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FAIR AND OPEN PROPOSALExternal Evaluator – RFP 2021/11/11 EEThis evaluation plan is designed to assess the completion of each of the Performance Indicatorsassociated with the three Activities described in the proposal. These indicators will serve asbenchmarks that the External Evaluator will monitor to assess progress in meeting the overall projectgoals and objectives. Final summative evaluation of the project will address the outcomes of eachactivity and summarize the cumulative impact. These reports will ultimately measure the project’sefficacy in fulfilling the purpose of the Title V grant program: to expand educational opportunities forand improve the academic attainment of Hispanic students.Goals, Objectives, and Corresponding MilestonesThe following chart details milestones that will serve as performance indicators for the attainmentof each objective and goal. The grant administrators will work in collaboration with the ExternalEvaluator to ensure accurate and timely progress toward each milestone.Responsible parties and completion dates in the chart below are meant to serve as a guide for activitythroughout the life of the Title V grant.Table 17: Grant Milestones for EvaluationDateCompletedGoal 1: Improve retention and graduation rates for English Language Learners byrestructuring ESL programming to include curriculum redesign, intake/placementprotocol review, formalized ESL learning communities, summer bridge and student creditload limits.MilestonesResponsible PartyObjective 1.A: By Year One, redesign placement protocol for low beginning students (enrolled inESL 020 and ESL 121) to 6-credit curriculum ESL sequence, with a 3 credit co-requisite placementin College Student Success.1.A.1. Identify ESL and placement specialists fromHCCC and schedule regular redesign meetingsActivity 1 Director,ESL Specialist,Project Director12/1/20216

1.A.2 Confirm baseline number of individualsplacing in ESL 020 and ESL 121 with ExecutiveDirector of Institutional ResearchProject Director,External Evaluator12/1/20211.A.3 Gain approval for redesigned placementprotocol from senior administrators and beginoffering restructured sequenceActivity 1 Director,Project Director9/30/2022Objective 1.B: By Year One, align ESL curriculum for Level 2, 3, and 4 students to integrateexpanded student support services offered through the ESL Resource Center.1.B.1 Identify ESL and curriculum specialists at HCCCand schedule regular meetings to review and aligncurriculum for Levels 2, 3, 4Activity 1 Director,ESL Specialist,Project Director12/1/20211.B.2 Gain necessary approval from ESL DepartmentChair and administration to begin offering alignedcurriculumActivity 1 Director,Project Director9/30/20221.B.3 Identify necessary support services withevidence base for effectiveness and create datacollection mechanism to monitor usageActivity 1 Director,Project Director9/30/2022Objective 1.C: From Years 2 to 5, increase retention rates of ESL students by 3% annually.1.C.1 Confirm baseline retention numbers withProject Director,12/1/2021Executive Director for Institutional ResearchExternal EvaluatorExternal Evaluator,1.C.2 Measure and analyze year-over-year retention9/30/2023,Project Director,rates in cooperation with ED for IR and PD9/30/2024,Executive Director9/30/2025,for Institutional9/30/2026ResearchObjective 1.D: From Years 3 to 5, increase 3-year graduation rate of ESL students by 2%annually.1.D.1 Confirm baseline 3-year graduation rate forESL students with ED for IR1.D.2 Measure and analyze 3-year graduation rates incooperation with ED for IR and PDExternal Evaluator,Project DirectorExternal Evaluator,Project Director,Executive Directorfor 9/30/2026Objective 1.E: By Summer of Year 1, develop accelerated learning curriculum deliveredthrough a summer bridge/boot camp option.1.E.1 Identify team to develop accelerated learningcurriculum and schedule regular meetingsActivity 1 Director1/30/20221.E.2 Create curriculum, identify faculty to deliver, andstructure delivery for summer bridge/boot camp andsubmit for approvalActivity 1 Director,Faculty5/31/20221.E.3 Create anonymous data collection process tomeasure enrollment, persistence, and completion ofsummer bridge/boot camp.Project Director,External Evaluator5/31/20227

