subset of Key Activities
Year 2
(October 2022-September 2023)
Year 3
(October 2023-September 2024)
•
Deployment of Learning Acceleration
Specialist Corps
•
Launch of Year 2 professional learning scope
and sequence for Learning Acceleration
Specialists
•
PD Coordinator coaching of Learning
Acceleration Specialists receive ongoing
coaching
•
Differentiated support for school leaders to
support program implementation
•
Implementation of school-level year-long PD
plans
•
Launch of videorecording as a professional
learning strategy based on school needs
•
Stay Interview implementation
•
Continue deployment of Learning Acceleration
Specialist Corps
•
Launch of Year 3 professional learning scope
and sequence for Learning Acceleration
Specialists
•
Support principals to analyze patterns of
teacher progress to inform staffing decisions
•
Continue targeted classroom support and
professional development for teachers new to
or struggling with implementing Learning
Acceleration
•
Capture video of the effective implementation
of instructional scaffolds
•
Film interviews with teachers sharing their
planning process to enhance materials and
programming for new hires

Program Evaluation to Measure Effectiveness
The Learning Acceleration Partnership will be supported with a program evaluation plan that will span a
continuum of research and evaluation activities necessary to (a) support the development and
refinement of a new intervention while (b) measuring progress towards program goals of accelerating
academic achievement and supporting and stabilizing the educator workforce. Basis Policy Research will
provide external program evaluation services, conducting four analyses across the lifecycle of the grant:
fidelity of implementation, descriptive, impact, and cost benefit.

Fidelity of Implementation Analysis: Basis researchers will use a three-stage implementation framework
to understand the extent the Learning Acceleration Partnership core components were delivered as
intended.

→ Stage 1: Establish quantifiable targets that can be used to evaluate implementation. It will include
frequency and quality of support (e.g., number of coaching cycles with Learning Acceleration Specialist),
initiative coverage (e.g., number of teachers developing unit and lesson plans addressing critical grade-
level content), frequency (e.g., how frequently teachers deliver real-time assessments), and quality of
delivery (e.g., how well teachers implement accelerated learning strategies) as targets.

→ Stage 2: Collect the necessary data to apply the measurement framework. Potential data sources
include a researcher-developed teacher efficacy survey, observation rubric, and programmatic data (e.g.,
professional development participation, coaching cycle participation). The research team will flag
districts, schools, and/or Learning Acceleration Specialists with low implementation levels in one or more
targets as well identify common areas where stakeholders are struggling to achieve high fidelity of
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QUESTIONNAIRE
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implementation. By identifying this information, the implementation team can identify districts, schools,
and/or Learning Acceleration Specialists in need of additional support.

→ Stage 3: Conduct a qualitative analysis of the factors that explain why implementation differs across
districts, schools, and Learning Acceleration Specialists. The purpose is to identify best practices that can
be used to guide training and support. Semi-structured interviews and focus groups with key
stakeholders across districts and schools, including administrators, teachers, and Learning Acceleration
Specialists will be conducted, with the goal of recruiting participants at various levels of implementation
fidelity. The focus will be on two themes: operational and social feasibility. Operational refers to the
degree to which the Learning Acceleration intervention is meeting the needs of participating teachers
and students. The focus will be on (a) how well the training and support prepares teachers to implement
AL strategies and (b) how well Learning Acceleration provides students with appropriate grade-level
instruction and assignments. Social feasibility refers to participants’ responsiveness to or acceptance of
Learning Acceleration strategies (mindset), as well as careful consideration of the resources or supports
(tools and tactics) needed to implement, refine, and sustain services.

Descriptive Analysis of Program Implementation and Outcomes: Descriptive analyses will explore the
relationship between implementation of Learning Acceleration strategies and instructional/academic
outcomes for participating teachers and students. Results will be reported in the aggregate and broken
down by district, school, and Learning Acceleration Specialists. Additionally, significant relationships
between Learning Acceleration implementation and improved instructional and academic outcomes will
be tested. In the correlation analyses, the Basis team will move beyond descriptive statistics in
determining Learning Acceleration’s promise for improving instructional and academic outcomes.
Moreover, the team will investigate correlations by subgroups of students to observe the extent to which
programmatic supports are delivered equitably.

Impact Analysis: Basis researchers will use a quasi-experimental design that employs propensity score
matching (PSM) to produce evidence of Learning Acceleration effectiveness meeting What Works
Clearinghouse (WWC) standards with reservations. A flag for participation will be created in the Learning
Acceleration intervention in the instructional and academic achievement datafile, ideally longitudinal
observation ratings and academic growth and achievement data, collected across districts to create the
comparison group. The matching procedure will require three steps. First, logistic regression will be
employed to estimate the probability of participation in the Learning Acceleration intervention for all
teachers with available data. Second, the team will use the predicted probability for teachers to match
each participating teacher to non-participating teachers with the closest propensity to their own. Third,
in the event there is more than one teacher with propensity falling within one point of a participating
teacher, the team will select the teacher with the closest propensity score to their own. Finally, the
average treatment effects on teachers participating in the Learning Acceleration intervention will be
calculated. The outcomes will include teachers’ observation ratings, retention, academic growth, and
academic achievement. Statistical controls will be included when estimating program effects to account
for remaining differences between groups.

Cost Benefit Analysis: Cost benefit analysis will be used to quantify the ratio of financial costs to teachers’
instructional and students’ educational benefits, where cost is defined as the yearly financial investment
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QUESTIONNAIRE
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per participating teacher/student. The benefit(s) is defined in terms of short- and long-term outcomes.
The Learning Acceleration cost benefit ratio will be benchmarked against other academic catch-up or
acceleration interventions. Through cost benefit analysis, the implementation team and local
stakeholders will be assisted in determining if costs associated with Learning Acceleration
implementation are the best use of public funds. The Basis team will compare the cost-effectiveness from
the Learning Acceleration Partnership to others with results from prior studies estimating long-term
impacts of catch-up or acceleration interventions to project future outcomes.

Evaluation Plan Overview
The multi-year timeline for program evaluation activities is included below. The dark gray boxes indicate
the activities that the Basis Policy Research team will lead. The light gray boxes indicate activities the
project implementation team will lead.

Plan for Program Sustainability
As mentioned in Attachment 5, section I.4, the Learning Acceleration Partnership has been designed with
sustainability in mind. The Learning Acceleration Partnership model illustrates the inputs, activities, and
resulting outputs that are designed to produce desired outcomes as evidence of change. For example,
the visual below (taken from the Logic Model) highlights that if teachers have access to tools, tactics, and
mindsets to implement Learning Acceleration strategies, the resulting impact could mean that less time,
money, and energy will need to be devoted to intervention programming and materials. This impact
outcome speaks to the embedded sustainability concepts that have been built into the Learning
Acceleration Partnership. During participation, LEAs will receive necessary support to provide high-
quality universal Tier 1 instruction via the Learning Acceleration Specialist Corps. Upon completion,
educators will have internalized and operationalized approaches to addressing student needs to
successfully master essential grade level content. Less time, money, and energy will need to be devoted
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QUESTIONNAIRE
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to intervention programming and materials. There will be greater collective efficacy as teacher groups
leverage grade level and professional learning communities to plan instruction and examine student
work. Teacher retention will be improved which will reduce burden and hiring costs.

The program evaluation plan will also support sustainability efforts. Elements of the program will be
identified that may require longer-term, alternative funding streams, and those that are one-time costs
or those that have lower maintenance costs following initial set-up such as training teachers on learning
acceleration strategies and formative assessment development. Basis researchers will build the
sustainability work upon the foundation of the program evaluation’s descriptive analysis. The
sustainability lens will also be heavily informed by the program evaluation’s cost benefit analysis, which
will inform which program elements are worth continued investment.

