2009-2010
Dr. Veronica C. García
Secretary of Education
Dr. Veronica C. García
Secretary of Education
TITLE I
SUPPLEMENTAL EDUCATIONAL SERVICES (SES)
PROVIDER APPLICATION
DUE: JUNE 9,2009
5:00 PM MOUNTAIN DAYLIGHT TIME
TITLE I SUPPLEMENTAL EDUCATIONAL SERVICES (SES) PROVIDER APPLICATION
NEW MEXICO PUBLIC EDUCATION DEPARTMENT
ALBUQUERQUE OFFICE
Central New Mexico (CNM) Community College Workforce Training Center
5600 Eagle Rock Avenue, NE
Room 201
Albuquerque, NM 87113
PURPOSE: To place entities on the state approved list of Title I supplemental educational services providers.
The term supplemental educational services (SES) means tutoring and other supplemental academic
enrichment services that are in addition to instruction provided during the school day and are of high quality,
research-based, and specifically designed to increase the academic achievement of eligible children on
required academic assessments and attain proficiency in meeting the state’s academic achievement standards.
INSTRUCTIONS: Please review and follow all directions carefully; no modifications to this application
will be accepted, the completed application must remain as a Microsoft Office Word 2003 document. No
supplemental material beyond what is specifically requested in the application will be considered.
If you have questions, please contact Art Martinez at (505) 222-4744.
Applicants must submit four complete hard copies of the application; one labeled “Original” and the other
three labeled “Copy”. One USB drive with the application electronically loaded on it must be submitted and
included with the “Original” application. Under no circumstances will a facsimile, electronic mail delivery,
or late delivery of the application be accepted. Applications must be properly packaged to ensure contents of
application are complete. The package must be labeled to clearly indicate that it is in response to the TITLE I
SUPPLEMENTAL EDUCATIONAL SERVICES PROVIDER APPLICATION. The New Mexico Public
Education Department (NMPED) will not correct or repair submitted applications that come apart during
transit or delivery.
All applications are due and must be received no later than June 9, 2009, at 5:00 PM Mountain Daylight
Time. All applications MUST be addressed and delivered to:
Art Martinez
New Mexico Public Education Department
CNM Community College Workforce Training Center
5600 Eagle Rock Avenue, NE
Room 201
Albuquerque, NM 87113
Hand delivery of the application is acceptable.
All submitted applications will become the sole property of the NMPED.
Any inquiries or requests regarding this process should be submitted to Art Martinez in writing. Offerors may
contact only Art Martinez regarding the application. Other state employees do not have the authority to
respond on behalf of the NMPED.
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SECTION I-GENERAL INFORMATION
Name of provider: CompatibleLand, Inc.
Website: www.cblpc.com
Telephone number: 505-892-2888
CONTACT INFORMATION - CONTACT INFORMATION MAY BE GIVEN TO FAMILIES AND
SCHOOL DISTRICT PERSONNEL – BE SURE THE CONTACT INFORMATION IS ACCURATE.
FAMILIES AND SCHOOL DISTRICT PERSONNEL MAY USE THE CONTACT INFORMATION FOR
IMMEDIATE RESPONSES.
Contact (include title): Henry Ng, President
Address (include street, city, state, zip): 3188 Southern Blvd. Suite K, Rio Rancho, NM 87124
Telephone (include area code): 505-892-2888
Fax: 505-891-2261
E-mail: henry.ng@cblpc.com
Provider Classification. (Check (X) all that apply.)
School district
Charter school
Community-based organization
Faith-based organization
For-profit commercial/ private educational services provider
Not-for-profit
Institution of higher education
Other (explain and be specific.)
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SECTION II-OVERALL ASSURANCES
To be eligible for approval, your organization must assure the New Mexico Public Education Department
(NMPED), by issuing a statement of concurrence for each assurance, that all of the following are and shall
remain true and correct. Failure to provide a statement of concurrence will result in a non-responsive
submission. Failure to adhere to the assurances may result in the removal from the state approved list
of Supplemental Educational Services providers.
Provision of Service and Student Progress
The provider must provide parents of children receiving supplemental educational services and the appropriate
LEA with written information on the progress of the children in increasing achievement, in a format and, to the
extent practicable, a language that the parents can understand. The provider will ensure that written progress
reports are delivered to parents/guardians and appropriate school and district personnel on a regular basis, as
stated in this application and in the contract with the LEA. Written student progress reports will provide
information to parents/guardians showing how their student is progressing towards the standards and
benchmarks indicated on the individualized Student Improvement Plan. The provider will keep copies of these
progress reports on file for review, if needed by the NMPED, its contractor or the United States Department of
Education.
A statement of concurrence is required.
CompatibleLand agrees to provide parents of children receiving supplemental educational services and the
appropriate LEA with written information on the progress of the children, in a format and language that the
parents can understand. CompatibleLand will transmit written progress reports to parents and district personnel
on a regular basis. Written report will show student is progressing towards standards and benchmarks indicated
on the SIP. Copies of report will be on file available for inspection.
Consistency of Instruction
The provider must ensure the instruction provided and the content used by the provider are consistent with the
instruction provided and content used by the LEA and state, and are aligned with state student academic
achievement standards (New Mexico Standards for Excellence 6.30.2 NMAC).
A statement of concurrence is required.
CompatibleLand guarantees the instruction provided and content used are consist with the instruction provided
and content used by the LEA and State, and are aligned with State student academic achievement standards
(New Mexico Standards for Excellence 6.30.2 NMAC)
Compliance with Applicable Laws
The provider must comply with all applicable federal, state, and local health, safety, and civil rights laws.
A statement of concurrence is required.
CompatibleLand agrees to comply with all applicable federal, state, and local health, safety, and civil rights
laws.
Non-Biased Instruction
The provider must ensure all instruction and content offered are secular, neutral, and non-ideological.
A statement of concurrence is required.
CompatibleLand guarantees all instruction and content offered are secular, neutral, and non-ideological.
Compliance with Family Educational Rights & Privacy Act (FERPA)
The provider must ensure compliance with the FERPA of 1975, as amended (ensures access to educational
records for students and parents while protecting the privacy of such records), and any regulations issued
thereunder, including Privacy Rights of Parents and Students (34 CFR Part 99), if the contractor is an
educational institution.
A statement of concurrence is required.
CompatibleLand guarantees compliance with the FERPA of 1975, as amended, and any regulations issued
there under.
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4
SECTION II-OVERALL ASSURANCES (Continued)
Agreement to Contract
Once parents select a provider for their child, the LEA must enter into an agreement with the provider that
includes the following minimum components:
1. a requirement that the local educational agency will develop, in consultation with parents (and the provider
chosen by the parents), a statement of specific achievement goals for the student, how the student's
progress will be measured, and a timetable for improving achievement that, in the case of a student with
disabilities, is consistent with the student's individualized education program under section 614(d) of the
Individuals with Disabilities Education Act;
2. a description of how the student's parents and the student's teacher or teachers will be regularly informed
of the student's progress;
3. a provision for the termination of such agreement if the provider is unable to meet such goals and
timetables;
4. provisions with respect to the making of payments to the provider by the local educational agency;
5. a provision that prohibits the provider from disclosing to the public the identity of any student eligible for,
or receiving, supplemental educational services under this subsection without the written permission of the
parents of such student; and
6. specific achievement goals for the student, developed in consultation with the student’s parents [Section
1116(e)(a)].
A statement of concurrence is required.
CompatibleLand agrees to enter into contract with the LEA upon selection by parents of their children as SES
provider. CompatibleLand further agrees to include aforementioned six components in contract with the LEA.
On-line/ distance learning
The provider must ensure supervision will be provided while children are participating in the program.
Families are not responsible for any fees (accessing computers, an internet connection and/or software -
whether they are reimbursed or not) associated with enrolling in the program. Any fees incurred for operating
the program are the sole responsibility of the provider. Failure to adhere to this provision may result in
termination of contracts with LEAs and the NMPED reserves the right to remove provider from the state
approved list.
A statement of concurrence and description of how you will ensure appropriate adult supervision will be
provided is required.
CompatibleLand conducts SES tutoring at students' schools. CompatibleLand hires school employees or send
in tutors who have passed background check from community to teach/supervise students. CompatibleLand
will provide adult supervision on students who participate in the program. CompatibleLand is responsible for
fees incurred for operating the program.
Contracts
The NMPED will not intervene if contractual issues arise. Contractual issues need to be resolved by the LEA
and the SES provider with whom the contract is being negotiated. SES providers will not under any
circumstance begin to provide a service if a contract is not in place. All contracts need to be honored, or they
may be terminated by either party.
A statement of concurrence is required.
CompatibleLand agrees not to provide service before contract with LEA is in place. CompatibleLand agrees to
honor the contracts entered with LEA.
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SECTION II-OVERALL ASSURANCES (Continued)
Taxation and Revenue
The provider will ensure that needed taxation and revenue documentation is secured to work and conduct
business in New Mexico before providing any services. The provider will supply the NMPED and/or local
school district taxation and revenue documentation when needed. Failure to obtain proper taxation and
revenue documentation may result in termination of contracts with LEAs and may result in removal from state
approved list of Supplemental Educational Service providers.