1.E.4 Deliver summer bridge/boot campActivity 1 Director,Project /2025,9/30/2026Goal 2: Improve student persistence and student momentum through the development of a threecredit College Student Success (CSS) course, that includes a revised curriculum that will betaught in the student’s native language and a supplemental ESL component.Objective 2.A: By Year One, redesign College Student Success (CSS) course curriculum thataddresses traditional student success objectives (college processes, time management, effective studyskills) and integrates Student Learning Outcomes related to financial literacy, civics, career planning,and workforce development opportunities.2.A.1 Assemble appropriate team and schedule regularActivity 1 Director,12/1/2021meetings with curriculum redesign specialists andProject Director,appropriate facultyESL Specialist2.A.2 Gain approval for redesigned CSS course andActivity 1 Director,9/30/2022begin offering to qualifying studentsProject DirectorObjective 2.B: By Year One, hire and train bilingual faculty instructors for the redesigned CSScourse curriculum.2.B.1 Bilingual faculty instructor roles posted2.B.2 Bilingual faculty members hired andonboarded, knowledgeable about goals of Title Vgrant project and poised to deliver revised CSScurriculumProject Director,HCCC HumanResourcesProject Director,Activity 1 Director,HCCC HumanResources12/1/20219/30/2022Objective 2.C: From Years 2 to 5, increase retention rates of ESL students by 3% annually.2.C.1 Confirm baseline retention numbers withProject Director,12/1/2021Executive Director for Institutional ResearchExternal EvaluatorExternal Evaluator,2.C.2 Measure and analyze year-over-year retention9/30/2023,ProjectDirector,rates in cooperation with ED for IR and PD9/30/2024,Executive Director9/30/2025,for Institutional9/30/2026ResearchGoal 3: Develop and offer a comprehensive set of student support strategies to improve theretention of English Language Learners, through the creation of an ESL Resource Center.Objective 3.A: By Year One, design and offer student support service bilingual programmingthrough the ESL Resource Center.3.A.1 Identify research-based support services forbilingual students. Create strategy menu, schedule, andprocesses for implementation for approvalActivity 2 Director9/30/20228

Objective 3.B: From Years 2 to 5, increase the number of ESL students using learningassistance and student support systems offered through the ESL Resource Center by 10%annually.3.B.1 Establish baseline for ESL students using theESL Resource Center offerings3.B.2 Create data collection process to track ESLResource Center usage by number of individuals andtype of support service requestedExternal Evaluator,Project DirectorExternal Evaluator,Activity 2 Director,Project Director3.B.3 Measure and analyze usage dataExternal Evaluator,Activity 2 Director,Project Director3.C.3 Measure and analyze student performance on acontinuous basis to inform evolution of Academic CoachactivityActivity 2 Director,External Evaluator3.D.1 Assemble coalition to identify availableresources and create plan for ESL Resource CenterintegrationActivity 2 Director,Project Director,Career Services andWorkforceDevelopment 0/2025,9/30/2026Objective 3.C: From Years 2 to 5, introduce Academic Coaches to assist ESL students during lectureclasses, workshops, and laboratory modules of courses.3.C.1 Identify and train Academic CoachesActivity 2 Director9/30/20233.C.2 Develop data tracking process by which efficacyActivity 2 Director,9/30/2023of Academic Coaches can be monitored, to includeExternal Evaluatorfrequency and types of support offered, and ective 3.D: By Year One, partner with Career Services and Workforce Development Officesto integrate service offerings within the ESL Resource Center.12/1/20213.D.2 Develop data collection system for trackingActivity 2 Director,9/30/2022usage of available servicesExternal Evaluator3.D.3 Begin offering suite of services through ESLActivity 2 Director9/30/2023Resource Center and tracking usageObjective 3.E: From Years 2 to 5, regularly offer workshops that address financial literacy, civics,parenting, college transition, career planning, and workforce development opportunities.3.E.1 Create calendar of annual offerings incollaboration with content expertsActivity 2 Director,Project .2 Create feedback survey to be administered at theconclusion of each workshop that also assesses appetitefor future workshopsActivity 2 Director,External Evaluator12/1/20239