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ATTACHMENT 10
PROPOSED BUDGET
RFGA NO.: BPM004016

Budget Table
Learning Acceleration Partnership
Budget Summary
Budget Category
Project
Year 1
Project
Year 2
Project
Year 3
Total
1. Personnel
$ 1,527,499 $ 2,453,886 $ 1,954,384 $ 5,935,769
2. Fringe Benefits
$ 488,800 $ 785,244 $ 625,403 $ 1,899,447
3. Travel
$ 7,468 $ 9,957 $ 9,957 $ 27,382
5. Supplies
$ 39,200 $ 20,100 $ 18,600 $ 77,900
6. Contractual
$ - $ 650,000 $ 650,000 $ 1,300,000

7. Total Direct Costs
$ 2,062,967 $ 3,919,187 $ 3,258,344 $ 9,240,498
8. Indirect Costs
$ 165,037 $ 313,535 $ 260,667 $ 739,239
9. Total Costs
$ 2,228,004 $ 4,232,722 $ 3,519,011 $ 9,979,737

Budget Narrative

Personnel and Fringe Benefits

$7,835,216
Includes salary and benefits cost (at the county rate of 32%) for grant staff to manage grant activities and ensure
efficient coordination and communication across program partners along with the daily operations of the
program. This includes the following positions: Assistant Superintendent for Human Capital Management
Systems, Education Service Program Manager, HCMS Administrator, Data Management Administrator, Learning
Acceleration Specialist Cadre, Professional Development Coordinator, Field Specialist, Videographer, and
Administrative Assistant. As Year 1 is less than a full fiscal year, personnel costs show an increase in years 2-3.
The Learning Acceleration Specialists, Professional Development Coordinator, and Videographer roles are
budgeted for only 9 months in Year 3, as their responsibilities will conclude June of 2024.

Travel

$27,382
Includes mileage reimbursement for a subset of grant staff (i.e., Field Specialist, Professional Development
Coordinator, and Education Service Program Manager) to travel to and from participating schools; travel
expenses associated with grant required meetings, trainings, and/or conferences; and travel expenses
associated with monthly overnight stays in Mohave County for supporting Valentine Elementary School District.

Supplies

$77,900
Includes general office supplies required for daily operations; printing costs (e.g., Learning Acceleration
Guidebook); technology licenses (i.e., Adobe, Getty Images, Zoom); resources to train teachers and school
leaders (i.e., Learning in the Fast Lane by Suzy Pepper Rollins; Student-Centered Coaching by Diane Sweeney);
computer workstation and technology setups; and video production supplies.

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ATTACHMENT 10
PROPOSED BUDGET
RFGA NO.: BPM004016

Contractual

$1,300,000
Contractual costs include:

1) Program Evaluation and Data Review Services to measure program effectiveness and plan for program
sustainability. The evaluation framework will include multiple levels of analyses such as fidelity of
implementation analyses, descriptive analyses, cost-benefit analyses, and impact analyses.
2) System Maintenance for the Data Management System to support Learning Acceleration Partnership. Key
costs include: (a) Microsoft Azure cloud hosting; (b) software licensing; (c) data operations; (d) security
monitoring; (e) manual & automated testing; (f) software development and IT operations activities; (g)
technical support desk implementation; (h) training for end-users; (i) single sign-on implementation; and (j)
entity and user onboarding & configuration.

Indirect Costs

$739,239
An Indirect cost rate has been applied to this budget to align with ADE’s policy to cap indirect expenses at 8%.
Our agency does have an approved indirect cost rate and can submit documentation upon request.

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ATTACHMENT 11
KEY PERSONNEL RESUMES
RFGA NO.: BPM004016

Page 48 of 71

Lori Renfro, Ed.D.

EDUCATION
• Doctor of Education / Educational Leadership, Arizona State University, 2007
• Master of Arts in Reading / Elementary Education, Central Michigan University, 1989
• Bachelor of Arts in Elementary Education, Saginaw Valley State University, 1984

CERTIFICATIONS
Arizona Administrative Certification (Superintendent, Supervisor, Principal) K-12
Standard Elementary (K-8) with Reading Endorsement
English as a Second Language (ESL) Endorsement

ADMINISTRATIVE & TEACHING EXPERIENCE
2010-present Assistant Superintendent for Human Capital Management Systems
Program Director for TIF3, TIF4, TIF5 (Teacher Incentive Fund Grants)
Maricopa County Education Service Agency, Phoenix, AZ
2009-2010
Executive Director for Performance-Based Incentives,
Maricopa County Education Service Agency, Phoenix, AZ
2010-2012
Professional Development Leadership Academy Faculty Member

Arizona Department of Education, Phoenix, AZ
2009-2012
Professional Development Leadership Academy School District Coach

Arizona Department of Education, Phoenix, AZ
2005-2009
Staff Development Coordinator, Dysart Unified School District, Surprise, AZ

AVID Program Director, Dysart Unified School District, Surprise, AZ
2002-2005
Director of Curriculum, Cartwright School District, Phoenix, AZ

Social Studies Curriculum Coordinator, Cartwright School District, Phoenix, AZ
1998-2001
K-8 Instructional Coach, Cartwright School District, Phoenix, AZ
1995-1998
Fifth Grade ESL Teacher, Cartwright School District, Phoenix, AZ
1988-1995
First Grade Teacher, Cartwright School District, Phoenix, AZ
1985-1988
First Grade Teacher, Oscoda Area Schools, Oscoda, MI

REVIEWER POSITIONS
2020
Teacher and School Leader (TSL) Program Peer Reviewer for USDOE
2019
Reviewer for the Center on Great Teachers and Leaders (Educator Shortages in Special
Education Toolkit)
2015
Reviewer for Battelle for Kids (Human Resource Standards Project)

LEADERSHIP POSITIONS
2016-2018
State participant in The Collaborative for the Continuous Improvement of Educator
Effectiveness Systems (six-state collaborative facilitated by American Institutes for
Research)
2010-2015
Facilitator, Cross-District Transition Teams (professional development; evaluation; HR)
2005-2009
Facilitator, Career Ladder Steering Committee; Professional Development Leadership
Team; New Teacher Induction Committee
2002-2005
Facilitator, Curriculum Advisory Council / Curricular Task Forces
2003-present Arizona School Solutions Team Member
2000-2001
ASU Mentor Teacher Cadre Instructor for B.E.S.T. Program
2000-2001
ASU Visitation Coach for B.E.S.T. Program
1999-2001
Cartwright School District Mathematics Academy Instructor
1998-1999
Phoenix Urban Systemic Initiative Academy Instructor
1992-1999
Cartwright School District Mentor Teacher
Page 49 of 71

ADMINISTRATIVE ROLES / ACHIEVEMENTS
• Managed 3 cohorts of Teacher Incentive Fund grants
totaling over $150 million.
• Created and implemented Job Description Redesign
Toolkit for use by TIF5 partner LEAs.
• Created Human Resource Alignment Innovation
Configuration Map to measure human resource
alignment.
• Authored 20 performance appraisal instruments and
aligned resources for Maricopa County Education
Service Agency.
• Facilitated communication and stakeholder involvement
across schools for all change initiatives and program
implementation and refinement for the Dysart Unified
and Cartwright Elementary School Districts.
• Managed day-to-day operations of performance based
compensation and professional development systems for
Dysart Unified School District.
• Implemented teacher evaluation system aligned to
student learning outcomes via the Career Ladder
Program for the Dysart Unified School District
• Developed and implemented data management systems
and data reporting structures for Cartwright School
District (IMSeries) and Dysart Unified School District
(iPAL).
• Facilitated development of Dysart Unified School
District’s Educational Services walk-through processes
and procedures.
• Designed and facilitated evaluation process for
ongoing monitoring of the Dysart Continuous
Improvement Plan.
• Facilitated development of Dysart Unified School
District’s first long-term professional development plan.
• Reviewed, refined, and implemented the Dysart
Unified School District’s Instructional Coaching
Program.
• Revised and implemented Dysart’s Instructional Coach
hiring process.
• Facilitated development and delivery of Dysart
Unified School District’s early-release staff
development program.
• Led development of Cartwright School District's first
Curriculum Management Plan.
• Collaborated with the Instructional Technology
department to develop and implement Dysart’s online
professional development registration system.
• Facilitated Advisory Council and Steering Committee
Meetings for the Dysart Unified School District and
Cartwright Elementary School District.
• Managed curriculum budget for Cartwright School
District and Career Ladder budget for Dysart Unified
School District.
• Provided training and support for Dysart and
Cartwright teachers and principals on how to use
data to inform instruction.
• Conducted inter-rater reliability training for Dysart
principals.
• Conducted training for Dysart instructional coaches
on teacher evaluation systems.
• Led development of coherent and clearly
articulated scope and sequence documents for
Cartwright School District.
• Designed structure for online curriculum database to
house Cartwright School District curriculum
documents.
• Developed and Implemented Dysart’s Program
Evaluation Plan.
• Designed and implemented the process for ongoing
curriculum work in the Cartwright School District.
• Facilitated development of effective school
improvement plans and provided support for schools
in the school development process.
• Led development of benchmark assessments.
Constructed test blueprints, wrote test items, created
and trained a cadre of teachers to write assessment
items for the Cartwright School District.
• Created the means to collect walk-through visitation
data with the use of a handheld computer; set up
pilot program for administrators to test the process;
supported administrators as they learned the process.
• Implemented Cartwright School District’s newly
adopted Curriculum Development Cycle,
incorporating staff development and program
evaluation as embedded processes within the
structure.
Page 50 of 71