A statement of concurrence is required.
CompatibleLand already has needed taxation and revenue documentation to work and conduct business in
New Mexico in place.
6.19.6 NMAC
The provider and all employees and or subcontractors must review and adhere to the requirements set forth in
6.19.6 NMAC; provided as Attachment A.
A statement of concurrence is required.
CompatibleLand and employees reviewed attachment A, 6.19.6 NMAC and agree to adhere to the
requirements set forth.
Supplemental Educational Services Non-Regulatory Guidance
The provider and all employees and or subcontractors must review the Supplemental Educational Services
Non-Regulatory Guidance; provided as Attachment C.
A statement of concurrence is required.
CompatibleLand and employees reviewed the Supplemental Educational Services Non-Regulatory Guidance
provided as Attachment C.
Reporting and Monitoring Requirements
The provider must comply with all reporting and monitoring requests from the NMPED, its contractor or an
LEA including, but not limited to student progress, attendance, fiscal issues, other federal reporting issues, and
documentation of tutor qualifications.
A statement of concurrence is required.
CompatibleLand agrees to comply with all reporting and monitoring requests from NMPED, its contractors or
an LEA.
Background check
The provider must ensure that all employees, contractors or subcontractors who will work with children at a
public school facility, will successfully obtain a background check from an agency that the school district
approves (based on the local school board policy). Failure to obtain background checks will result in
employees or subcontractors not being able to provide services to students enrolled. Under no circumstance
will an employee, contractor or subcontractor work with a student if they do not have valid background check.
The NMPED strongly encourages the provider to ensure that all tutors obtain a background check, regardless
of physical location of tutoring session.
A statement of concurrence is required.
CompatibleLand agrees to ensure that all employees, contractors or subcontractors who work with children at a
public school will obtain a background check from an agency that the school district approves.
Student Safety
The provider will ensure that students who receive services will be supervised until student has secured safe
and reliable transportation to their next destination. Time supervising students during this time cannot be
billed to the LEA where services are taking place.
A statement of concurrence is required.
6
CompatibleLand agrees to supervise students who receive services until students have secured safe and reliable
transportation to next destination. CompatibleLand will be responsible for cost of such supervision.
7
SECTION II-OVERALL ASSURANCES (Continued)
Providing Services
If selected to provide services by parents/guardians, your organization must ensure that services begin in a
timely manner. If services do not follow the timelines in the agreed upon contract, the contract may be
terminated by the LEA, and students may be reassigned.
A statement of concurrence is required.
CompatibleLand agrees to provide service in a timely manner.
On-line Data Management System
The provider will ensure that all required data and information will be uploaded, when requested, through an
on-line data management system operated by the districts where services are being provided.
A statement of concurrence is required.
CompatibleLand agrees to upload required data and information when requested through an on-line data
management system operated by the district where services are being provided.
Tutor Selection/Hiring Process
You must describe your selection/hiring process of tutors and the process you use to match tutors with
students. Failure to respond will result in a non-responsive submission and your application will not be
reviewed. Be sure to indicate your criteria for pairing tutors with students. Tutor qualifications/background,
content area and grade(s) of expertise must match the needs of the student.
A description of your selection/hiring process is required. Failure to respond to this description will
result in a non-responsive submission and your application will not be reviewed.
CompatibleLand takes the following steps to hire qualified tutors for our program. 1. Works with school
administration to hire school district personnel as much as possible. 2. Hire tutors with teacher qualification as
much as possible. 3. Give priority to tutors with current background check. 4. Take inventory of tutor language
skill and computer knowledge. 5. Interview tutors. Provide tutor training in person and/or on-line. 6. Pair up
students with language need with tutors who have necessary language skill. 7. Pair up students with special ed
needs with tutors who have special ed qualification. 8. CompatibleLand uses computerized curriculum to
provide tutoring services. Tutors will be trained to use computerized curriculum. Tutors will be trained to serve
as students' learning coach to provide supervision, encouragement, as well as help students learn the concepts
and give examples when requested by students. CompatibleLand provides tutoring service in school's
computer lab. A typical CompatibleLand tutoring session has 20+ students and 4 to 6 adult tutors. Tutors in the
lab form a team to share teaching duties among themselves. CompatibleLand teams comprises of tutors with
expertise in separate subject areas. Our CAI (computer aided instruction) technology afford teachers the
benefit of refreshing their knowledge by reading the material on screen and teach the students simultaneously.
Parents’ Right to Know
If selected to provide services by parents/guardians, your organization must ensure, before the start of tutoring,
that the educational qualifications of tutors providing services will be fully disclosed to parents/guardians who
have enrolled their student in your program.
A statement of concurrence is required.
CompatibleLand uses computers to provide computerized curriculum delivered on-line. Tutors on and off site
provide extra help as well as serve as a learning coach. CompatibleLand will provide tutor or learning coach
qualification to parents before start of tutoring session.
Engaging Students
If selected to provide services by parents/guardians, your organization must ensure that students enrolled in
your program are actively engaged in the learning process and the standards and benchmarks that will be
addressed are aligned to the individualized Student Improvement Plans. The tutor must have an
individualized Student Improvement Plan, for each student enrolled, on file at all times so that it may be
regularly accessed to ensure alignment with the tutoring program. Models based on homework help may not be
the sole method of delivery. Homework help may be utilized as one component of a comprehensive model if it
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addresses the standards and benchmarks identified in the individualized Student Improvement Plan. Providers
must have their own curriculum.
A statement of concurrence is required.
CompatibleLand agrees to ensure that all students who enroll in our program will have an individualized
Student Improvement Plan on file at all times. CompatibleLand uses a computerized curriculum to deliver
tutoring services augmented by on-site tutors/learning coaches. CompatibleLand assures that students in our
program are actively engaged in the learning process and the curriculum is aligned with New Mexico standards
and benchmarks and SIP addresses same.
Scheduling Services
A master list of tutor schedules, which includes at minimum: days, times, and location (building/room number
or address where services will take place) of services must be given to the District Administrator to help
ensure student safety and fiduciary responsibilities are being met, by the date specified in the contract with the
LEA.
A statement of concurrence is required.
CompatibleLand agrees to provide a master list of tutoring schedules which includes days, times, and location
of services to District Administrators by the date specified in the contract with LEA.
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SECTION II-OVERALL ASSURANCES (Continued)
Notifying Parents and District Personnel
If services can not be provided to children enrolled with your program, your organization must contact the
families affected and the appropriate District Personnel and notify them that you will not be able to provide
services. Notifying families is the sole responsibility of your organization, and not the responsibility LEA in
which the student is enrolled. Failure to inform parents/guardians and the District Personnel could result in an
unfavorable end-of-year evaluation and may result in the termination of your contract with the LEA in which
the students are enrolled.
A statement of concurrence is required.
If CompatibleLand is not able to provide service to children enrolled with our program, CompatibleLand
agrees to contact the families and appropriate District Personnel of such.
Endorsement
If selected as a provider through this application process, your organization will not consider selection as an
NMPED endorsement or as a guarantee of work. You understand that the NMPED does not guarantee
payment by a district (LEA).
A statement of concurrence is required.
CompatibleLand understands that NMPED does not guarantee work, payment by a district nor does NMPED
endorse CompatibleLand.
Tutor Training
The provider will ensure that all employees/tutors will undergo appropriate training related to the researched
based delivery of Supplemental Educational Services, including but not limited to delivery of the approved
model/program, correctly filling out student progress reports and other required documents by the LEA,
NMPED and/ or its contractor. All trainings must be documented.
A statement of concurrence is required.
CompatibleLand agrees to train all employees/tutors related to the researched based delivery of Supplemental
Educational Services. Training will cover our model/program (CBLPC), correctly fill out student progress
reports and other required documents by LEA, NMPED and/or its contractor. CompatibleLand will document
training activities.
21st Century Community Learning Centers (CCLC) collaboration
If selected as a provider through this application process, your organization will engage in meaningful
consultation with 21st CCLC sites where both SES providers and 21st CCLC programs could operate.
A statement of concurrence is required.
CompatibleLand will actively engage in meaningful consultation with 21st CCLC sites where both SES
tutoring and 21st CCLC programs can operate in harmony.
Providing services and removal from other states
The provider will notify the NMPED in writing if they are an approved Supplemental Educational Services
provider in other states and if they have been removed and state reason for removal from another state’s list of
approved Supplemental Educational Services providers. Failure to disclose removal and/or reason for removal
from another state’s list of approved Supplemental Educational Services providers will result in removal from
approved provider list.
A list of state(s) where you are currently approved and, if applicable, the state(s) you have been removed
from and reason for removal is required.
As of time of this application, CompatibleLand is not approved by any other states as SES provider.
CompatibleLand agrees to notify NMPED in writing if CompatibleLand is approved as SES provider in other
states. CompatibleLand further agrees to notify NMPED if CompatibleLand is removed from another state's
list of approved SES provider.