3.E.3 Analyze attendance information and feedbacksurveys to refine offerings and address participant needsActivity 2 Director,External EvaluatorContinuousObjective 3.F: By Year One, implement an enhanced proactive and intrusive advising andtutoring model for ESL students.3.F.1 Establish protocol for intrusive advising withProject Director,12/1/2021incentives and tracking methodology and gain HCCCActivity 2 Directorsenior administration approval for implementationGoal 4: Increase faculty/staff understanding, knowledge of the instructional needs of ESLstudents through their participation in professional development programming that addressequity, inclusion, and andragogy needs specific to English Language Learners.Objective 4.A: By Year One integrate offerings by the Office of Faculty and Staff Developmentand the Center for Teaching, Learning, and Innovations that address equity, inclusion, andandragogy needs specific to English Language Learners.4.A.1 Review current offerings and identify existingworkshops that address diversity, equity, and inclusionActivity 3 Directors4.A.2 Create schedule for annual offerings and identifyguest presenters to deliver workshops related to equity,inclusion, and the andragogy needs specific to EnglishLanguage LearnersActivity 3 Directors4.B.1 Offer monthly workshops and track attendance4.B.2 Create and administer feedback survey toassess sessions and solicit information on desiredfuture topics from participantsActivity 3 DirectorsActivity 3 Directors,External ,10/30/2025Objective 4.B: From Years 2 to 5, offer monthly scheduled professional development activities tofaculty and staff that address around diversity, equity, inclusion, and best practices for supportingEnglish Language Learners in a nurturing learning environment.ContinuousContinuous\Logic Model (Outcomes)Resources Toimplementprogram andaccomplishthe activities,we need:Activities - Toaddress theproblem ofpractice, we need Outputs - Whatthe followingevidence of serviceactions/activities: delivery will exist?Short andLong-termOutcomes If achievedtheseactivities willlead to thefollowingchanges in 13 and 4-6years:Impact - Ifaccomplished, theseactivities will lead tothe followingchanges in 710 years:10

ProjectDirector,ActivityCoordinator,FacultyRelease lty/ Stafftime, DigitalResources,Trainingspace andcurriculumESL PathwayAcademyESL ResourceCenterRedesignedgateway toacademic ESLProgram;Expanded corequisiteopportunities foracademic-levelESL studentsExpanded ESLspecific CSSorientation classincludes financialliteracy and majorand careerexploration; andAcademic coacheshired and assignedto co-requisitecontent classesFaculty/ StaffDevelopmentMonthly ESLspecificprofessionaldevelopmentworkshops withfocus on equity,inclusion, andandragogyImprovedretention etention engagementas faculty/professionalstaffHighercompletion rates;Reducing equitygapsHighercompletion rates;Reducing equitygapsHighercompletion rates;Reducing equitygapsAppendix BGrantees are required to submit two types of performance reports:1. Interim Performance Report (IPR), which is due after the first six months of the grant.(IPR due March 2022)2. Annual Performance Report (APR). The APR is available to grantees October 1 ofeach calendar year and closes 90 days thereafter. (APR due January 2023)Reporting htmlLaws, Regulations and Guidance https://www2.ed.gov/programs/idueshsi/index.html11

Appendix CSee External Evaluator-Narrative Extract (2)See Tables 14 and 17(Appendix 1): Grant Milestones for Evaluation.External Evaluator-Narrative Extract (2)Table 14: Activity Objectives in Measurable and Realistic TermsObjectives in Measurable TermsPerformance IndicatorsYear One: 2021-20221.1 By 9/30/22, redesign placement protocolRedesigned ESL placement protocol isfor low beginning students (enrolled in ESLutilized for 100% of all incoming low020 and ESL 121) to 6-credit curriculum ESL beginning ESL students, that includes a 6sequence, with a 3-credit co-requisitecredit ESL course, with a 3 credit co-requisiteplacement in College Student Success.placement in College Student Success.1.2 By 9/30/22, redesign College StudentEnroll 100% of all incoming low beginningSuccess (CSS) course curriculum thatESL students in College Student Success thataddresses traditional student successincludes a 6 credit co-requisite ESL course.objectives (college processes, timemanagement, effective study skills) andintegrates Student Learning Outcomes relatedto financial literacy, civics, career planning,and workforce development opportunities.1.3 By 9/30/22, align ESL curriculum for100% of all Level 2, 3, and 4 students will beLevel 2, 3, and 4 students to integrateassigned an academic coach and/or peerexpanded student support services offeredmentor through the ESL Resource Center.through the ESL Resource Center.1.4 By 5/30/22, develop accelerated learningEnroll 20% of all incoming low beginningcurriculum delivered through a summerESL students to participate in summerbridge/boot camp option.bridge/boot camp program.1.5 By 9/30/22, hire and train 2 bilingual100% of CSS courses will have bilingualfaculty instructors for the redesigned CSSfaculty assigned to support instruction.course curriculum.1.6 By 9/30/22, design and offer student100% of services offered through the ESLsupport service bilingual programmingResource Center will be available in Spanish.through the ESL Resource Center.1.7 By 9/30/22, partner with Career ServicesDocumentation of Career Services andand Workforce Development Offices toWorkforce Development programintegrate service offerings within theimplementation framework within theESL/CSS Course models and ESL ResourceESL/CSS Course models and ESL ResourceCenter.Center.1.8 By 9/30/22, implement an enhanced100% of all ESL students will be assigned anproactive and intrusive advising and tutoringacademic coach and/or peer mentor throughmodel for ESL students.the ESL Resource Center.12