•
“Turn on the Light: Observation Tool Connects Teacher Practice with Student Learning,”
Journal of Staff Development, 2014
•
“Focus, Feedback, Follow-Through: Professional Development Basics Guide District’s Plan,”
Journal of Staff Development, 2009
•
“You Changed My Mind About Triangles!,” in Teachers Engaged in Research: Inquiry Into Mathematics
Classrooms, Prekindergarten-Grade 2, 2006
•
The Relationship Between Teacher Career Ladder Participation Levels and Student Achievement in an
Arizona School District, unpublished doctoral dissertation, Arizona State University, 2007
CONFERENCE PRESENTATIONS & PANEL DISCUSSION PARTICIPATION
•
EED Engage by Design Series: Tools You Can Use (HRA Innovation Configuration Map), 2020
•
Panel Discussion: Using Evidence to Design Programs, Monitor Progress and Impact, and Drive Practice
Improvements and Sustainability Planning, Pre-Summit Evidence-Based Practices Division Meeting,
2019
•
Panel Discussion: How Best to Improve Educator Evaluation and Support Systems to Enhance Practice
and Growth and Development Options for Teachers, Collaborative for the Continuous Improvement of
Educator Effectiveness Systems (WestEd, American Institutes for Research, Center for Great Teachers
& Leaders), 2016
•
USDOE Briefing: Program Evaluation Summit, 2016
•
Sustainability Panel Discussion, Teacher Incentive Fund Western Regional Grantee Meeting, USDOE,
2015
•
Transitioning to Alternative Compensation and Stakeholder Engagement, TIF Topical Meeting, USDOE,
2014
•
Local Human Capital Management Practices for Principal Leadership, 2014
•
Focus & Fit: Two Key Strategies to Improving the Educator Workforce, Governing Board Symposium,
2013
•
Teacher Incentive Fund Measurement Issues Meeting, Other Measures Beyond State Tests, USDOE,
2012
•
Essential Elements of Change: Focus On Teacher Evaluation, Governing Board Symposium, 2011
•
Using Observation Data to Inform Professional Development, USDOE Project Director Meeting, 2011
•
Supporting High Quality Implementation, Arizona Department of Education Professional Development
Leadership Academy, 2010
•
Professional Learning 101: Provide Teachers with Specific Feedback, National Staff Development
Council Annual Conference, 2009
•
Changing Classroom Practice Through Instructional Dialogue, National School Board Technology and
Learning Conference, 2004
PUBLICATIONS
Page 51 of 71

PROFESSIONAL OVERVIEW:

10/2009 – Current
Assistant Superintendent for Economic Management and Innovation
Maricopa County School Superintendent’s Office, Maricopa County, Arizona

Provide leadership and guidance to the Arizona Education community focusing on increasing student
achievement. Ensure prudent administration of financial and technological affairs on behalf of County
School Districts and Charter Schools whose cumulative budget is over $5 billion in both revenue and
expenditure. Develop, prepare and present short term and long range financial, strategic and tactical plans.
Analyze and interpret financial and operational data for school districts and support groups. Work directly
with Legislators, Superintendents and Governing Board Members establishing policies and procedures to
improve student achievement.

Coordinate Tax Rate Setting Recommendations.

Analyze fiscal impact of proposed legislation, rules, mandates and policies.

Serve as Finance Director in the preparation and leadership of the department budget and associated
efforts for Maricopa County including strategic planning, procurement, human resources, and contract
administration. Certified Agency Procurement Aide for Article 3 purchasing; knowledge of Article 5
procurement.

Liaison to the Board of Supervisors and Chief Deputies

Management of over $170 million in grants since 2010

Participation in County-wide single audit annually

08/2007 – 10/2009
Management and Budget Supervisor
Office of Management and Budget, Maricopa County, Arizona

Develop innovative solutions to provide resources that enable Departments to carry out the Maricopa
County mission. Recommend improvements and modifications in order to implement cost-effective
solutions that meet current and future County requirements. Prepare various reports on operations and
activities utilized for long and short term strategic decision making. Coordinate with departments on
strategic planning, monitoring, reporting and evaluation of activity results and other performance measures.
Close coordination with technology group on enterprise solutions. Complete special projects as requested.

Provided financial analysis for ADP cost and Implementation.

Worked closely with Departments to Analyze the County’s Capital Improvement Program and
recommendations for funding.

Participate and lead formal and informal reviews of County-wide policies and procedures resulting
in changes approved by the County Board of Supervisors.

12/2004 – 08/2007
Management and Budget Analyst
Office of Management and Budget, Maricopa County, Arizona

Preparation and budgetary oversight for 12 assigned departments and Capital Improvement Plan whose
cumulative departmental budget exceeds $780 million in fiscal year 2007. Developed and maintain Excel
models to analyze and forecast department budgets. Coordinate with departments on strategic planning,
monitoring, reporting and evaluation of activity results and other performance measures. Close coordination
with technology group on enterprise solutions. Complete special projects as requested.

Successful implementation of Equipment Services business plan.

Worked closely with the Environmental Services department on new fee structure and
corresponding budget adjustments.

Reviewed new program plans and funding requests for all assigned departments. In-depth analysis
of Results Initiative Requests for Air Quality, Chief Information Officer, Emergency Management
and Clerk of the Board.
MARC KUFFNER
Page 52 of 71

Marc Kuffner
06/2002 – 10/2004
West Coast Regional Director
Mesa Air Group, Inc., Phoenix, Arizona
Manage daily operational, financial and contractual requirements for 22 employee operated America West
Express stations with over 300 employees. Lead liaison for 34 main line America West service locations
that handle express operations. Budget and analysis responsibility of $24.5 million encompassing all
Express operations in the America West system. Support Sr. Management with financial analysis for
controlling operations with strategic decision making. Assist with the development, preparation and
presentation of both short term and long range financial and operational planning. Analyze and interpret
financial and operational data for Sr. Management and support groups. Participate in the preparation of
annual financial plans. Provide Sr. Management with budgeting and financial modeling, trend analysis and
variance reporting. Monitor, manage and analyze internal audits and reviews to ensure contract, budget
and regulatory compliance. Work directly with airport managers, FAA and TSA to conform to proper airport
and security measures. Work directly with Human Resources establishing policies and procedures to
enhance employee development and advancement.

Project Manager and station financial analysis for the implementation of Freedom Airlines, a Mesa
subsidiary.

Project Manager and station financial analysis for the implementation of United Express operations
in Denver, CO. Handled staffing, training, equipment, and regulatory compliance for startup service.

Reduction in headcount and $75,000 per month gaining efficiencies implementing new staffing
requirements and FAA manual changes.

Developed the "Sen'STATIONal' performance measurement tool creating positive challenges in
similar size stations.
05/1998 - 06/2002
ALLIANCE OPERATIONS MANAGER
Alliance Operations, America West Airlines, Tempe, Arizona
Project Manager for successful design and implementation of a data collection program for all codeshare
partners operating as America West Express. Created reporting standards based on this data for statistical
purposes. Provide Sr. Management with budgeting and financial modeling, trend analysis and variance
reporting. Lead teams for station openings and closings including Express stations and America West
markets served by codeshare partners. Work directly with airport managers and FAA to conform to proper
airport measures.

Project Manager for the implementation of Chautauqua Airlines as an America West codeshare
partner.

Support field stations with all operating needs including, but not limited to, ground equipment and
training.

