1. The RFP mentions providing services in 2-3 school districts. How many schools within those districts will be included in the project?

This is for the provider to determine. The proposal should indicate how many schools in each district the project will target. We would like the provider to select at least one urban area and one rural area and have programs in all levels of educational settings (at least one elementary, middle and high school – however you do not have to have all three in any one district.)

2. Can you project how many days on-site training and technical assistance will be needed for each school and district?
This depends on what outcomes the provider is working to achieve. This must be built into the proposal.

3. What is the role of the Florida Inclusion Network (FIN) and the FL DOE Bureau of Exceptional Education and Student Services (DOE/BEESS) in the project? Will either have an active role in providing on-site training or technical assistance?

The FL DOE Bureau of Exceptional Education and Student Services (DOE/BEESS) and the Florida Inclusion Network (FIN) should be represented on the advisory committee and could be looked to for support. It would be up to the provider to contact DOE/BEESS and FIN to work out what support they could provide.

4. Are the following appropriate examples of in-kind or required 33% match?
 Web portal design and hosting
 Miscellaneous supplies to support market and outreach
 Videoconferences
 Printing
 Postage
 Telephone
 Travel/per diem
 Production/word processing
Yes, these could be examples of in-kind match.

5. How will this project interface with efforts of the Florida Inclusion Network?
Collaboration with FIN is highly encouraged. It would be up to the provider to contact FIN to work out what support they could provide.

6. Is the intention for the contractor to create two assessment instruments—a self-assessment used by the school and one to be used by the contractor?

An assessment should be identified or developed to be administered to all of the schools in the targeted districts to determine the level of inclusion prior to the project initiation. This may be used as a tool to select the schools in need of training and guidance in universal educational practices. The same assessment may be used as a pre and post evaluation of the schools targeted by this project. The provider may develop a comprehensive assessment to evaluate the overall Universal Educational Practices of the targeted sites.

7. In developing the assessment instruments, one for self-assessment by a district or school and one for the contractor to use to assess school district or school level practices, what model for universal education is the contractor to use?
The provider should propose which model they will use and the justification for the choice of this model.

8. Is a literature review implied in this project?
In order to ensure all teachers are provided access to current research and technical assistance in best practices, instructional methods, and supports tailored to individual’s needs, the provider may want to include a research review on best practices in Universal Education in their proposal.