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SECTION II-OVERALL ASSURANCES (Continued)
Indemnification
The provider shall defend, indemnify and hold harmless the NMPED and the State of New Mexico from all
actions, proceeding, claims, demands, costs, damages, attorneys’ fees and all other liabilities and expenses of
any kind from any source which may arise out of the performance of this Agreement, caused by the negligent
act or failure to act of the provider, its officers, employees, servants, providers or agents, or if caused by the
actions of any client of the provider resulting in injury or damage to persons or property during the time when
the provider or any officer, agent, employee, servant or provider thereof has or is performing services pursuant
to this Agreement. In the event that any action, suit or proceeding related to the services performed by the
provider or any officer, agent, employee, servant or provider under this Agreement is brought against the
provider, the provider shall, as soon as practicable but no later than two (2) days after it receives notice thereof,
notify the legal counsel of the NMPED and the Risk Management Division of the New Mexico General
Services Department by certified mail.
A statement of concurrence is required.
CompatibleLand agrees to defend, indemnify and hold harmless the NMPED and the State of New Mexico
from all actions, proceeding, claims, demands, costs, damages, attorneys' fees and all other liabilities and
expenses of any kind from any source which may arise out of the performance of this Agreement, caused by
the negligent act or failure to act of CompatibleLand, its officers, employees, servants, providers or agents, or
if caused by the actions of any client of CompatibleLand resulting in injury or damage to persons or property
during the time when CompatibleLand or any officer, agent, employee, or servant is performing services
pursuant to this agreement.
CompatibleLand agrees to notify NMPED and Risk Management Division of the New Mexico General
Services Department by certified mail of any action, suit or proceeding related to the services performed by
CompatibleLand.
SIGNATURE
I, THE UNDERSIGNED, CERTIFY that all information requested by this application has been provided and
that all facts, figures, and representations are true and correct. I further certify that I have full legal authority
to submit this application on behalf of the organization identified herein.
Henry Ng President
Type or Print Name of Designated Agent Title of Designated Agent for Provider
06-08-2009
Date Signed Signature of Designated Agent
11
SECTION III-SERVICE SUMMARY
1. Provide a brief description of your program that families may use in their initial search for providers. Use
an “active” voice when writing this description and understand the audience to whom you are writing –
families. Be sure to mention: (50 points)
a) Where and when services will take place,
CompatibleLand provides services at students' school. Time of services is after school on weekdays. With
special permission from school administration, CompatibleLand provides services on weekends, holidays,
and/or summer school.
b) The typical tutor- to-student ratio and tutor qualifications,
CompatibleLand uses a computerized curriculum to tutor students. There is one computer for each student.
This is a one tutor-to-one student ratio. CompatibleLand hires tutors with four year degree or better.
c) In what grade(s) and content area(s) the student will be receiving tutoring,
CompatibleLand provides tutoring services to students from 1st to 12th grade. CompatibleLand's computerized
curriculum covers language arts, reading, grammar, writing, vocabulary, math, and science from 1st to 12th
grade.
d) Estimated number of hours of services are included,
Per student cap affects number of hours of services. The number of hours equals to the per student cap divided
by the cost per hour. For example, if ZPSD students have with a cap of $1,500, each student can expect
27.3 hours of service including instructional level placement tests.
e) if you can and how you will serve limited English proficiency (LEP)/English language learners (ELL)
students and students with disabilities and
For Spanish speaking LEP students, CompatibleLand uses a computerized math and language arts curriculum
in Spanish together with Spanish speaking tutors to provide an individualized SIP and lesson plan. The
content is in Spanish. The tests are in Spanish. For some lessons, the computer reads the lesson content to
students in a human voice in Spanish. For other LEP students, CompatibleLand will use computerized
curriculum in English with a human recorded voice to read out the lessons in English to students. A
teacher will help students understand the lessons in English. Students can listen to lessons read to them
and read the words on screen repetitively. Scientific based research verifies that this technology helps LEP
students acquire reading skill.
CompatibleLand can help certain students with disabilities. For visually impaired, CompatibleLand can
provide our computerized curriculum in large screen monitor. The computer can read the lessons to the
students for lessons from 1st to 3rd grades.
f) a description of what your program looks like, be sure to include the type of curriculum used and how the
instruction is delivered.
CompatibleLand's tutoring model, CBLPC (Computer Based Learning, Personalized Coaching) methodology
is a rich collection of technology and human interface activities. Its core component uses a computerized
curriculum to deliver on-line lessons to teach students. In additional to CAI (Computer Aided Instruction)
curriculum, CompatibleLand supplements CAI with PPP (Paper and Pencil Practice), and computer game
type drilling exercises. CompatibleLand hires tutors and/or learning coaches to teach/coach students on-
site and provide supervision at all times. Upon demand, CompatibleLand can provide distance tutoring via
the Internet to assist students and support on-site tutors or learning coaches.
In addition to computerized curriculum, CompatibleLand uses rich multi-media technology to teach English
reading and comprehension. CompatibleLand provides students with human recording of classic fables
(e.g. Aesop), short stories (e.g. Anderson), essays, and speeches (e.g. I have a dream) on MP3 players for
12
student to listen and content to read while listening. This is ideal for rural schools where students spend
hours on school buses. Students can listen, read the material and polish reading skill while riding the bus
or in class. CompatibleLand also provide teachers/tutors with talking points, question/answer rubics
relating to the material students read and listened to.
A student works on his/her own computer in computer lab. Certain students wear a head phone to listen to
lessons read to them by the computer. Students work on one lesson at a time. The first activity is to study
the skill or concept on the lesson. The computer presents the content one page at a time. Students can go
back and forth within the lesson. After the student is finished reading the lesson content, the student takes
a practice test in the lesson. Practice test usually consists of 10 questions. The student gets instant feedback
on whether the student's answer is right or wrong. Passing score is 80%. After the student passes the
practice test, he/she proceed to mastery test. However, mastery test does not have instant feedback. The
lesson and the skill (goals in SIP) associated with the lesson is proven mastered if the student passes the
mastery test with a score of 80% or higher. Certain students are directed to write a short paragraph to
explain how a problem is solved on the computer. Computer education specialists grade the short essay
and give a score. This helps students practice taking tests on the computer.
2. Indicate which key words best match your program’s offerings: (Check (X) all that apply.) (0 points)
On-line/ distance learning
One-to-one instruction
Small group instruction (Ratio of one tutor to no more than three students)
Medium group instruction (Ratio of one tutor to four, five or six students)
Large group instruction (Ratio of one tutor to seven students or more)
Reading/Language Arts
Mathematics
Science
Instruction for limited English proficient students
Instruction for students with disabilities
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SECTION III-SERVICE SUMMARY (Continued)
3. Provide a complete and detailed narrative description of your program that can be used to inform and
provide information to districts and schools about your services (50 points). Program summaries must
include, but are not limited to:
the model of instruction, including specific strategies to evaluate the program’s effectiveness;
the total program hours per student (based on estimated per pupil allocation in each district – appendix
B);
the ratio of instructors to children;
the typical weekly schedule of services;
the proposed location of services;
the qualifications of instructional staff in content areas of English, math and science (If your program
is computer or web based you must provide specific information regarding tutor locations and tutor
qualifications) and
instructional materials and equipment provided (and those the student is required to provide, if any).
NOTE: This section needs detailed descriptions of what individual sessions will look like. Broad and
general descriptions are not acceptable. Models based on homework help may not be the sole method of
delivery. Homework help may be utilized as one component of a comprehensive model if it addresses the
standards and benchmarks identified in the individualized Student Improvement Plan.
CompatibleLand uses a computerized curriculum together with human intervention to deliver tutoring
services. The CAI curriculum uses research based direct instruction model, i.e. instructivism. It has a built-
in adaptive assessment test which has artificial intelligence capability to test students up and down skill
levels to find out student knowledge gaps, formulate SIP, prescribe lesson plans to back fill missing skill,
and monitor progress. Per student cap affects number of hours of services. The number of hours equals to
the per student cap divided by the cost per hour. For example, if ZPSD students have with a cap of $1,500,
each student can expect 27.3 hours of service including instructional level placement tests.
Each student uses a computer for learning. Tutor to student ratio is one to one by PED rules and
definition. Typical weekly schedule is 1.5 to 2 hours per day, 2 to 3 days per week.
CompatibleLand's tutoring service model (CBLPC) requires one computer per student, adequate Internet
access speed, local area network linking computer workstations, adequate infrastructure and support for
CompatibleLand's CBLPC content accelerator to provide student with the best learning experience.
Proposed locations are computer labs in students' school or a classroom with multiple computers and
network access. CompatibleLand tutors/coaches are licensed teachers or with a minimum of 4 year degree.
CompatibleLand provides all instructional material. Tutors/coaches are with students in the computer lab
and are supported by tutors at CompatibleLand headquarters via distance tutoring.
In addition to computerized curriculum, CompatibleLand uses rich multi-media technology to teach
English reading and comprehension. CompatibleLand provides students with human recording of classic
fables (e.g. Aesop), short stories (e.g. Anderson), essays, and speeches (e.g. I have a dream) on MP3
players for student to listen and content to read while listening. This is ideal for rural schools where
students spend hours on school buses. Students can listen, read the material and polish reading skill while
riding the bus or in class. CompatibleLand also provide teachers/tutors with talking points,
question/answer rubics relating to the material students read and listened to.