Analyze and recommend capital expenditures for field stations.
05/1998 - 06/2002
SENIOR FINANCE AND PROCEDURE ANALYST
Accounting Systems I Procedures and Methods, America West Airlines,
Tempe, Arizona
Successfully designed, implemented and integrated automation procedures for labor-intensive
methodologies within all revenue accounting operations. Work as liaison with seven revenue accounting
departments for the preparation of capital and operational budgets for six cost centers and over 200
employees.
Page 53 of 71

Marc Kuffner
05/1998 - 06/2002
SENIOR FINANCE AND PROCEDURE ANALYST (Continued)
Monitor accounts payable and accounts receivable, plus conduct interline station audits for 91 stations.
Provide computer network system troubleshooting and support.

Project Manager for design, purchase and implementation of "Imaging System" for Revenue
Accounting Department.

Selected as trainer for Microsoft PC applications as a result of recognized computer operations
proficiency.
03/1995 – 05/1998 - BUSINESS MANAGER, Roto-Rooter, Phoenix, Arizona
Profitably directed all areas of operations for this fast-paced, high-volume service company providing
scheduled and emergency plumbing services to over 500 major accounts. Conducted large volume
customer service including preparation of bids,- proposals, and municipal contract negotiations with the
City of Phoenix. Performed accounts payable and accounts receivable, fleet management, inventory and
purchasing duties. Conducted scheduling, supervision, and payroll functions for up to 50 employees.
Maintained lowest turnover rate of 28 company branches.

Recognized for achieving 50% growth in revenues and 14.5% increase in profits.
Additional Experience includes positions as Assistant Restaurant GM for Taco Bell, Assistant Legal
Administrator for a law firm and customer support for an insurance software company.
EDUCATION:
Master of Business Administration: March 2000
University of Phoenix, Arizona
Bachelor of Science: Management, Concentration: Accounting. May 1992
Bentley College, Waltham, Massachusetts
COMPUTER SKILLS:
Computer Literacy: Windows I Microsoft Office Suite, Project, Visual Basic I Infinite Visions I CGI
Advantage and CGI Info advantage I Business Objects I Internet research I E-mail I Cognos and
customized software applications.
Page 54 of 71

KENDRA REA MORENO

Professional Summary

Authentic, enthusiastic leader with a passion for doing what’s right for kids, not just what’s easy. Serving Arizona’s schools and celebrating
the potential of public education since 1996. I am a former school principal and have 20 years of experience designing and delivering
professional development at the school, district, state, and national levels. With a passion for building shared purpose and fostering
genuine trusting relationships, I excel at leading teams and inspiring professional growth. Seeking an opportunity to channel my experience
and knowledge into a project aimed at addressing the need for urgent and equitable access to high-quality, grade level instruction for ALL
students and supporting schools to create the conditions for their success.

Experience

Maricopa County School Superintendent’s Office
Phoenix, AZ
March 2017-present
TIF 5 REIL Extend Project Lead

Provided leadership for and oversaw implementation of REIL-Extend grant.

Monitored successful completion of activities in the management plan.

Supervised program personnel.

Maricopa County School Superintendent’s Office
Phoenix, AZ
July 2014-March 2017
Cross District Field Specialist & Principal Coach


Provided support to building level and district level administrators in all things related to the Leading Observation Instrument.

Designed and delivered targeted professional learning for BLAs and LdOI evaluators.

Worked to ensure rigorous, fair and transparent educator evaluations for and by BLAs.

Pueblo del Sol Elementary School
Isaac School District
Phoenix, AZ
July 2013-June 2014
Principal Administrator

Developed a Continuous Improvement Plan for a K-8 campus focused on the implementation of the ACCRS, teacher
effectiveness, data-based instructional decisions, and academic intervention for struggling students.

Established a system for grade level team collaboration to include a structure for common formative assessment data
dialogues.

Pearson Achievement Solutions

March 2005-March 2020
SIOP® Service Consultant

Certified national trainer of the SIOP® Model and a member of the SIOP® National Faculty providing face to face and online
professional development of the Sheltered Instruction Observation Protocol® at the school, district, state, and national levels.

Developed and facilitated the Provisional Structured English Immersion Endorsement: An Introduction to the SIOP® Model
online course for IDEAL as well as an 18-hour national online course.

Joseph Zito Elementary School
Isaac School District
Phoenix, AZ
July 2011-June 2013
Principal

Engaged teachers in the development of a school-wide mission to foster high academic achievement, promote responsibility for
learning, and provide students with the tools to be successful in both school and in life.

Addressed the need to maximize instructional minutes by collaborating with teachers to establish daily schedules that
minimized transitions; conducted instructional minute audits via regular classroom visits and high accessibility throughout the
campus daily.

Isaac Middle School
Isaac School District
Phoenix, AZ

July 2006-June 2011
Assistant Principal

Member of an administrative team focused on school reform leading to Annual Yearly Progress for 2009-2010.

Implemented weekly Professional Learning Community team meetings to improve the use of assessment data to inform
instructional decisions.

Lela Alston Elementary
Isaac School District

Phoenix, AZ
July 2001-June 2006
Third Grade Teacher

Implemented the SIOP Model to best meet the academic needs of English learners while promoting their English language
development.

Ensured that 100% of the students meet or exceed the standards in math, as measured by AIMS, Spring 2006.

Maintained high academic standards while adapting the curriculum to address the needed accommodations of Special
Education students via a full-inclusion program.

Pueblo del Sol Middle School
Isaac School District
Phoenix, AZ

July 1998-June 2001
Sixth Grade Language Arts and Social Studies Teacher

Integrated social studies and language arts in a block schedule format.
Page 55 of 71


Site Council member and facilitator; SIDESS specialist (Supporting Individuals with Disabilities Educationally through State
Standards) responsible for training inclusion teachers on their role as an IEP team member

Softball coach

St. Catherine of Siena Parish School
Diocese of Phoenix
Phoenix, AZ

Jan 1996-June 1998
6-8 grade Middle School Language Arts Teacher

Provided reading instruction through novel units and literature studies utilizing guided reading and shared inquiry

Established “Writing for Purpose” opportunities through Young Author’s Day and poetry writing contest

English chair, yearbook advisor, student council advisor, and pep squad coach

Education

M.A., Educational Leadership

Northern Arizona University

2002-2004

Arizona Principal Certification

B.A., Elementary Education K-8

Northern Arizona University

1991-1995

English as a Second Language Endorsement

Member of the Sedona Professional Partnership Program

Professional Affiliations


Professional Human Capital Leaders in Education certificate

American Association of School Personnel Administrators

Arizona School Personnel Administrators Association

AASPA’s Diversity, Equity, and Inclusion Committee & DEI Advisory Committee

Association for Supervision and Curriculum Development

Arizona School Administrators

Awards


Isaac School District’s Superintendent’s Award for Excellence in Student Achievement, 2006

Radio Unica’s Hispanic Female of the Year in the Field of Education, 2003

Chicano’s Por La Causa’s Esperanza Hispanic Teacher Award nominee, 2001

Northern Arizona University’s Centennial Letter of Commendation, 1997

Competencies


Achievement: Possesses the drive and actions to set challenging goals and reach a high standard of performance despite barriers

Analytical Thinking: Demonstrates the ability to break things down in a logical way and to recognize cause and effect.

Conceptual Thinking: Is skilled at recognizing patterns and links among seemingly unrelated things.

Inclusiveness: Fosters response for all individuals and points of view.