1.9 By 9/30/22 integrate offerings by theOffice of Faculty and Staff Development andthe Center for Teaching, Learning, andInnovations that address equity, inclusion,and andragogy needs specific to EnglishLanguage Learners.Documentation of Golden Door/La PuertaDorada professional development programimplementation framework.1.10 Identify and select 20% of faculty and20% of faculty and staff will participate instaff for cohort #1 professional developmentmajority of professional developmenttraining that address diversity, equity,activities.inclusion, and best practices for supportingEnglish Language Learners in a supportivelearning environment.Year 2: 2022-20232.1 By 9/30/23, increase one-year retention52% of the 2021-22 ESL cohort is retained.rates of ESL students by 3% over 2018-19baseline of 49%.2.2 By 9/30/23, offer sufficient courseEnroll 100% of all incoming low beginningsections that includes a 6-credit ESL course,ESL students in College Student Success thatwith a 3-credit co-requisite placement inincludes a 6 credit co-requisite ESL course.College Student Success.2.3 By 9/30/23 provide enhanced proactive100% of all ESL students will be assigned anand intrusive advising and tutoring model for academic coach and/or peer mentor throughESL students.the ESL Resource Center.2.4 By 9/30/23, increase the number of ESLEstablish student weekly utilization baselinestudents using learning assistance and student in 2020-21, and increase by 10%support systems offered through the ESLResource Center on a weekly basis by 10%annually.2.5 Identify and select 20% of faculty and20% of faculty and staff will participate instaff for cohort #2 professional developmentmajority of professional developmenttraining that address diversity, equity,activities.inclusion, and best practices for supportingEnglish Language Learners in a supportivelearning environment.Appendix DProject Review Meetings Schedule:Year 1 -Initial phase (Month 1-6); Meetings will be convened bi-weekly.Year 1 -Implementation (Months 6-12); Meetings will be convened monthly.Year 2 -Monthly meetings with option to convene ad hoc meetings as required.13

PROPOSAL EVALUATIONA. Submission of Proposals. All proposals shall include an original and two copies.B. Evaluation Procedure and Criteria. Hudson County Community College'sExecutive Director and appropriate staff will review proposals and makerecommendations to the Board of Directors for final approval. The ExecutiveDirector and Board of Directors may request a meeting with some qualifiedProposers before final selection. Proposals will be reviewed in accordance withthe following criteria:1. The proposed approach to the scope of work.2. Level of experience of the individual(s) identified to work on this matter.3. The Proposer's experience with similar clients and external evaluations4. Cost.5. Interviews, if conducted.Please send the proposal to the attention of:Jeff Roberson, Jr.Director of Contracts and ProcurementHudson County Community College26 Journal Square - 14 th FloorJersey City, New Jersey 07306Telephone #: )201) 360-4054Fax #: (201) 656-8961FAIR AND OPEN PROPOSALExternal Evaluator – RFP 2021/11/11 EE14

STATEMENT OF OWNERSHIP DISCLOSUREN.J.S.A. 52:25-24.2 (P.L. 1977, c.33, as amended by P.L. 2016, c.43)This statement shall be completed, certified to, and included with all proposals and proposalsubmissions. Failure to submit the required information is cause for automatic rejection of theproposal or proposal.Name of Organization:Organization Address:Part I Check the box that represents the type of business organization: Sole Proprietorship (skip Parts II and III, execute certification in Part IV) Non-Profit Corporation (skip Parts II and III, execute certification in Part IV) For-Profit Corporation (any type) Limited Liability Company (LLC) Partnership Limited Partnership Limited Liability Partnership (LLP) Other (be specific):Part II The list below contains the names and addresses of all stockholders in the corporation who own 10 percentor more of its stock, of any class, or of all individual partners in the partnership who own a 10 per

Commission of the American Culinary Federation Education Foundation. The Culinary Arts Institute features state-of-the-art facilities and a hands-on program that prepares students for a range of careers in the hospitality industry. . The W.K. Kellogg Foundation, the County of Hudson, the Lefrak Family, and Mack-Cali.