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15
SECTION III-SERVICE SUMMARY (Continued)
Supplemental Educational Services Summary:
Reading/ language arts Grade Level(s) Able to Serve: (Check (X) all that apply.)
(0 points)
K 1st 2nd 3rd 4th 5th 6th
7th 8th 9th 10th 11th 12th
Math Grade Level(s) Able to Serve: (Check (X) all that apply.)
(0 points)
K 1st 2nd 3rd 4th 5th 6th
7th 8th 9th 10th 11th 12th
Science Grade Level(s) Able to Serve: (Check (X) all that apply.)
(0 points)
K 1st 2nd 3rd 4th 5th 6th
7th 8th 9th 10th 11th 12th
Check (X) the time(s) that best describe when you will deliver services to students. (0 points)
Before School
After School
Weekends
Place of Service. (Check (X) all that apply.) (0 points)
Student’s home (parent/guardian must be present)
Student’s school
Community center
Place of worship
On-line/ distance learning - include information on how and where children will access online
services. If the program will be accessed outside of the student’s home discuss the supervision that will
be provided while children are participating in the program.
Students will access online services in the school's computer lab or classroom with adequate computers
and Internet access bandwidth.
Business establishment. List address (es); include street, city, state, zip.
CompatibleLand headquarters.
3188 Southern Blvd. Suite K, Rio Rancho, NM 87124.
Other (be specific.)
LEAs may charge providers for equipment, facilities, personnel, or other resources that they
make available to those providers. LEAs are not required to provide a location on campus for
providers.
16
SECTION III-SERVICE SUMMARY (Continued)
The information provided below may be used by families to select the most appropriate SES provider for their
student.
The NMPED reserves the right to edit any entry or description that may lead families to select services based
on a complimentary resource to participate in the program instead of academic content.
The program description below must be provided in both English and Spanish. The template for English and
Spanish are provided on the following pages.
Your target audience is families who have students who are eligible for SES. Be sure to use an “active voice”
when creating your program descriptions. The information submitted on your program descriptions needs to
accurately reflect your program and needs to align with your submitted application. Families, schools and
districts will expect you to follow through with your program descriptions.
17
Name of Provider and Description of Services and Effectiveness and Subjects and Grades Tutor Qualifications
contact information Expected Number of Service hours Student will be tutored Tutors are licensed teachers or have a bachelor’s
CompatibleLand, Inc. CompatibleLand uses computerized curriculum to teach Reading/ language arts degree or higher.
students. Per student cap affects number of hours of Grades able to serve:
Henry Ng services. The number of hours equals to the per student 1-12 Tutors have less than a four year degree, but
Tel: (505)892-2888 cap divided by the cost per hour. For example, if ZPSD more than an associate of arts degree or its equivalent
Fax: (505)891-2261 students have with a cap of $1,500, each student can Math of forty-eight (48) credit hours.
3188 Southern Blvd. expect 27.3 hours of service including instructional Grades able to serve:
Suite K, Rio Rancho, level placement tests. 1-12 Tutors have less than an associate of arts degree,
NM 87124 but more than a high school diploma or its
CompatibleLand SES model is proven to be effective. Science equivalent.
CompatibleLand served approximately 200 students at Grades able to serve:
GMCS in year 07-08. Of these students, about 75 3-12 Background Checks
students were grade 3 and above and attended over 70% Will all of your tutors undergo background checks?
of the tutoring sessions. GMCS used LEARNIA to pre- Size of Tutoring Group YES
test and post-test these students to measure their 1:1; 1:2; 1:3 tutor-to- NO, if not please explain why not:
progress. Students district-wide served by student ratio
CompatibleLand made an average 64% gain in math
and 54% gain in reading. 1:4; 1:5; 1:6 tutor-to- Can you serve ELL and/ or Special Needs
student ratio Students
Yes. CompatibleLand can serve ELL students.
1:7 or greater tutor-to- Yes. CompatibleLand can serve limited cases of
student ratio special needs students such as visually impaired.
Location of Service
Student’s school
18
El nombre de La descripción de Servicios y Eficacia y del Número Los sujetos y Gradúa a Estudiante Calificación del tutor
Proveedor y contacta Esperado de Atiende a horas será dado clases privadas Los tutores son licenciados a
información CompatibleLand usa un programa computarizado para La lectura/las artes del idioma maestros o tienen una licenciatura o más
CompatibleLand enseñar a los estudiantes. El número total de horas de Los grados capaces de servir: alto.
servicio depende del Distrito en que se localiza la 1-12
Henry Ng Escuela del estudiante se dividirá la cantidad estipulada Los tutores tienen menos que un
Tel: (505)892-2888 que paga el distrito por el costo por hora, por ejemplo Matemáticas cuatro grado de año, pero más que un
Fax: (505)891-2261 en ZPSD paga por estudiante $1,500 cada estudiante Los grados capaces de servir: socio de licenciatura en letras o su
3188 Southern Blvd. podrá recibir un total de 27.3 horas de servicio 1-12 equivalente de cuarenta y ocho (48) horas
Suite K, Rio Rancho, incluyendo el examenes de nivel instrucción. de crédito.
NM 87124. Ciencia
CompatibleLand SES ha comprobado ser un programa Los grados capaces de servir: Los tutores tienen menos que un socio
efectivo. CompatibleLand dio servicio 3-12 de licenciatura en letras, pero más que un
aproximadamente a 200 estudiantes en GMCS en el bachillerato o su equivalente.
año 07/08. De estos estudiantes, alrededor de 75 Tamaño de Dar clases privadas el
estudiantes eran de 3er. grado o más y asistieron Grupo El fondo Verifica
más de un 70% a las sesiones de tutoría. GMCS usa 1:1; 1:2; 1:3 proporción de tutor a Hace a todos sus tutores experimentan
LEARNIA para dar PRE-examen y Post-Examen a los estudiante cheques de fondo?
estudiantes, para medir su progreso. Estudiantes que Sí
reciben tutoría con CompatibleLand alcanzan a escala 1:4; 1:5; 1:6 proporción de tutor a No, si no explica por favor por qué no:
un promedio del 64% de mejora en matemática y el estudiante
54% mejora in lectura.
1:7 o proporción más grande de Pueden dar clases a estudiantes de ELL
tutor a estudiante y/o de necesidades especiales
Si. CompatibleLand puede servir
Lugar de servicio estudiantes de ELL.
Escuela del Estudiante Si CompatibleLand puede servir un
número limitado de casos de estudiantes
con necesidades especiales tales como
discapacitados visuales.
19
SECTION III-SERVICE SUMMARY (Continued)
Tutor-to-student ratio for your program. (0 points)
1:1; 1:2; 1:3 tutor-to-student ratio (A supplemental educational services provider that maintains a tutor: student
ratio of one tutor to three students or fewer may charge the eligible school district the full hourly amount based on
tutor qualifications.)
1:4; 1:5; 1:6 tutor-to-student ratio (A supplemental educational services provider that maintains a tutor-to-student
ratio of one tutor to four students, one tutor to five students, or one tutor to six students may charge the eligible
school district eighty-five percent of its hourly amount based on tutor qualifications.)
If ratio exceeds one to three you must explain how your program will meet individual student needs.
1:7 or greater tutor-to-student ratio (A supplemental educational services provider that maintains a tutor- to-
student ratio of one tutor to seven students or greater may charge the eligible school district fifty percent of its
hourly amount based on tutor qualifications.)
If ratio exceeds one to three you must explain how your program will meet individual student needs.
NOTE: While providing services, providers may not exceed the ratios checked above.
Tutor Qualifications. (0 points)
If you are currently approved as a SES provider in another state, provide information regarding tutor
qualifications for the prior school year. List the percent (%) and number (#) of tutors who are:
% #
n/a n/a Licensed Teachers
n/a n/a Bachelor’s Degree or higher but not a licensed teacher
n/a n/a Non degreed tutors
CompatiBleLand provides SES services only in the State of New Mexico
20
SECTION III-SERVICE SUMMARY (Continued)
To successfully provide services in New Mexico, it is essential to understand its vast geographic and demographic nature.
Please visit the following websites to get a geographic and demographic understanding of New Mexico:
http://www.ped.state.nm.us/IT/schoolFactSheets.html
http://www.newmexico.org/index.php
http://www.newmexico.gov/
Visit the following website to view the schools that have a NCLB designation of School Improvement-Year 2 or beyond:
http://www.ped.state.nm.us/ayp2007/ayp07dist.html - 2007 District Schools AYP Reports
http://www.ped.state.nm.us/ayp2007/ayp_charters_2007.html - 2007 Charter Schools AYP Reports
The school ratings for 2008-2009 may not be released until August 2008 at the earliest, so the information provided to you
at the above mentioned websites is meant to show you which districts and schools might have to offer SES.
You will only be able to serve the districts or schools that are listed. Failure to provide services in a district or school that
you listed may lead to removal from the state approved list and may adversely affect your provider evaluation.
