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SPECIFICATIONS FOR

EXTERNAL EVALUATOR RFP - FO # 2021/11/11 EE

Please read and follow the attached Instructions and Specifications carefully. Failure to follow Instructions and Specifications may result in rejection of your proposal.

Introduction:

Subject to the conditions set forth in this Request for Proposal, HCCC is requesting sealed Proposals for

the following project:

Issued: November 30, 2021

Deadline for Questions: December 6, 2021

Response to Questions: December 7, 2021

`

PROPOSAL DUE DATE: December 16, 2021

Proposals Must Be Delivered to:

Any question need to be submitted in writing to Jeff Roberson Jr.

Mr. Jeff Roberson Jr., MBA

Director of Contracts and Procurement

Hudson County Community College

26 Journal Square, 14th Floor

Jersey City, NJ 07306

Telephone: 201-360-4054

Email: jrobersonjr@@hccc.edu

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FAIR AND OPEN PROPOSAL External Evaluator – RFP 2021/11/11 EE

Background: Hudson County Community College (HCCC) serves one of the most ethnically diverse and

densely populated communities in the United States. The College is a vibrant, urban institution of higher education whose mission is to provide its diverse communities with inclusive, high-quality educational programs and services that promote student success and upward social and economic mobility.

HCCC’s student body is diverse and accomplished. More than 90% of HCCC’s students receive scholarships, grants, and loans to finance their education, and the College’s extensive financial aid program helps connect students with the resources they need. To date, the College’s

Foundation has raised over $3.5 million for student scholarships, and HCCC ranks first in the state of New Jersey for its award of Community College Opportunity Grant funds. About half of its more than 12,000 credit students identify as Hispanic, and more than 33% of all students were born outside of the U.S. In 2021, HCCC had two students selected from a national applicant pool

to receive the prestigious Jack Kent Cooke Foundation’s Undergraduate Transfer Scholarship. Hudson County Community College has three campuses. The largest campus is located at the heart of Jersey City’s Journal Square, which is approximately 20 minutes from New York City.

The College also has a North Hudson Campus, located in Union City, New Jersey and an additional location at the Hudson County Schools of Technology in Secaucus, New Jersey. The College offers 60 degree and certificate programs and more than 300 daytime, evening, and weekend courses throughout its three-campus network. In addition to its degree programs and

courses, HCCC offers a wide array of non-credit classes and programs designed to develop professional skills, provide occupational training, teaches languages and culinary skills, and enrich personal and cultural knowledge.

Hudson County Community College is committed to delivering high-quality educational experiences. HCCC is a member of the Achieving the Dream network of community colleges. Achieving the Dream is a national reform network of high-performing community colleges that are focused on leveraging data-informed best practices to promote equitable outcomes.

The College boasts several signature programs, including a nationally recognized Culinary Arts Institute and a Nursing Program. The College’s Culinary Arts Institute is one of only three programs in the New York Metropolitan region to hold accreditation from the Accrediting

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. Graduates of HCCC’s Nursing Program consistently pass the licensure exam in large numbers. The College recently announced the dedication of the

Bloomberg Finance Lab, which provides students with real-world experience to prepare them for employment in banks, corporations, and government agencies.

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FAIR AND OPEN PROPOSAL External Evaluator – RFP 2021/11/11 EE

The College also supports students’ educational experiences outside the classroom. The College’s Center for Academic and Student Success, award-winning Abegail Douglas Johnson Academic Support Services Center, and Office of Mental Health Counseling and Wellness assist students in outlining their academic, career, and personal journeys.

A leader in workforce development, HCCC hosted The Aspen Institute’s Workforce Leadership Academy, which was the first to be offered in partnership with a community college. The Hudson County Workforce Leadership Academy was funded through a combination of public

and private donors that included JPMorgan Chase, The Harry and Jeanette Weinberg Foundation, The W.K. Kellogg Foundation, the County of Hudson, the Lefrak Family, and Mack-Cali.