Skills


Integrity to adhere to values in the face of adversity

Ability to tackle complex challenges and engage teams in creative problem-solving and shared decision making

Responsive to changing needs

Strong knowledge and involvement with curriculum, instruction, and assessment

Adept at relationship building and leading with motivation

Excellent oral and written communication

Anticipatory thinking and vision

Ample experience in public speaking and large group presentations

References

Excellent personal and professional references are available upon request.
Page 56 of 71

ERIC HOCKMAN
OBJECTIVE
Dedicated and experienced program manager with numerous years of experience in implementing,
monitoring, and reporting on multiple grant activities. Seeking an opportunity to support educators in
identifying student learning gaps and utilizing data to create and implement strategic learning objectives
for high-risk students.
EXPERIENCE
JANUARY 2016 – PRESENT
DATA MANAGEMENT SYSTEM PROGRAM MANAGER
MARICOPA COUNTY SCHOOL SUPERINTENDENT OFFICE, PHOENIX, AZ
•
Manage the development and implementation of the REILize Decision Support System (data
management system).
•
Monitor on-going risks to the data management system scope of work and implement strategic
modifications to ensure successful completion of the work.
•
Supervise and develop the Data System Specialists scopes of work related to on-going support of the
daily data management system activities.
•
Gather and groom requirements for the REILize Decision Support System (e.g., HCMS reports, rostering
tool, observation capture tools, educator profile page, and enhanced user-interface).
•
Utilize the Agile process to ensure web development is meeting the needs of the users.
•
Ensure data collection and data quality processes are put in place and communicated to stakeholders.
•
Facilitate User Acceptance Testing for new development inside of the REILize Decision Support System.
•
Create internal and external data reports to support the achievement of grant goals and the
implementation of a Human Capital Management System.
•
Maintain relationships with vendors and partners connected to the development of the data system
and teacher effectiveness ratings (i.e., Arizona Department of Education, Basis Policy Research, True
North Logic, Battelle for Kids, United States Department of Education, & Education Analytics).
•
Implement a streamlined approach to the data tasks required to calculate an educator effectiveness
rating and compensation award.
•
Develop and deliver presentations for internal and external stakeholders in relation to the status of the
project and training on new development.
•
Develop the parameters the REIL Human Capital Management System (including educator evaluation
and support systems through the partnership with Basis Policy Research).
•
Supported districts in utilizing summative assessment data to determine educator effectiveness.
•
Maintained relationships with assessment vendors to support the districts’ use of assessment data in
strategic planning.
•
Established a leadership role within internal Assessment Team.
•
Develop written communication for internal and external stakeholders focused on the REILize Decision
Support System and REIL Scores.
•
Complete the Annual Performance Report (APR) to show progress toward grant goals and overall
budget maintenance.
•
Present at national conferences to share our work and support the work of other grantees.
Page 57 of 71

JUNE 2014 – DECEMBER 2015
DATA MANAGEMENT SYSTEM RESOURCE MANAGER
MARICOPA COUNTY SCHOOL SUPERINTENDENT OFFICE, PHOENIX, AZ
•
Developed tools and strategies for implementation of the data management system within alliance
school districts, including human capital management reports to inform workforce decisions.
•
Implemented workflows to support the process of calculating teacher effectiveness ratings and pay for
performance reimbursements.
•
Identified resources needed to communicate with internal and external stakeholders related to Human
Capital Management System grant requirements.
•
Developed guidebooks to support understanding of the evaluation and performance-based
compensation components related to educator effectiveness ratings.
•
Managed and facilitate the inquiry process for performance-based compensation pay-outs.
•
Trained users on the tools developed within the data management system.
•
Collaborated with the leadership team to ensure the project vision drives development of the data
system.
•
Create various data reports to support LEAs in making strategic decisions.
•
Maintained multiple databases to support strategic decision-making through the creation of reports
and presentations.
JULY 2012 – JUNE 2014
PEER EVALUATOR
MARICOPA COUNTY SCHOOL SUPERINTENDENT OFFICE, PHOENIX, AZ
•
Managed a case load of educators to implement performance-based educator evaluation and support
system.
•
Completed rigorous teacher evaluation cycles within multiple school districts.
•
Conducted co-observations with site-based administrators as part of the inter-rater agreement plan of
the human capital management system.
•
Facilitated Cognitive Coaching sessions with principals and coaches to support in their understanding
of the Learning Observation Instrument in the context of a human capital management system.
•
Collaborated with Field Specialists to develop and implement frameworks for support based on the
Learning Observation Instrument and content knowledge.
•
Developed Educator Goal Plan samples for inclusion in the data management system to support site-
based administrators in goal writing and the implementation process.
•
Designed and presented multiple professional development opportunities aligned to the Learning
Observation Instrument and Trainer of Trainers Learning Series.
•
Presented College and Career Readiness Standards Phase 2: Mathematics Content Knowledge to
superintendents, principals, coaches, and teachers.
•
Facilitated site-based professional learning communities with a focus on best practices and
mathematical content knowledge as part of performance-based evaluation and support system.
MAY 2011 – JUNE 2012
INTERACTIVE VIDEO LEARNING INSTRUCTOR
MARICOPA COUNTY SCHOOL SUPERINTENDENT OFFICE, PHOENIX, AZ
•
Managed technology components of the interactive video learning lab.
•
Secured partner districts to deliver high-quality instruction through interactive technology.
•
Developed curriculum that aligns with the vision of best practices and district leadership.
•
Communicated with classroom teachers regarding the scope of work and progress monitoring.
•
Nurtured relationships with external stakeholders through strategic communication.
•
Held regular meetings with internal and external stakeholders regarding the effectiveness of the
program.
Page 58 of 71

JULY 2007 – MAY 2011
CLASSROOM TEACHER
DYSART UNIFIED SCHOOL DISTRICT, SURPRISE, AZ
•
Taught 1st grade, 6th grade mathematics, and 7th grade mathematics.
•
Lead Professional Learning Communities teams for three years.
•
Developed School Improvement Plans as a member of the Strategic Planning team.
•
Coached middle school athletics.
•
Facilitated professional learning at the district-level.
JANUARY 2005 – JUNE 2007
CLASSROOM TEACHER
PEORIA UNIFIED SCHOOL DISTRICT, GLENDALE, AZ
•
Taught middle school science, 7th grade mathematics, and 8th grade mathematics.
•
Coached middle school athletics.
•
Managed the schedule and distribution of benchmark assessments at the school level.
EDUCATION
MARCH 2017
M.A. EDUCATION/ADMINISTRATION AND SUPERVISION
UNIVERSITY OF PHOENIX
DECEMBER 2004
B.S. ELEMENTARY EDUCATION: SUMMA CUM LAUDE
NORTHERN ARIZONA UNIVERSITY
SKILLS
•
Collaborative mindset
•
Productive & efficient
•
Strategic Planning
•
Analytical
•
Advanced in Excel & Access
•
Building & nurturing partnerships
•
Data analysis
•
Utilizing student assessment data
•
Verbal communication
•
Developing written communication
•
Budget monitoring
•
Monitoring & reporting on grant activities
Page 59 of 71

EMILY POWELL, MBA
PROFILE
Dynamic, adaptable leader with developed operational and strategic implementation skills. Proactive and assertive;
thrives on developing creative ways to reach goals and improve processes. Excels in fast-paced environments while
creating a positive workplace; possesses consistently strong work ethic and contagious drive to succeed.
Passionate about improving education.
EMPLOYMENT HISTORY
Maricopa County
Office of the County School Superintendent (CSS)

June 2017-Present
Human Capital Management Systems Administrator, REIL-Extend Grant
CSS-Facing:
•
Facilitate candidate recruitment and selection using a multiple data point screening and hiring process; design
and facilitate onboarding plans for internal staff
•
Manage TIF grant budgets totaling over $116 Million; oversee annual review and revision of budget
•
Conduct performance appraisals on annual basis to foster professional growth, hold regular checkups with
supervised associates to ensure progress
LEA-Facing:
•
Design and implement strategic leadership initiatives and operational plans Design and administer Professional
Development on, and support implementation of, human capital management systems (including recruitment,
selection, onboarding, retention, and dismissal) at five LEAs
•
Develop and implement multi-year initiative for comprehensive Job Analysis and Organizational Redesign at
various school districts
•
Oversee HCMS activities for TIF5 Grant initiatives including LEA system development and implementation
•
Oversee Performance-Based Compensation reimbursement process, including providing approval for payouts
•
Create guidebooks, toolkits, trainings, and other resources practices to enhance district capacity surrounding
HCMS including: Data-driven hiring, Recruitment, Onboarding, Retention, Social Media Strategy, Financial
Sustainability, and Organizational Development
•
Drive processes for establishing financial and programmatic sustainability
•
Facilitated Professional Human Capital Leaders in Education (pHCLE) training and certification program for
annual cohort of school leaders and administrators.
Arizona Department of Education

February 2016 – June 2017
Information Technology (IT) Division
Executive Business Manager for IT Programs
Human Capital Management Functions:
•
Supervised IT Human Resources functions including staffing, compensation negotiation, and employee relations
•
Facilitated candidate recruitment and selection using a multiple data point screening and hiring process
•
Created and revised orientation programs to support and train new and transfer employees
•
Maximized retention of top performers through strategic placement, mentorship, and development
•
Supervised IT administrative staff and vendor coordination staff
Business, Finance, and Budget Management Functions:
•
Managed $15M+ IT Procurement lifecycle: contract evaluation, PO execution, and payment approval
•
Evaluated and consulted on performance-based salary augmentation and role extension
•
Developed strategic plans with embedded SMART goals for IT HR projects and ongoing operations
•
Oversaw IT division business functions and provided management support to 150+ IT personnel in two locations
Page 60 of 71