The term “statewide” will not be an acceptable answer. Using the term “statewide” will result in a non-responsive
submission and your application will not be considered for approval. Each district or school that you will serve must be
listed individually.
List all district(s) or state charted charter school(s) individually that you are able to serve. (0 points)
Alamogordo Public Schools
Albuquerque Public Schools
Belen Consolidated Schools
Bernalillo Public Schools
Bloomfield Municipal Schools
Central Consolidated Schools
Cuba Independent Schools
Deming Public Schools
Espanola Municipal Schools
Estancia Municipal Schools
Farmington Municipal Schools
Gadsden Independent Schools
Gallup-McKinley County Schools
Grants-Cibola County Schools
Jemez Mountain Public Schools
Jemez Valley Public Schools
Las Cruces Public Schools
Las Vegas City Public Schools
Los Lunas Public Schools
Moriarty Municipal Schools
Mountainair Public Schools
Rio Rancho Public Schools
Santa Fe Public Schools
Wagon Mound Public Schools
Zuni Public Schools
21
SECTION IV-SERVICE SUMMARY
A. Provision of appropriate services to students with Limited English Proficiency (LEP). (0 points)
Will you provide services to limited English proficient (LEP) students?
NO
If “NO”, why not?
YES
If “YES”, describe how you will properly match students with qualified tutors and provide appropriate
services to Limited English Proficient (LEP) students. If your model of instruction is computer or
web based, how will that model support LEP students?
CompatibleLand uses a computerized curriculum with the following Spanish curriculum; Reading,
Vocabulary, Grammar covering grade 1 to 6 and mathematics covering grade 1-8. The computer has a
human recording reading lesson content, test questions and exercises in Spanish to students from 1st to
3rd grade. CompatibleLand SES student always works on his/her own computer. A student can listen
to individualized lessons read off to him/her via the headphone as many times as desired.
CompatibleLand hires teachers with Spanish language capability to be the learning coach/tutor to help
LEP students understand the lesson content and provide help when needed.
The computerized curriculum also has human recording in English reading lessons in all subjects to
students covering grade 1 to 3. LEP students can have lessons, tests, and exercises read to them as
many time as they desire. LEP students can listen and read the lesson on screen simultaneously. This
technology is proven to help LEP students acquire English reading skill in very short amount of time.
B. Provision of appropriate services to students with disabilities. (0 points)
Supplemental educational services must be provided consistent with a student’s individualized
education program under Section 614 of the Individuals with Disabilities Education Act or a student’s
individualized services under Section 504 of the Rehabilitation Act of 1973. Moreover, these and
others laws which may be applicable to SES providers require that accommodations be made to
individuals with disabilities pursuant to their IEP or 504 plan. For these reasons, please review and
complete all information required by this Section.
Will your organization provide SES to students with disabilities in accordance with such student’s
Individual Education Program under Section 614(d) of the Individuals with Disabilities Education Act
and services consistent with Section 504 of the Rehabilitation Act of 1973?
NO
If “NO”, why not?
YES
If “YES”, describe how you will properly match students with qualified tutors and provide appropriate
services to students with disabilities. If your model of instruction is computer or web based, how will
that model support students with disabilities?
CompatibleLand can provide services to limited cases of disabilities such as visually impaired.
Due to limitation of CompatibleLand's CAI model, students with other cases of disabilities cannot
benefit from our CBLPC model. CompatibleLand will work with students with disabilities on a case
22
by case bases. The deciding factor is the ability of student to be active participant of the CBLPC
model.
23
SECTION V-TUTOR QUALIFICATIONS
Tutor Qualifications. (Check (X) all that apply.) (0 points)
NMAC 6.19.6 states that invoicing is to be based on the qualifications of tutor providing services and
the tutor to student ratio.
Parents have the right to know the education level of their child’s tutor.
Tutors are licensed teachers or have a bachelor’s degree or higher.
A supplemental educational services provider may charge the eligible school district its full hourly
amount if the tutor has a valid teaching license or a four-year degree or greater from an accredited
university or college. The per pupil cap will not be ratably reduced based on the education level of
the tutor providing supplemental educational services.
Tutors have less than a four year degree, but more then an associate of arts degree or its equivalent of
forty-eight (48) credit hours.
A supplemental educational services provider may charge the eligible school district eighty-five
percent of its hourly amount if the tutor has less than a four year degree, but more then an
associates of arts degree, or its equivalent of forty-eight (48) credit hours, from an accredited post
secondary institution. The per pupil cap will be ratably reduced by fifteen percent based on the
education level of the tutor providing supplemental educational services.
Tutors have less than an associate of arts degree, but more than a high school diploma or its
equivalent.
A supplemental educational services provider may charge the eligible school district seventy-five
percent of it hourly amount if the tutor has less than an associates of arts degree, or its equivalent of
forty-eight (48) credit hours, from an accredited post secondary institution but more than a high
school diploma The per pupil cap will be ratably reduced by twenty-five percent based on the
education level of the tutor providing supplemental educational services.
24
SECTION VI-COST SUMMARY
(Non computer based services only)
See Attachment B for the 2008-2009 New Mexico Preliminary SES Per Student Cap by District. (0
points)
Fixed hourly rate per student if tutors are licensed teachers or have a bachelor’s degree or higher (all applicable
taxes are included in the hourly amount).
A supplemental educational services provider may charge the eligible school district its full hourly
amount if the tutor has a valid teaching license or a four-year degree or greater from an accredited
university or college. The per pupil cap will not be ratably reduced based on the education level of the
tutor providing supplemental educational services.
Fixed hourly rate per student if tutors have less then a bachelor’s degree, but more than an associates of arts
degree (all applicable taxes are included in the hourly amount).
$
A supplemental educational services provider may charge the eligible school district eighty-five percent
of its hourly amount if the tutor has less than a four-year degree, but more than an associates of arts
degree, or its equivalent of forty-eight (48) credit hours, from an accredited post secondary institution
The per pupil cap will be ratably reduced by fifteen percent based on the education level of the tutor
providing supplemental educational services.
Fixed hourly rate per student if tutors have less than an associates of arts degree, but more than a high school
diploma (all applicable taxes are included in the hourly amount).
$
A supplemental educational services provider may charge the eligible school district seventy-five percent
of its hourly amount if the tutor has less than an associates of arts degree, or its equivalent of forty-eight
(48) credit hours, from an accredited post secondary institution but more than a high school diploma The
per pupil cap will be ratably reduced by twenty-five percent based on the education level of the tutor
providing supplemental educational services.
NOTE: Separate registration and testing fees are not permissible. These fees, if applicable, must be built
into the regular fixed hourly rate. If a registration or testing fee is included in your fixed hourly rate,
describe the rationale for this cost.
25
SECTION VI-COST SUMMARY
(Computer based services only)
See Attachment B for the 2008-2009 New Mexico Preliminary SES Per Student Cap by District. (0
points)
Staffing is the sole responsibility of the SES provider and must be built into the pricing structure of the
provider. LEAs are not responsible for funding staff to supervise/ oversee the tutoring session.
NOTE: Computer-based or on-line providers must provide a description of any staffing requirements at
school sites or at other service locations.
CompatibleLand will hire school personnel on site to provide supervision, encouragement, assistance on
overcoming technical and any instructional problems.
If your computer-based or on-line program is software only and the ratio is one student to one computer then
the tutor to student ratio will be considered one to one. For invoicing purposes the educational qualifications
of the tutor will not be taken into consideration because the program is based on software not a tutor. Please
note that you may not have more than one student per computer.
Your fixed hourly rate per student is: $55.00 (all applicable taxes are included in the hourly amount)
If your computer-based or on-line program has an on-line instructor only and the ratio is one student to one
computer then the tutor to student ratio will be considered one to one. For invoicing purposes the educational
qualifications of the tutor will be taken into consideration because the program is based on student and tutor
interactions. Please note that you may not have more than one student per computer.
Your fixed hourly rate per student is:$ (all applicable taxes are included in the hourly amount)
26
SECTION VII-INDICATORS OF QUALITY
A. Supplemental assessments (0 points)
NOTE: The NMPED encourages LEAs to share their short cycle assessment data, which will identify
student needs and is the basis of each Student Improvement Plan, with SES providers who will be
providing services to their students.
In case the LEA does not have a short cycle assessment in place or is unable to provide diagnostic
information to providers, you must provide the NMPED with the name and description of any
diagnostic assessment(s) you will be using to identify students needs and how it will be administered.
The assessment(s) used must be of high quality.
CompatibleLand uses the adaptive assessment test in A+nyWhere Learning System to provide pre-
test. This assessment tool can test up and down the skill level to identify students' skill gaps. Based on
test results, it automatically prescribes lesson plans to address identified skill gaps. Each lesson has
built in tests to gauge student's mastery of the lesson. All lessons and assessment tests are aligned to
New Mexico State standard and benchmark. Each lesson has at lease two tests. These tests collectively
comprise the short cycle assessment test to measure student progress and document the achievement
of goals in SIP.