Scope of Services:

Hudson County Community College (HCCC) was recently awarded a Title V Grant through the U.S. Department of Education. HCCC seeks an External Evaluator for The Golden Door/La

Puerta Dorada project. The grant award is for approximately $3 million over five years. The initial contract is for 2 years after which the option for year 3 will be reviewed. In alignment with the College’s new 2021-24 Strategic Plan, Hudson is Home[1], The Golden

Door/La Puerta Dorada project aims to improve momentum, persistence, retention, and graduation rates for English Language Learners (ELLs). The Golden Door/La Puerta Dorada project seeks to realize these goals through three activities, including curriculum development and revision, the provision of wraparound support services for ELLs, and the provision of

professional development for faculty and staff focused on the needs of ELLs through the lens of Diversity, Equity, and Inclusion principles. Fundamentally, the core objective is to improve college completion rates for Hispanic and low-

income students through the delivery of multi-dimensional programming. [1]Hudson County Community College 2021-24 Strategic Plan. https://www.hccc.edu/abouthccc/vision/strategic-plan.html

The Role:

Reporting to the Vice President for Academic Affairs, the External Evaluator will oversee the project from inception, including evaluation planning, primary data collection and

report writing in addition to final analysis at the conclusion of the project period. The Evaluator will work collaboratively with all Puerta Dorada team members to ensure that the project achieves all key milestones by the end of the project period.[1]

[1] No cost extension may be granted per the Department of Education. https://www.ed.gov/fund/grants-manage.html

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FAIR AND OPEN PROPOSAL External Evaluator – RFP 2021/11/11 EE

Key Responsibilities:

The Evaluator will provide objective assessment of project initiation, implementation, and conclusion at the end of the contract period.

The Evaluator will work with faculty and staff to deliver high quality outcomes for all

grant activities, monitoring the activities and objectives contained in the grant application and the goals sought by the project. (See Appendix A)

The Evaluator will provide formative [1] and summative [2] evaluations and produce annual reports that are transparent, truthful and of high quality for sharing with senior

administration and the U.S. Department of Education.

The Evaluator will work with the business office to gather and evaluate fiscal data for monitoring and reporting purposes.

The Evaluator will gather and analyze data for the purposes of compliance and reporting, adhering to ED guidelines. (See Appendix B)

The Evaluator will work with the Executive Director of Institutional Research to measure and analyze data for all key objectives of the project. (See Appendix C)

The Evaluator will also serve in a third-party advisory capacity to provide objective, unbiased advice and assist key personnel with decision making and new strategies as necessary.

The Evaluator will assess and provide participatory evaluation [3] through close collaboration with the Project Director, Activity Coordinators, and other members of college community throughout all phases of the project.

The Evaluator will convene and record meetings with the Project Director and Activity

Coordinators to review matters related to the grant project and suggest solutions and strategies to address any challenges that may arise. (See Appendix D)

[1] Formative evaluation—Evaluation undertaken in the initial stages of program operation to

inform program development and implementation, exploration of alternative approaches. [2] Summative evaluation—Evaluation of the overall worth of the program after it is in operation.

[3] Participatory evaluation—Evaluation that involves the stakeholders of a program or policy in the evaluation process.

Required Qualifications:

Master’s degree in Education or related field.

Experience coordinating grant funded projects.

Experience working with federal grant budgets.

Experience reporting GPRA [1] measures and goals in G5.

Experience managing contracts.

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Experience working with higher education faculty.

Expertise in project evaluation, data collection and analysis.

Knowledge of HCCC and its policies, procedures, and aspirations.[2]

Ability to remain objective and unbiased. [1] Government Performance Results Act https://www.g5.gov/WebBanner.html

[2] Please see Hudson County Community College 2021-24 Strategic Plan. https://www.hccc.edu/abouthccc/vision/strategic-plan.html

Appendix A See External Evaluator-Narrative Extract (1)

Project Evaluation

The External Evaluator will be responsible for providing an objective analysis of HCCC’s ability to

achieve the following project goals:

Goal 1: Improve retention and graduation rates for English Language Learners by restructuring ESL

programming inclusive of curriculum redesign, intake/placement protocol review, formalized ESL

learning communities, summer bridge, and student credit load limits. (Activity 1: ESL Pathway

Academy)