Program Management and Administrative Functions:
•
Administered individualized professional development for executive leadership team; facilitated professional
development for state employees
•
Drove processes to ensure successful implementation of multi-year operational plans
•
Managed resources for continuous improvement in the pursuit of division and agency vision, mission, and goals
•
Developed written proposals and presentations for external and internal users, including state Superintendent
and governing offices
•
Facilitated inter- and intra-department collaboration and communication, maintaining relationships with
stakeholders
•
Established and maintained departmental procedures to protect sensitive data and ensure legal standards are
met

Charles Schwab

September 2013 – March 2015
Advisor Services Division
Relationship Specialist, Financial Advisor Retention Program
•
Created a repeatable program for converting new client firms to Schwab Advisor Services platform and
associated processes and procedures
•
Designed and implemented Subject Matter Expert roles, effectively reducing department meetings by up to 20%
•
Managed events, meetings, and trainings for advisory firms on behalf of local sales teams
•
Led team that designed and administered internal and external trainings, including semi-annual convention
•
Met critical success factors of client retention and successful conversion
•
Evaluated individual performance to match skillsets with advisor requests
•
Oversaw analysis of raw data and call logs to forecast call volume and set team expectations
•
Performed quality control checks and provided final processing approval

Grand Canyon University
Student Services Advisor

February 2012 – July 2013
•
Managed portfolio of 250 student accounts, monitoring financial standing, course progress, and implementing
corrective action as needed
•
Developed student tracker and improvement program for probationary and at-risk students
•
Evaluated feedback on courses and instructors; matched with student profiles for greatest likelihood of success
•
Coordinated with Academic Program Managers to transform curriculum, specifically in the College of Humanities
and Social Sciences
•
Enhanced Excel spreadsheets tracking account balance information to aid in collections
•
Trained new advisors on student accounts and procedures, service, and time management

SKILLS & KNOWLEDGE BASE
•
Finance, budget development, and budget monitoring
•
Content Management System development and implementation
•
Professional Development program creation, presentation, and implementation
•
Microsoft Office (Excel, Word, SharePoint, PowerPoint, Outlook, OneNote, Visio, Project); QuickBooks
•
Working knowledge of Arizona Revised Statutes (A.R.S.), case law, federal and state regulations governing
operations of the Arizona Department of Education (A.D.E.) and local education agencies
EDUCATION

Grand Canyon University
Master of Business Administration, Leadership Emphasis

Phoenix, AZ

Northern Arizona University

Phoenix, AZ
Bachelor of Science, Business Administration
Page 61 of 71

CERTIFICATIONS & PROFESSIONAL CONTRIBUTIONS

Professional Human Capital Leader in Education (pHCLE)

AASPA
Change Management Certification

HCI
Leadership Development & Succession Strategist Certification

HCI

Presenter at: US DOE EED Summit (Stay Interviews, HCMS, Sustainability Workgroup spotlight example), AASPA annual
Human Capital Conference, WestEd, and affiliated education service agencies

Regular contributor to CSS newsletters and leadership support publications

Page 62 of 71

OTHER ATTACHMENTS
RFGA NO.: BPM004016

Page 63 of 71

MICHELLE YERKES
Summary

Passionate Professional Development Coordinator adept at setting, implementing and monitoring program goals. Well-
organized and detail-oriented with an adaptable approach. Bringing over 20 years of progressive experience as an
educator.
Skills

• Employing accelerated learning to close achievement
gaps and reverse the COVID slide
• PLC implementation as an equitable practice to provide a
guaranteed and viable curriculum and improve outcomes
for all learners
• Student-Centered Coaching and Cognitive Coaching as a
practice to increase educator effectiveness and student
outcomes
• Designing 100-day plans and professional development
aligned to school IAPs
• Modern Classroom Certified Trainer (MCCT) certified
• Human Capital Leader in Education (HCLE) certified
Experience

Office of the Maricopa County School
Superintendent | Phoenix, AZ
Professional Development Coordinator
01/2021 - Current
• Influenced PLC leader and instructional coach practices and mindsets to
improve learning cycles and coaching cycles.
• Developed, optimized and facilitated robust professional development
programs for PLC leaders and instructional coaches.
• Shifted PLC leader and instructional coach perceptions about engaging
with a coach to improve their own practice and leadership capacity.
• Self-initiated a wide-ranging studies of learning topics and implemented
into formal curriculum for accelerated learning, leading effective PLCs, and
student-centered coaching.
Glendale Elementary School District |
Glendale, AZ
New Teacher Induction Achievement
Advisor
07/2002 - 12/2014
• Revitalized, reorganized, and improved the district's New Teacher
Induction Program for first and second year teachers to meet the program's
retention, well-being, and teacher effectiveness goals.
• Single-handedly developed all training for first and second year teachers
and new teacher induction coaches.
• Helped induction coaches maximize leadership skills and performance
through 1:1 coaching in order to achieve program goals.
• Partnered with school leaders to develop and submit MOWR plans.
Education

Northern Arizona University | Phoenix
Master of Arts in Educational Leadership
Expected completion 2022
Arizona State University | Phoenix, AZ
Master of Arts in Elementary Education
08/2007
Page 64 of 71

Leslie Beauchamp

OBJECTIVE

To apply my experience in the position of field specialist by supporting leaders as they build systems and increase school-level capacity to
accelerate student learning by reallocating resources and differentiating educators’ and students’ learning, monitoring and support.

EDUCATION

2001-2005
University of Wisconsin – Madison M.S. in Educational Leadership and Policy Studies, 5/18/2003.
2000-2001
Harvard Graduate School of Education, M.Ed. Mind, Brain, and Education, 6/7/2001
1992-1996
Vanderbilt University, Peabody College, B.S. in English and Secondary Education, 5/10/1996

LICENSURE

Arizona
Principal (PreK-12), Standard Secondary Education English (7-12), ESL Endorsement (K-12), Valid through 2024.

EMPLOYMENT

Field Specialist
for Phoenix
Elementary
TIF 5
2017-present

Cross-District
Field
Specialist
& Principal
Coach
TIF 4
2013-2017

Office of Maricopa County School Superintendent (formerly known as MCESA), Phoenix, AZ
•
ESTABLISHED MENTOR PROGRAM for teachers new to the district to support onboarding, successful student learning,
and led to a new teacher retention rate of 90%.
•
INCREASED DISTRICT IMPLEMENTATION OF A HIGH-QUALITY HUMAN CAPITAL MANAGEMENT SYSTEM
focused on expanding leadership, designing career pathways and innovative staffing, attracting, placing, sustaining, and
retaining an engaged workforce.
•
REDESIGNED 25% OF THE DISTRICT SCHOOLS THROUGH OPPORTUNITY CULTURE to accelerate access to
effective educators by extending the reach of excellent teachers.

Maricopa County Education Service Agency (MCESA), Phoenix, AZ mainly in Roosevelt, Phoenix Elementary, Balsz
•
DESIGNED AND DELIVERED PROFESSIONAL DEVELOPMENT for superintendents, building-level administrators,
teachers, coaches, and peer evaluators to support grant and district goals
•
SERVED AS LEADERSHIP COACH for principals, assistant principals, and other building-level administrators.
•
CONDUCTED CO-OBSERVATIONS with superintendents, district lead evaluators, and principals in order to establish
and provide support for inter-rater agreement/reliability.
•
COLLABORATED with New York City Leadership Academy (NYCLA) to implement Spotlight School Leadership
Academy for those leading schools with critical need for improvement.