B. Connection to Student Improvement Plan and school and district programs (150 points)
The individualized Student Improvement Plan is the driving force behind student instruction. NMAC
6.19.6 states, “Each student who is enrolled in supplemental educational services must have a student
improvement plan, with goals relating to academic improvement based on state standards in place.”
Describe how you will utilize standard diagnostic assessment(s), district short cycle, and summative
assessments to create a SIP specifically to identify goals and teach to student’s current needs.
CompatibleLand uses an adaptive assessment test in A+nyWhere Learning System to find out
student's skill gaps. Based on available data about the student such as SBA score, district short
cycle test, other assessment information and student enrolled grade level, CompatibleLand
administers the adaptive pre-assessment test at the students' instructional level. This test has
artificial intelligence to test up and down the skill level. After the test, A+ automatically
prescribes lesson plans to address the missing skill based on test results. The test is aligned with
New Mexico State standards and benchmark. The test and the resultant lesson plans pin point
students' current needs and goals for academic improvement based on state standards. These
identified goals are incorporated into individualized SIP.
Describe how you will collaborate with the LEA in the development of the individualized Student
Improvement Plan.
CompatibleLand will share pre-assessment test results, the lesson plan and the pin-point student
current needs and goals referencing New Mexico standard and benchmark with LEA in development
of the individualized Student Improvement Plan. The identified goals for each student will be emailed
to LEA district personnel in charge of SES program. School principal or personnel in charge of SES
will receive similar email. CompatibleLand will solicit input and suggestions to modify the proposed
SIP. Upon approval by LEA SES authority, CompatibleLand will finalize the SIP to be entered into
LEA's computer systems or directly generate the SIP for LEA and parent signature.
Describe how you plan to collaborate with classroom teachers to support the instruction the student is
receiving during the regular school day.
CompatibleLand will share pre-assessment test data and lesson plans with regular school day
classroom teachers. Teachers have the option to use the individualized lesson plan any time.
Depending on enrollment in CompatibleLand's SES program, CompatibleLand can train teachers in
CBLPC methodology and/or share CAI resources with regular school day teachers. CompatibleLand's
27
computerized curriculum covers grade 1 to 12. It is feasible for regular school day teachers to use the
computerized curriculum to complement their instructions.
C. Instructional practices and evidence of effectiveness (300 points)
Describe the nature of your instructional model specific to the proposed grade level(s) and content
area(s). You must include: 1) your proposed curriculum , 2) time on task, 3) materials that will be
used, 4) training that tutors will receive (relevant to academic services), and 5) how locations and
tutors will be monitored and how adjustments will be made, if needed.
1) CompatibleLand uses a computerized curriculum, A+nyWhere Learning System, which is aligned
with New Mexico State standard and benchmark to teach students. This curriculum covers reading,
grammar, vocabulary, writing, math, science and social science from 1st to 12th grade.
2) CompatibleLand delivers SES tutoring after school. With permission from school administration
and cooperation from tutors, CompatibleLand can deliver SES tutoring on weekends and holidays.
3) CompatibleLand needs the following tools and material to conduct SES tutoring; school computer
lab or classroom with one computer for each student, Internet bandwidth adequate for curriculum
content delivery, scratch paper and pencil for students to do exercises which CompatibleLand will
provide.
4) CompatibleLand has a two step program to train hired tutors. Step One: Training material is
available on line. This on line power point training program covers CBLPC tutoring methodology and
theory, program components, computer program operation, student and parent interaction, paperwork
documentation requirements, and relevant rules and regulations of SES program. Step Two: At or
before the launch of the tutoring session, CompatibleLand will dispatch CBLPC expert on site to give
hands on training. We help tutors begin the pre-assessment test and/or tutoring operation, demonstrate
how to work with distance tutors for support, and explain any questions that on-site tutors/learning
coaches might have.
5) CompatibleLand uses three mechanisms to monitor locations, tutors and make program operation
adjustments. First, CompatibleLand dispatches CBLPC expert on site to audit program operation
unannounced. Second, CompatibleLand has in-house CBLPC expert serves as distance tutors as well
as monitor student progress on line. Student database records all student activities and lesson
completion. CompatibleLand has tools to mine the database to look for any abnormalities such as:
-absenteeism
-lack of progress
-repeating same test or lesson numerous times without mastery
-spent excessive time on same lesson component without moving forward
-out of step or sequence lesson execution
-abnormally high score or too many perfect scores on the short cycle tests
Third, CompatibleLand requires tutors on-site to enter student behavior and performance into our on
line SMS (Student Management Systems). CompatibleLand verifies SMS input with student database
and progress reports.
CompatibleLand adjust program components on a regular basis. Here are action items.
-notify parents and/or teachers to address absenteeism
-remote (distance) monitoring of student taking lessons to find out why there are no progress
-modify lesson plan by changing lesson assignment skill level to match student instructional skill
-on-site audit to observe student operation, check out tutors' work, replace tutors/learning coach if
necessary
Describe what the family, student and school district/teacher should expect during a typical
Supplemental Educational Services session. You must include: 1) how student needs are identified,
2) how identified student needs are met, 3) how identified student needs are communicated to the
family, student and school district/teacher, 4) how you know progress has been achieved/not achieved
and, 5) the next steps for tutor and student.
1) CompatibleLand identifies student needs by administering an adaptive pre-assessment test which
has artificial intelligence to pin point student skill gaps and current needs. 2) Students needs are met
by the lesson plan generated by the adaptive pre-assessment test. 3) The skill gaps and the lesson plan
generated by the pre-assessment test collectively cross-reference to the goals on the SIP and as such
28
are the identified needs of the student. The SIP and the lesson plan are communicated to the family,
student and school district/teachers. 4) CompatibleLand has multiple mechanism to monitor student
progress. First and foremost, CompatibleLand mines the student database to monitor student
completion of the lesson plan. Students achieve progress by taking the lessons and demonstrate
mastery of the skills associated with each lesson. Tests in lessons collectively comprise short cycle
assessment test to gauge student progress. Second, on-site tutors are requested to enter student
performance observation into CompatibleLand's SMS (Student Management System). SMS is another
tool to monitor student achievement or lack of. 5) On-site tutors serve as a coach to motivate and
engage students as well as work with students to learn the skills in each lesson. Students are expected
to work on their computers, take the lessons, do the exercise and tests, and request help from on-site or
distance tutors whenever necessary.
Present evidence that your instructional practices have a positive impact on academic achievement for
low income, under achieving student, if applicable, in the areas of math, reading and science. This may
include results from parent surveys or parent recommendations and evaluation results obtained using
objective methodologies and scientifically valid methods. You must be thorough and specific, broad
statements are not permissible.
CompatibleLand has solid evidence that our instructional practices have a positive impact on
academic achievement for low income, under achieving students not proficient in English in the areas
of math and reading. Although CompatibleLand has the curriculum and capability to tutor science,
there has not had a student requested tutoring in science.
A district wide success case with solid objective data is the best way to present the evidence. Case in
point is GMCS. GMCS students can broadly generalized as low income, under achieving and not
proficient in English. Their math and reading SBA scores are very low relative to New Mexico state
average. In 07-08 school year, GMCS instituted a short cycle assessment test LEARNIA. LEARNIA
pre-tested students 3rd grade and up in Fall 07 and post-tested students in late Spring 08.
CompatibleLand uses data from LEARNIA as evidence to prove that our tutoring and methodology
have a positive impact on academic achievement. Here is the evidence.
About 216 GMCS students enrolled in CompatibleLand's SES program in SY 07-08. About 83%
actually attended some tutoring sessions. (About 17% never showed up.) Among these 83%, 75
students are 3rd grade and up with LEARNIA pre- and post-test data who have finished 70% or more
of CompatibleLand tutoring sessions. The district wide average math gain for these 75 students as
measured by LEARNIA is 64%. The average reading gain as measured by LEARNIA is 54%. More
than 8 students advanced to "Advanced Level" in math from below proficient. More than 10 students
advanced from basic to "Proficient." 15 out of 16 schools showed gain in both math and reading. This
is reliable objective evidence. These tests were administered by GMCS with no input, influence, nor
manipulation by CompatibleLand.
29
SECTION VII-INDICATORS OF QUALITY (Continued)
D. Communication of student progress to the school and district (100 points)
Describe the specific procedures used to report student progress to students, teachers and appropriate
school or district staff and how often you report student progress.
6.19.6 NMAC states parents or guardians, and appropriate school personnel must be notified of
student progress in a format that is easily understandable.
CompatibleLand will report student progress to appropriate school personnel using our SMS (Student
Management System) report generation tool. CompatibleLand uses CAI to deliver tutoring services.
Student activities, mastery of skills, and fulfillment of goals in SIP are recorded in our computer
database. SMS will extract progress information, generate progress reports, and print out reports to be
delivered or mailed to school personnel. The report will list the lessons completed for the reporting
period, and any learning activities that help reach goals in the SIP. Reports will be bundled into
packages to be mailed to each school using US Postal Services or hand delivered to the school by
CompatibleLand's CBLPC specialist/SES auditor. The package is addressed to the school's SES site
coordinator to be further distributed to school teachers and school administration. Similar information
is emailed or faxed to LEA district personnel in charge of SES.