Goal 2: Improve student persistence and student momentum through the development of a three- credit

College Student Success (CSS) course, that includes a revised curriculum taught in the student’s native

language and a supplemental ESL component. (Activity 1: ESL Pathway Academy)

Goal 3: Develop and offer a comprehensive set of student support strategies to improve the retention

of English Language Learners through the creation of an ESL Resource Center. (Activity 2: ESL

Resource Center)

Goal 4: Increase faculty/staff understanding and knowledge of the instructional needs of ESL students

through their participation in professional development programming that address equity, inclusion, and

andragogical needs specific to English Language Learners. (Activity 3: Faculty/Staff Development)

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FAIR AND OPEN PROPOSAL External Evaluator – RFP 2021/11/11 EE

This evaluation plan is designed to assess the completion of each of the Performance Indicators

associated with the three Activities described in the proposal. These indicators will serve as

benchmarks that the External Evaluator will monitor to assess progress in meeting the overall project

goals and objectives. Final summative evaluation of the project will address the outcomes of each

activity and summarize the cumulative impact. These reports will ultimately measure the project’s

efficacy in fulfilling the purpose of the Title V grant program: to expand educational opportunities for

and improve the academic attainment of Hispanic students.

Goals, Objectives, and Corresponding Milestones

The following chart details milestones that will serve as performance indicators for the attainment

of each objective and goal. The grant administrators will work in collaboration with the External

Evaluator 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 activity

throughout the life of the Title V grant.

Table 17: Grant Milestones for Evaluation

Milestones Responsible Party Date Completed

Goal 1: Improve retention and graduation rates for English Language Learners by restructuring ESL programming to include curriculum redesign, intake/placement

protocol review, formalized ESL learning communities, summer bridge and student credit

load limits.

Objective 1.A: By Year One, redesign placement protocol for low beginning students (enrolled in ESL 020 and ESL 121) to 6-credit curriculum ESL sequence, with a 3 credit co-requisite placement

in College Student Success.

1.A.1. Identify ESL and placement specialists from

HCCC and schedule regular redesign meetings

Activity 1 Director, ESL Specialist, Project Director

12/1/2021

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1.A.2 Confirm baseline number of individuals placing in ESL 020 and ESL 121 with Executive

Director of Institutional Research

Project Director, External Evaluator

12/1/2021

1.A.3 Gain approval for redesigned placement protocol from senior administrators and begin

offering restructured sequence

Activity 1 Director,

Project Director

9/30/2022

Objective 1.B: By Year One, align ESL curriculum for Level 2, 3, and 4 students to integrate expanded student support services offered through the ESL Resource Center.

1.B.1 Identify ESL and curriculum specialists at HCCC and schedule regular meetings to review and align

curriculum for Levels 2, 3, 4

Activity 1 Director, ESL Specialist,

Project Director

12/1/2021

1.B.2 Gain necessary approval from ESL Department Chair and administration to begin offering aligned

curriculum

Activity 1 Director,

Project Director

9/30/2022

1.B.3 Identify necessary support services with evidence base for effectiveness and create data collection mechanism to monitor usage

Activity 1 Director,

Project Director

9/30/2022

Objective 1.C: From Years 2 to 5, increase retention rates of ESL students by 3% annually.

1.C.1 Confirm baseline retention numbers with

Executive Director for Institutional Research

Project Director,

External Evaluator

12/1/2021

1.C.2 Measure and analyze year-over-year retention

rates in cooperation with ED for IR and PD

External Evaluator, Project Director,

Executive Director

for Institutional

Research

9/30/2023,

9/30/2024,

9/30/2025,

9/30/2026

Objective 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 for ESL students with ED for IR

External Evaluator, Project Director

12/1/2021

1.D.2 Measure and analyze 3-year graduation rates in cooperation with ED for IR and PD

External Evaluator, Project Director,

Executive Director

for Institutional Research

9/30/2024,

9/30/2025,

9/30/2026

Objective 1.E: By Summer of Year 1, develop accelerated learning curriculum delivered through a summer bridge/boot camp option.