Principal
Longview
Elementary
2007-2013

Assistant
Principal,
Osborn Middle
School
2005-2007
Osborn Elementary School District, Phoenix, AZ
Principal of a preschool through sixth grade school. Longview is a diverse Title I school with approximately 740 students.
•
SUPERVISION & INSTRUCTIONAL LEADERSHIP: Collaboratively moved to performance-based evaluation model
through TAP in 2010 that has rewarded and helped retain our best teachers and helped to exit less effective teachers.
•
Proposed early-release schedule for embedded professional development to our school board that was adopted by the
entire district.
•
INDIVIDUALIZED INTERVENTION: Brought diagnostic reading testing to the school to identify gaps, target students for
early, specific, interventions, & track individual improvement based on growth and achievement.
•
EXPERIENCE & FLEXIBILITY: Maintained a focus on learning through multiple changes including budget cuts, bond
construction, becoming an International Baccalaureate Candidate School and TAP school in the same year, blending
school cultures after having another school merge into ours, and doubling in size.
•
AWARDS: Wrote for and received A+ Program for the Safety, Teamwork, Achievement, and Respect Positive Behavior
model that has shown consistent reductions in disciplinary interruptions & infractions.
•
Collaboratively wrote & received the 21st Century Community Learning Center grant for 2012-2017 for up to $480,000.
•
Wrote applications for teachers who received the Esperanza Latino Teacher Award and Rodel Semi-Finalist award.

Assistant Principal of a 7th-8th grade Middle School primarily responsible for scheduling and student discipline.
•
DISCIPLINE: Continuously tested strategies to reduce suspensions and increase students’ time in class.
• DATA-ANALYSIS AT INDIVIDUAL LEVEL: Disaggregated and analyzed data to evaluate programs and question how
beliefs, structures, and actions affect student learning

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Teaching
Assistant,
2001-2005
University of Wisconsin – Madison, Educational Leadership & Policy Studies and Educational Psychology, Madison, WI
DEVELOPED INNOVATIVE MASTER ADMINISTRATOR CAPSTONE CERTIFICATE PROGRAM that helps administrators
analyze data, plan & implement change, & document the transformations • Assumed leadership role & collaborated with
faculty, staff, & students on program needs assessments, strategic planning, teaching, design, sustainability, & marketing.

SECURED RESOURCES: Assisted in development & management of $88,000 UW Outreach grant & $68,000 Wallace
Foundation grant to collaborate with the Wisconsin Department of Public Instruction on “Master Principal Licensure.”

TAUGHT FUTURE LEADERS AND TEACHERS: Consistently received positive course evaluations emphasizing the effective
blend of theory & practice, constructive assignments, and an appreciation for my flexibility & assistance with technology.
Worked with professors to prepare and teach:
–
Professional Learning Communities
–
Data for School Improvement
–
Data for Accountability
–
The School Superintendency
–
Instructional Technology Coordinator
–
Administrative Practicum

English
Teacher &
Title IV
Supervisor,
1/1997-
8/2000
Phoenix Union High School District, Camelback High School, Phoenix, AZ
• Created a climate of inclusion & developed student leadership by coordinating and running “Anytown” human relations camp,
conventions, & assemblies • Developed school-wide goals, managed budgets as the School Improvement Team Title IV
Supervisor • Coordinated Peer Mentoring program between our students and a nearby middle school • Wrote crisis and
intervention plans and proactively worked on improving school climate, discipline strategies, & student services with Crisis
Team and Dropout Prevention Team.

CONSULTING POSITIONS

2021

2004-2005

2002

1998-2000
Leader Coach for Exemplary Educators, Phoenix, AZ

Evaluator for Wisconsin Instructional Technology Coordinator Licensure, Madison, WI
Trained evaluators • Provided detailed formative & summative standards-based evaluations on electronic portfolio
documentation • Licensed district technology coordinators.

School Climate Evaluator, District of Elmbrook Brookfield, WI
Conducted interviews, analyzed data, & designed action plan to improve school climate.

Partners Advancing Student Success (PASS) Consultant, Motorola, Mesa, AZ
Designed replicable program & wrote curriculum for School & Business Partnerships using Arizona Workplace Standards.

PROFESSIONAL TRAINING & ATTRIBUTES

Formal
Training

•
Professional Human Capital Leader in Education (pHCLE)
•
International Baccalaureate Primary Years Program Levels 1, 2, & 3
•
Fountas & Pinnell Leveled Literacy Intervention
•
TAP System for Teacher and Student Advancement
•
Cognitive Coaching
•
Concerns Based Adoption Model of Change
•
Professional Learning Communities
Attributes
• Flexible, strategic thinker, coalition builder, problem-solver, calm under pressure
• Strong listening, writing, & analytic thinking skills; able to bring various voices and positions together
• Value data-based, continuous improvement, and equity in opportunities and outcomes
• Embrace life-long learning and children’s natural curiosity

PROFESSIONAL ACTIVITIES

April 2020-
present
Osborn School District Educational Foundation. Provide support and funding to supplement traditional funding sources,
encourage innovation, promote healthy campuses, and support creative experiences to ensure that all Osborn students have a
comprehensive educational experience regardless of their socioeconomic status.
April 2005

Presented Advances in Defining and Assessing Administrative Mastery at American Educational Research Association
(AERA). Symposium examines four approaches to defining & assessing administrative expertise • Provides foundation for policy
efforts to recognize, foster, develop, and reward quality school leadership.

Page 66 of 71

LEARNING ACCELERATION SPECIALIST

REPORTS TO: HCMS Administrator
CLASSIFICATION: Unclassified
FSLA STATUS: Full-time, Exempt position

DIVISION: ESSER
JOB SITE: Varies by School Site Assignment
SUPERVISORY RESPONSIBILITIES: None
JOB SUMMARY
While the global pandemic has resulted in dramatically slowed academic progress for K-12 students, we are poised to
launch lasting and impactful solutions! The Learning Acceleration Specialist (LAS) holds the keys to unlocking teachers’
and students’ potential. Guided by the LAS, teachers and schools will increase their capacity to identify and address
learning gaps, shift mindsets toward mastery, and ensure that all students’ urgent need to engage in appropriate
grade-level learning is met.
MINIMUM EDUCATION AND/OR EXPERIENCE:
•
Bachelor’s Degree in Teaching or related field
•
Valid teaching certificate
•
3+ years of classroom teaching
PREFFERED EDUCATION AND/OR EXPERIENCE:
•
Master’s Degree in Educational field
•
2+ years of Coaching and/or Teacher Observations
•
5+ years of classroom teaching with record of
successfully impacting student achievement
ESSENTIAL DUTIES AND RESPONSIBILITIES:
•
Co-plan and co-teach with classroom educators to
develop teacher capacity to implement learning
acceleration strategies
•
Provide coaching and modeling for effective student
needs analysis, standards implementation, and
lesson design
•
Influence school-wide learning acceleration strategy
implementation
•
Design and facilitate professional development and
supports focused on accelerated learning
•
Conduct student needs analysis used to identify
achievement strengths and high-priority areas for
improving student learning
•
Collect and analyze teacher and student data to
provide individualized support
•
Perform other related duties as assigned
KNOWLEDGE, SKILLS AND ABILITIES:
Knowledge of:
•
Learning acceleration practices including
instructional scaffolding and formative assessment
•
Standards implementation and learning progressions
•
Culturally Responsive teaching practices
•
Adult learning models and implementation,
including emerging best practices
Skilled in:
•
Student-centered coaching
•
Planning and delivering professional development
•
Organizing and planning instructional support based
on individual needs and priorities
•
Utilizing of a variety of frameworks, platforms, and
technology tools to enhance professional learning
Ability to:
•
Troubleshoot persistent teaching and learning
challenges
•
Establish and maintain trusting relationships that
promote learning and risk-taking with students and
teachers
•
Lead honest and challenging conversations
Page 67 of 71