State the frequency of communication of student progress to the school and district:
One time a week – Written progress reports will be given to appropriate school district personnel
One time every two weeks – Written progress reports will be given to appropriate school district
personnel
One time every three weeks – Written progress reports will be given to appropriate school district
personnel
One time every four weeks – Written progress reports will be given to appropriate school district
personnel
Other, please explain
E. Communication of student progress with parents/families (100 points)
Describe the specific procedures used to report student progress to the student’s parents/families and
how often student progress is reported.
6.19.6 NMAC states parents or guardians and appropriate school personnel must be notified of
student progress in a format that is easily understandable.
You must be thorough and specific, broad statements are not permissible.
CompatibleLand will report student progress to parents/families using our SMS (Student Management
System) report generation tool. CompatibleLand uses CAI to deliver tutoring services. Student
activities, mastery of skills, and fulfillment of goals in SIP are recorded in our computer database.
SMS will extract progress information, generate progress reports, and print out reports to be delivered
or mailed to student's parents/families. Reports will be bundled into packages to be mailed to each
school using US Postal Services or hand delivered to the school by CompatibleLand's CBLPC
specialist/SES auditor. Because of frequent change of home address, CompatibleLand shall deliver
progress reports to CompatibleLand's SES site coordinator for handing out to students to be further
delivered to respective parents. The report will list lessons completed for the reporting period.
CompatibleLand has the capability to translate reports to Spanish upon request.
State the frequency of communication of student progress with the parents/families:
One time a week – Written progress reports will be given to appropriate family member
One time every two weeks – Written progress reports will be given to appropriate family
member
One time every three weeks – Written progress reports will be given to appropriate family
30
member
One time every four weeks – Written progress reports will be given to appropriate family
member
Other, please explain
31
SECTION VIII-FINANCIAL SOUNDNESS AND
ORGANIZATIONAL CAPACITY
Attach proper documentation to demonstrate that your organization has adequate financial,
organizational and technical resources to provide the proposed Title I supplemental educational
services and that you have satisfactorily delivered similar services in the past. (50 points)
For purposes of this application: (a) “organization” means any entity eligible to provide SES; and (b) the
term “related organization” means an entity that: (i) directly or indirectly controls, or is controlled by, your
organization; (ii) influences, or is influenced by, your organization in terms of operational policies; or (iii)
is controlled or influenced by another organization that also controls or influences your organization.
The No Child Left Behind Act requires that one criterion for selecting an offeror must include evidence
that it is “financially sound.” These indicators help the Evaluation Committee evaluate a program
provider’s capacity to deliver quality services over time and at scale.
There are a number of ways an offeror might prove that it is financially and organizationally sound, and
the acceptable evidence will vary depending on the initial size and capacity of the offeror. Potential
offerors will possess different financial and management structures. The Evaluation Committee will take
these differences into account when reviewing applications.
Evidence of acceptable financial and management capacity must include at least one of the following
items:
Copies of business license or formal documentation of legal status with respect to conducting
business in the state (and district(s), if applicable);
Proof of liability insurance (company name and policy number, or a copy of the policy cover
page);
Audited financial statements;
Credit ratings from an independent rating agency; or
Business plans or profiles that might include: goals, timelines and expected outcomes; detailed
action steps; descriptions of financial and staff resources; organizational budgets that account for
revenues and expenses and cash flow activity; and outlines of roles and responsibilities of staff
within the organization.
32
SECTION IX-PROPOSAL EVALUATION PROCESS
The evaluation process will follow the steps listed below:
1. All offeror proposals will be reviewed for compliance with the overall assurances stated within the
application. Applications deemed non-responsive will be eliminated from further consideration.
2. Art Martinez may contact the offeror for clarification of any response.
3. The evaluation committee may use other sources of information to perform the evaluation.
4. Responsive applications will be evaluated on the factors that have been assigned a point value. The
responsible offerors with the highest scores will be selected as finalist offerors based upon the
applications submitted. The responsible offerors, whose application is most advantageous to the
NMPED, will be recommended for approval. Please note, however, that a serious deficiency in the
response to any one factor may be grounds for rejection regardless of overall score.
33
A. 6.19.6 NMAC
ATTACHMENT A
6.19.6 NMAC
TITLE 6 PRIMARY AND SECONDARY EDUCATION
CHAPTER 19 PUBLIC SCHOOL ACCOUNTABILITY
PART 6 TITLE I SUPPLEMENTAL EDUCATIONAL SERVICES
6.19.6.1 ISSUING AGENCY: Public Education Department
[6.19.6.1 NMAC - N, 08/15/05]
6.19.6.2 SCOPE: This rule applies to all school districts, public schools, including charter schools,
and all state-approved supplemental educational services providers who offer or plan to offer such services in
New Mexico.
[6.19.6.2 NMAC - N, 08/15/05]
6.19.6.3 STATUTORY AUTHORITY: Sections 22-2-1, 22-2-2, 22-9-3, 22-9-15 NMSA 1978; 20
U.S. Code Section 6316; 34 Code of Federal Regulations Part 200.
[6.19.6.3 NMAC - N, 08/15/05]
6.19.6.4 DURATION: Permanent
[6.19.6.4 NMAC - N, 08/15/05]
6.19.6.5 EFFECTIVE DATE: August 15, 2005, unless a later date is cited at the end of a section.
[6.19.6.5 NMAC - N, 08/15/05]
6.19.6.6 OBJECTIVE: This rule establishes requirements for:
A. supplemental educational services providers who seek to use incentives as a method of
promoting selection of their services by parents of eligible children;
B. allowable rewards to students to reward attendance, continued participation and achievement
related to the supplemental educational services;
C. establishing a timeline to be followed by supplemental educational services providers and all
school districts and public schools, including charter schools for commencing and ending supplemental
educational services during the school year;
D. establishing a sliding hourly fee schedule a provider may charge a school district based on the
education level of the tutors being used by the supplemental educational services provider;
E. establishing the priority of students for whom supplemental educational services shall be
provided;
F. implementation of basic program parameters and required assessments;
G. provision of on-site audits conducted by supplemental educational services providers, eligible
school districts and the department;
H. establishing that all supplemental educational services providers and eligible school districts
will submit all relevant student data; and
I. removal of providers from approved list.
[6.19.6.6 NMAC - N, 08/15/05; A, 08/31/06]
6.19.6.7 DEFINITIONS:
A. “Department” means the public education department.
B. “Eligible child or eligible children” means a child or children from low income families as
determined by a school district, public school, or charter school for the purposes of allocating federal funds
made available under Title I of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6301 et seq.)
as amended.
C. “Incentives” means any goods, facilities, services, gifts, coupons, discounts, rebates, or cash
offered or given to anyone by or on behalf of a supplemental educational services provider to promote selection
of their services by parents or guardians of eligible children.
D. “Removal” means deleting the provider from the list of state-approved supplemental
educational services providers.
E. “Rewards” means an acceptable classroom incentive with no redeemable monetary value to
an eligible child or that child’s parent or guardian and that is offered to an eligible child only as a reward for
attendance, continued participation, or achievement related to a provider’s services.
F. “Supplemental educational services” means tutoring and other supplemental academic
enrichment services that are in addition to instruction provided during the school day and are of high quality,
research-based, and specifically designed to increase the academic achievement of eligible children on required
academic assessments and attain proficiency in meeting the state’s academic achievement standards.
G. “Timeline” means a schedule established by the department that delineates when parental
notifications, are to be issued, when parent notifications are to be returned, when supplemental educational
services may commence, and approximately how much supplemental educational service shall be completed
prior to the state-mandated criterion referenced testing.
H. “Tutor to student ratio” means the established number of students a tutor may provide
supplemental educational services to at one time.
[6.19.6.7 NMAC - N, 08/15/05; A, 08/31/06]
6.19.6.8 REQUIREMENTS:
A. All school districts, public schools, including charter schools and all state-approved
supplemental educational services providers who offer or plan to offer supplemental educational services in
New Mexico, shall adhere to timelines as follows:
(1) Parental notification shall occur two weeks after school has started.
(2) The enrollment period for supplemental educational services is at a minimum the four week
period subsequent to the beginning of a school year after the issuance of notification to parents of the
availability of supplemental educational services.
(3) Supplemental educational services shall begin no later than four weeks after the later of the
following dates:
(a) the minimum enrollment period for supplemental educational services has ended, or
(b) the date the child has enrolled for supplemental educational services.
(4) Each supplemental educational services provider must complete at least seventy-five percent
of services to eligible children for whom the parent/guardian has selected the supplemental educational service
provider prior to the administration of the state-mandated criterion referenced testing. If an individual
supplemental educational services provider, due to their own actions, does not complete seventy-five percent of
services to all eligible children who are enrolled in supplemental educational services prior to the administration
of the state-mandated criterion referenced testing, the local education agency administering supplemental
educational services may take the following actions:
(a) immediately cancel existing contracts with each supplemental education services
provider that has not met the requirement of this deadline;
(b) continue the existing contracts to ensure that all students enrolled in supplemental
educational services continue to receive services; or
(c) renegotiate the existing contracts to ensure that all students enrolled in supplemental
educational services continue to receive services.
