Teams Now Forming for Providing Equitable Title I Services in Bypassed Local Educational Agencies in Missouri

New Teaming Opportunity Available

Opportunity Details

End Customer:  
EDUCATION

Teaming Partner Requirements

Industry/NAICS Code:  
611710 Educational Support Services

General Details on this Teaming Opportunity 

Interested parties are invited to submit a capability statement. Offerors shall describe their experience and capability in current Title I policy related to Title I equitable services including services for eligible private school children, their teachers, and families. These areas of expertise are essential if the offeror is to successfully demonstrate that it can engage in the following activities: Designing and implementing Title I instructional programs for eligible private school children that are both compliant and effective in raising student achievement; Designing and implementing professional development activities for the classroom teachers of Title I private school participants that are compliant as well as effective in raising student achievement; and Designing and implementing parent involvement activities for the parents of participating Title I private school children. In addition, the offeror shall describe their experience and capability in the following areas: Evaluating the Title I instructional program provided for eligible private school children; Collecting data and using it to calculate the amount of Title I funding generated for instruction, professional development, and parent involvement activities for eligible private school children, their teachers, and families; Maintaining individual student records; and Preparing detailed monthly expenditure reports for Title I equitable services that provide information on the actual expenditures for instruction, professional development, and parent involvement activities. Capability statements shall be word documents in at least a 12 point font and no more than 15 double-spaced pages in length (page limit does not include additional comments, see below).

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