1.E.1 Identify team to develop accelerated learning curriculum and schedule regular meetings

Activity 1 Director 1/30/2022

1.E.2 Create curriculum, identify faculty to deliver, and structure delivery for summer bridge/boot camp and

submit for approval

Activity 1 Director, Faculty

5/31/2022

1.E.3 Create anonymous data collection process to measure enrollment, persistence, and completion of

summer bridge/boot camp.

Project Director,

External Evaluator

5/31/2022

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1.E.4 Deliver summer bridge/boot camp Activity 1 Director, Project Director,

Faculty

9/30/2022,

9/30/2023,

9/30/2024,

9/30/2025,

9/30/2026

Goal 2: Improve student persistence and student momentum through the development of a three

credit College Student Success (CSS) course, that includes a revised curriculum that will be taught in the student’s native language and a supplemental ESL component.

Objective 2.A: By Year One, redesign College Student Success (CSS) course curriculum that addresses traditional student success objectives (college processes, time management, effective study

skills) and integrates Student Learning Outcomes related to financial literacy, civics, career planning,

and workforce development opportunities.

2.A.1 Assemble appropriate team and schedule regular meetings with curriculum redesign specialists and

appropriate faculty

Activity 1 Director, Project Director,

ESL Specialist

12/1/2021

2.A.2 Gain approval for redesigned CSS course and begin offering to qualifying students

Activity 1 Director, Project Director

9/30/2022

Objective 2.B: By Year One, hire and train bilingual faculty instructors for the redesigned CSS course curriculum.

2.B.1 Bilingual faculty instructor roles posted Project Director, HCCC Human

Resources

12/1/2021

2.B.2 Bilingual faculty members hired and onboarded, knowledgeable about goals of Title V

grant project and poised to deliver revised CSS

curriculum

Project Director, Activity 1 Director,

HCCC Human

Resources

9/30/2022

Objective 2.C: From Years 2 to 5, increase retention rates of ESL students by 3% annually.

2.C.1 Confirm baseline retention numbers with

Executive Director for Institutional Research

Project Director,

External Evaluator

12/1/2021

2.C.2 Measure and analyze year-over-year retention

rates in cooperation with ED for IR and PD

External Evaluator, Project Director,

Executive Director for Institutional

Research

9/30/2023,

9/30/2024,

9/30/2025,

9/30/2026

Goal 3: Develop and offer a comprehensive set of student support strategies to improve the retention 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 programming through the ESL Resource Center.

3.A.1 Identify research-based support services for bilingual students. Create strategy menu, schedule, and

processes for implementation for approval

Activity 2 Director 9/30/2022

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Objective 3.B: From Years 2 to 5, increase the number of ESL students using learning assistance and student support systems offered through the ESL Resource Center by 10%

annually.

3.B.1 Establish baseline for ESL students using the ESL Resource Center offerings

External Evaluator, Project Director

12/1/2021

3.B.2 Create data collection process to track ESL Resource Center usage by number of individuals and

type of support service requested

External Evaluator, Activity 2 Director,

Project Director

12/1/2021

3.B.3 Measure and analyze usage data External Evaluator, Activity 2 Director,

Project Director

9/30/2023,

9/30/2024,

9/30/2025,

9/30/2026

Objective 3.C: From Years 2 to 5, introduce Academic Coaches to assist ESL students during lecture

classes, workshops, and laboratory modules of courses.

3.C.1 Identify and train Academic Coaches Activity 2 Director 9/30/2023

3.C.2 Develop data tracking process by which efficacy

of Academic Coaches can be monitored, to include frequency and types of support offered, and student

persistence

Activity 2 Director, External Evaluator

9/30/2023

3.C.3 Measure and analyze student performance on a continuous basis to inform evolution of Academic Coach

activity

Activity 2 Director,

External Evaluator

9/30/2024,

9/30/2025,

9/30/2026

Objective 3.D: By Year One, partner with Career Services and Workforce Development Offices to integrate service offerings within the ESL Resource Center.