(5) During the enrollment period the eligible school district must release names of students
enrolled in supplemental educational services in a timely manner, at minimum a list of student names and
contact information will be released to the providers on no less than a weekly basis.
B. With written approval from district superintendent, a school district, public school, including
a charter school may enter into agreements or otherwise permit supplemental educational services providers to
operate during the mandatory state-mandated criterion referenced testing.
C. Beginning with the 2005-2006 school year and continuing in every school year thereafter,
supplemental educational services providers shall not directly or indirectly use incentives as a method of
promoting selection of their services by parents or guardians of eligible children. Provided, however, that
rewards may be offered to eligible children:
(1) to reward attendance, continued participation, or achievement related to a provider’s services;
(2) if the reward has no redeemable monetary value to the eligible child or his parent/guardian
and is otherwise consistent with accepted classroom incentives, such as pizza parties, ice cream parties, school
supplies having nominal value, or the opportunity to order discounted instructional material for the eligible
child’s personal use; and
(3) parents or guardians of an eligible child or children consent to the offering of such incentives.
D. All school districts, public schools, including charter schools and all state-approved
supplemental educational services providers who offer or plan to offer supplemental educational services in
New Mexico, shall adhere to the following requirements:
(1) Each supplemental educational services provider must use a sliding hourly fee schedule when
invoicing eligible school districts for services rendered. The sliding hourly fee schedule shall compart as
follows:
(a) A supplemental educational services provider may charge the eligible school district its
full hourly amount if the tutor has a valid teaching license or a four year degree or greater from an accredited
university or college, and the per pupil cap will not be ratably reduced based on the education level of the tutor
providing supplemental educational services.
(b) A supplemental educational services provider may charge the eligible school district
eighty-five percent of its hourly amount if the tutor has less than a four year degree, but more than an associates
of arts degree, or its equivalent of forty-eight (48) credit hours, from an accredited post secondary institution,
and the per pupil cap will be ratably reduced by fifteen percent based on the education level of the tutor
providing supplemental educational services.
(c) A supplemental educational services provider may charge the eligible school district
seventy-five percent of it hourly amount if the tutor has less than an associates of arts degree, or its equivalent
of forty-eight (48) credit hours, from an accredited post secondary institution but more than a high school
diploma, and the per pupil cap will be ratably reduced by twenty-five percent based on the education level of
the tutor providing supplemental educational services.
(2) Eligible students are students from low-income families who attend Title I schools that are in
their second year of school improvement, in corrective action, or in restructuring. Eligibility is not dependent
on whether the student is a member of a subgroup that caused the school to not make AYP or whether the
student is in a grade that takes the statewide assessments. If the funds available are insufficient to provide
supplemental educational services to each eligible student whose parent requests those services, the LEA must
give priority to providing services to the lowest-achieving eligible students. In this situation, the LEA shall use
objective criteria to determine the lowest-achieving students.
(3) Supplemental educational services providers must use a department-approved pre- and post-
assessment instrument to measure the gains that students achieve through supplemental educational services.
(4) Only Title I schools that have received a school designation of school improvement year 2,
corrective action or restructuring are required to offer supplemental educational services.
E. Supplemental education services providers must adhere to the following program parameters:
(1) Supplemental educational services providers must demonstrate the capacity to provide an
adequate number of contact hours to contribute to student achievement within fair market value for the state
approved providers.
(2) Invoices submitted by supplemental educational services providers must accurately reflect
the tutor to student ratio of the tutoring session and the qualifications of the tutor providing services. The
invoiceable tutor to student ratios shall compart as follows:
(a) A supplemental educational services provider that maintains a tutor: student ratio of
one tutor to three students or less may charge the eligible school district the full hourly amount based on tutor
qualifications.
(b) A supplemental educational services provider that maintains a tutor to student ratio of
one tutor to four students, one tutor to five students, or one tutor to six students may charge the eligible school
district eighty-five percent of its hourly amount based on tutor qualifications.
(c) A supplemental educational services provider that maintains a tutor to student ratio of
one tutor to seven students or greater may only charge the eligible school district fifty percent of its hourly
amount based on tutor qualifications.
(3) The length of any supplemental educational services session must be developmentally
appropriate considering the age of the student participating in supplemental educational services.
(4) Each supplemental educational services provider must ensure that the academic services
provided to each student are consistent with the individual school district curriculum and state performance
standards.
(5) Each student who is enrolled in supplemental educational services must have a student
improvement plan, with goals relating to academic improvement based on state standards in place and approved
by parents or guardians, appropriate school personnel and chosen supplemental educational services provider
before any invoice for services rendered may be paid.
(6) Each student who is enrolled with an approved supplemental educational services provider
must be pre-and post-tested, with a department-approved instrument. Students must be pre-tested in order to
determine student achievement goals. Students must be post-tested when they have completed the program to
document progress.
(7) Parents or guardians, and appropriate school personnel must be notified of student progress in
a format that is easily understandable.
F. Supplemental educational services providers must conduct on-site audits of their services.
G. Eligible school districts must conduct on-site audits of supplemental educational services
providers.
H. The department will conduct on-site audits of supplemental educational services providers
and eligible school districts.
I. Each eligible school district and supplemental educational services provider will collect and
submit all relevant student data to the department or its authorized contractor upon request.
J. Each eligible school district and supplemental educational services provider will attend all
department sponsored meetings regarding the implementation and success of supplemental educational services.
K. All existing and interested supplemental educational services providers must submit an
application to become a supplemental educational services provider for the 2006-07 school year. All successful
applicants will apply every four years to continue to provide supplemental educational services. The
application process will be held annually.
L. If a supplemental educational services provider is removed from the approved list, the
supplemental educational services provider must wait a minimum of two years before they may reapply to
become a supplemental educational services provider in the state of New Mexico.
[6.19.6.8 NMAC - N, 08/15/05; A, 08/31/06]
6.19.6.9 UNFAIR PRACTICES: Supplemental educational services funds are funds that have been
provided by grant to the department. The department disburses these funds to school districts and charter
schools for purposes of reimbursing providers for services performed pursuant to professional services contracts
entered into with providers. For purposes of performing supplemental educational services and as a condition
of receipt of these public funds, it shall constitute an unfair practice for providers to offer or provide any
incentive other than those allowed by this rule, to have school or school district administrators or charter school
administrators work for or act on the behalf of any supplemental educational services provider, or to recruit in a
way that is not in accordance with established guidelines and the policies of this rule.
A. School districts or charter school employees who learn that a supplemental educational
services provider has offered to or actually provided an incentive other than those allowed by this rule, shall:
(1) promptly notify the provider in writing to cease and desist this practice immediately,
(2) promptly notify any parent or guardian that any incentive other than those allowed by this
rule may not be offered by a provider and may not be accepted by the parent or guardian, and
(3) notify the department in writing if a provider fails or refuses to cease or desist in offering or
providing non-allowed incentives.
B. The department upon receiving a written notification under this section or upon receiving a
complaint from any other sources, may, after verifying such offering:
(1) notify the provider in writing to cease and desist this practice immediately because any
incentive other than those allowed by this rule may not be offered by a provider nor accepted by the parent or
guardian;
(2) notify parents or guardians that any incentive other than those allowed by this rule may not
be offered by a provider and may not be accepted by the parent or guardian;
(3) notify appropriate authorities of suspected conduct that may constitute soliciting or receiving
illegal kickbacks in whole or in part with public money.
C. Beginning with the 2006-2007 school year, school district administrators or charter school
administrators may not, under any circumstances, hold a position or work on behalf of any supplemental
educational services provider.
D. Beginning with the 2006-2007 school year if a school district or charter school employee
learns that a supplemental educational services provider is recruiting in a way that is not in accordance with
established guidelines and the policies of this rule, that person shall:
(1) promptly notify the provider in writing to cease and desist this practice immediately; and
(2) notify the department in writing if a provider fails or refuses to cease or desist in recruiting
non-eligible students for their program.
E. Eligible school district personnel may not show favoritism to any supplemental educational
services provider and must provide parents with information about all state approved supplemental educational
services providers serving the school district.
[6.19.6.9 NMAC - N, 08/15/05; A, 08/31/06]
6.19.6.10 REMOVAL OF PROVIDERS: Supplemental educational services providers must
strictly adhere to their approved application and the policies of this rule. If any provider demonstrates a
pervasive pattern of violating any aspect of their application or any part of this rule they will be removed from
the state approved list of supplemental education services providers. Providers will be removed from the state
approved list of supplemental educational services providers if there are any violations of test security of the
New Mexico standards based assessment. In addition, providers will be removed for failing to contribute to the
academic improvement of students as determined by the state evaluation. Each supplemental educational
services provider that is to be removed may ask for an opportunity to clarify reasons for dismissal and request
an appeal.
[6.19.6.10 NMAC - N, 08/31/06]
HISTORY OF 6.19.6 NMAC: [Reserved]