LEARNING ACCELERATION SPECIALIST CORE COMPETENCIES
COMPETENCIES
DEFINITION
Achievement
The drive and actions to set challenging goals and reach a high standard of performance despite barriers.
Belief in Learning
Potential
A belief that all students, regardless of circumstances, can learn at levels higher than their current
achievement indicates.
Planning Ahead
A bias toward planning in order to reach goals and avoid problems.
Impact & Influence
Acting with the purpose of influencing what other people think and do.
Cultural Engagement
Noticing, anticipating, and acting to meet people’s practical and emotional needs, considering the
possible effect of culture, past experiences, or personal characteristics—including race, gender, sexual
orientation, religious, economic, and/or other backgrounds—in order to create positive impact on
individuals and groups.
Initiative &
Persistence
The drive and actions to do more than is expected or required in order to accomplish a challenging task.
Developing Others
Influence with the specific intent to increase the short- and long-term effectiveness of another person.
Flexibility
The ability to adapt one’s approach to the requirements of a situation and to change tactics.
WE ARE CSS!
We ask employees to unleash their talents on the issues
surrounding K-12 education in Maricopa County and
beyond. We do not shy away from taking on some of the
greatest challenges facing education today. We maintain
a high energy, collaborative work environment focused
on problem solving and service. Our employees are
willing to take calculated risks on new ideas, are able to
persist when others stop, and are fiercely passionate
about improving education in our community.
We are an education service agency providing resources
and services to every school district in Maricopa County,
and beyond!
WHAT YOU’LL LOVE ABOUT US
•
We offer a great benefits package
•
We foster an atmosphere of creativity & collaboration
•
Our central office is located in the heart of hip Phoenix,
in the Central Corridor of dining & shopping
•
Your work will impact the lives of students and teachers
all over Arizona

PHYSICAL DEMANDS & WORK ENVIRONMENT
The physical demands described here are representative of
those that must be met by an employee to successfully perform
the essential functions of this job. Reasonable accommodations
may be made to enable individuals with disabilities to perform
the essential functions.
While performing the duties of this job, the employee is
frequently required to stand and talk or hear and sometimes
walk and sit. The employee must use hands, arms and fingers to
input data, handle, feel or reach; employee may occasionally
push or lift up to 50 lbs. such as boxes, supplies, etc. Specific
vision abilities required by this job include close vision such as
to read handwritten or typed material, and the ability to adjust
focus, close vision, distance vision, color vision, peripheral
vision and depth perception.
The noise level in the work environment is moderate to loud and
can vary in temperature. The nature of this position is fast-paced
and may occasionally be thought of as stressful. Through
interaction with the public and other county, school, and district
employees, the employee may encounter different scents.
NOTICES
The statements in this job description describe the essential
function and requirements as assigned to this job and are not
an exhaustive list of all responsibilities, duties, and skills that
may be required. Job descriptions are subject to change.
Employees must be able to pass a pre-employment drug test
and extensive fingerprint and background check. Discrimination
against an otherwise qualified individual with a disability or any
individual by reason of race, color, religion, sex, sexual
orientation, gender identity gender expression, age, or national
origin is prohibited. Efforts will be made in recruitment and
employment to ensure equal opportunity in employment for all
qualified persons.CSS is committed to providing access and
reasonable accommodation in its services, programs, activities,
education and employment for individuals with disabilities. To
request disability accommodation in the application process,
contact Emily Beck at (602) 309-1798 at least 3 days in advance.
Page 68 of 71

PROBLEM STATEMENT: Learning loss mitigation tactics which aim at rapidly teaching all missed content are rarely successful, particularly for students
who may never “catch up” via remediation and, as a result, are denied access to rigorous, grade-level content. Such efforts are taking a toll on teachers’ self-
efficacy and causing unprecedented levels of burn-out and stress.
LEARNING ACCELERATION PARTNERSHIP
RESOURCES
CORE COMPONENTS
GOAL: Provide classroom teachers with a Learning Acceleration Specialist to accelerate academic success for students and stabilize the educator workforce.
EVIDENCE OF
IMPLEMENTATION &
PARTICIPATION
EVIDENCE OF CHANGE
For Teachers:
•Tools, tactics, and
mindsets to implement
Learning Acceleration
Partnership (LAP).
•Deployment of a
Learning Acceleration
Specialist at each site.
•Classroom-embedded
student-centered
coaching.
•Professional
development to
maximize time and
resources in
addressing gaps during
core instruction.
•Professional
development on
culturally responsive
teaching practices.
For School Leaders:
•Support in the creation
of a yearlong
professional
development plan.
•Support to equip
teachers to make
instructional decisions
in the best interest of
students to access to
grade level content.
For Teachers:
•Co-planning for
lessons designed to
accelerate learning.
•Co-teaching to
address the learning
needs of sub-groups.
•Co-creation of
formative assessments.
•Student-centered
coaching cycles.
•Training in culturally
responsive teaching
practices.
For School Leaders:
•Support to identify and
communicate the vision
and goals of LAP.
•Support to analyze
data and assess
teacher readiness.
•Support to implement
yearlong PD.
•Support to implement
a system of
accountability and
adjustment of support
for teachers via
monitoring the
implementation of
strategies.
For Teachers:
•Implementation of
Learning Acceleration
strategies.
•Participation in
coaching cycles.
•Lesson plans that
address the most
critical grade-level
content.
•Delivery of formative
assessments to make
appropriate
instructional decisions.
•Flexible grouping to
address gaps during
core instruction.
For School Leaders:
•A shared vision with
the staff regarding the
role and intended
outcomes of
Accelerated Learning.
•Execution of a
management system to
ensure implementation
of LAP.
•Review of evidence
that gaps are closing,
and students are
reaching mastery of
grade-level content.
SHORT-TERM
MEDIUM-TERM
IMPACT
INPUTS
ACTIVITIES
OUTPUTS
OUTCOMES
•All students provided
grade-level
instruction.
•Students
experiencing success
with grade-level
materials.
•Students supported
via culturally
responsive
instructional
practices.
•Increased teacher
capacity.
•Teachers equipped
to address gaps in
the critical skills and
content.
•Teachers identifying
strategies for
instructional
scaffolding.
•Leaders execute a
plan to monitor
Learning
Acceleration.
•Teachers recognize
the cultural
characteristics and
contributions of their
students.
•Student mastery of
grade-level content
•Increased emphasis
on effective core
instruction.
•Increased
collaboration among
teachers and with
teacher leaders.
•Teachers report an
improved sense of
efficacy.
•Rethinking of the use
of resources formerly
devoted to
intervention.
•Less disconnect
between the written,
taught, and assessed
curriculum.
•Teachers leverage
the cultures and life
experiences that
students possess.
•Equitable academic
outcomes for all
students.
•Internalized
approaches to
addressing student
needs to successfully
master essential
grade level content.
•Less time, money,
and energy devoted
to intervention
programming and
materials.
•Improved teacher
retention.
•Greater efficacy as
teacher groups
leverage grade level
and professional
learning
communities.
•Students supported
to recognize the
unique assets they
bring to the
classroom.
Page 69 of 71

EXHIBIT 1
CERITIFICATE OF LIABILITY INSURANCE
RFGA NO.: BPM004016

Page 70 of 71

MARICOPA COUNTY
RISK MANAGEMENT

CERTIFICATE OF INSURANCE
This certifies that Maricopa County, Arizona, maintains for all its departments, boards, committees and employees insurance and self-insurance of the
types and amounts specified below in accordance with the Declaration of Trust for Maricopa County, Arizona Self-Insured Trust Fund and ARS 11-
981. This certificate is issued as a matter of information only and confers no rights upon the certificate holder. It neither affirmatively amends,
extends, nor alters the self insurance or coverage cited below. This certificate supersedes any previously issued certificates. This certificate is issued
by the Maricopa County, Arizona, Risk Management Department.

COVERAGE LIMITS OF COVERAGE
Public Entity Liability including;
1. Premises/Operations Liability
2. Products/Completed Operations

Bodily Injury and Property
Damage $5,000,000 per
occurrence, no aggregate limit
3. Blanket Contractual
4. Personal Injury
5. Broad Form Property Damage

Automobile Liability including:
1. Owned Autos
2. Non-Owned Autos

Bodily Injury and Property
Damage $5,000,000 per
combined single limit
3. Hired Autos

Workers' Compensation:

$2,000,000
Employer's Liability: each accident, disease each
employee, disease-policy limit:

All Risk Real Property, Replacement Cost

All Risk Personal Property, Actual Cash Value

Medical Malpractice Liability:

$5,000,000
Other: Professional Liability

$5,000,000

Description of Event/Property/Contract: Solicitation BPM004016 ESSER III Set Aside Statewide Recovery Funds
Effective Dates: December 10, 2021
Location: Maricopa County

Special Provisions:
Any liability by Maricopa County in the event of a claim for loss, damage or injury is limited to its sole negligence.

State of Arizona Department of Education
1535 W Jefferson Street
Phoenix, AZ 85007
DATE ISSUED 12/6/2021
CERTIFICATE HOLDER

Kathleen Kolm, Deputy Director

Page 71 of 71