3.D.1 Assemble coalition to identify available resources and create plan for ESL Resource Center

integration

Activity 2 Director, Project Director,

Career Services and

Workforce

Development lead

staff

12/1/2021

3.D.2 Develop data collection system for tracking usage of available services

Activity 2 Director, External Evaluator

9/30/2022

3.D.3 Begin offering suite of services through ESL Resource Center and tracking usage

Activity 2 Director 9/30/2023

Objective 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 in collaboration with content experts

Activity 2 Director, Project Director

12/1/2023,

12/1/2024,

12/1/2025, 12/1/2026

3.E.2 Create feedback survey to be administered at the conclusion of each workshop that also assesses appetite

for future workshops

Activity 2 Director, External Evaluator

12/1/2023

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3.E.3 Analyze attendance information and feedback surveys to refine offerings and address participant needs

Activity 2 Director,

External Evaluator

Continuous

Objective 3.F: By Year One, implement an enhanced proactive and intrusive advising and tutoring model for ESL students.

3.F.1 Establish protocol for intrusive advising with incentives and tracking methodology and gain HCCC

senior administration approval for implementation

Project Director, Activity 2 Director

12/1/2021

Goal 4: Increase faculty/staff understanding, knowledge of the instructional needs of ESL students through their participation in professional development programming that address

equity, inclusion, and andragogy needs specific to English Language Learners.

Objective 4.A: By Year One integrate offerings by the Office of Faculty and Staff Development and the Center for Teaching, Learning, and Innovations that address equity, inclusion, and

andragogy needs specific to English Language Learners.

4.A.1 Review current offerings and identify existing workshops that address diversity, equity, and inclusion

Activity 3 Directors 12/1/2021

4.A.2 Create schedule for annual offerings and identify guest presenters to deliver workshops related to equity,

inclusion, and the andragogy needs specific to English

Language Learners

Activity 3 Directors 10/30/2022,

10/30/2023,

10/30/2024,

10/30/2025

Objective 4.B: From Years 2 to 5, offer monthly scheduled professional development activities to faculty and staff that address around diversity, equity, inclusion, and best practices for supporting English Language Learners in a nurturing learning environment.

4.B.1 Offer monthly workshops and track attendance Activity 3 Directors Continuous

4.B.2 Create and administer feedback survey to assess sessions and solicit information on desired

future topics from participants

Activity 3 Directors,

External Evaluator

Continuous

\

Logic Model (Outcomes)

Resources - To implement program and

accomplish the activities, we need:

Activities - To address the problem of

practice, we need the following actions/activities:

Outputs - What evidence of service delivery will exist?

Short and

Long-term Outcomes -

If achieved these activities will lead to the

following changes in 1-

3 and 4-6

years:

Impact - If accomplished, these activities will lead to the following

changes in 7-

10 years:

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Project Director, Activity Coordinator,

Faculty Release Time

ESL Pathway

Academy

Redesigned gateway to

academic ESL Program;

Expanded co- requisite

opportunities for academic-level

ESL students

Improved retention and

graduation rates;

increase tuition

revenue

Higher completion rates; Reducing equity

gaps

Activity

Coordinator, ESL Academic

Coaches, Financial Literacy Curriculum,

Space

ESL Resource

Center

Expanded ESL- specific CSS

orientation class includes financial literacy and major

and career exploration; and

Academic coaches hired and assigned

to co-requisite content classes

Improved retention and

graduation rates;

increase tuition

revenue

Higher completion rates;

Reducing equity gaps

Activity Coordinator, Faculty/ Staff

time, Digital Resources, Training space and curriculum

Faculty/ Staff

Development

Monthly ESL- specific

professional

development workshops with focus on equity, inclusion, and

andragogy

Increased

engagement as faculty/

professional

staff

Higher

completion rates; Reducing equity

gaps

Appendix B Grantees 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 of each calendar year and closes 90 days thereafter. (APR due January 2023)

Reporting https://www2.ed.gov/programs/idueshsi/performance.html

Laws, Regulations and Guidance https://www2.ed.gov/programs/idueshsi/index.html

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Appendix C

See 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 Terms

Objectives in Measurable Terms Performance Indicators

Year One: 2021-2022

1.1 By 9/30/22, redesign placement protocol for low beginning students (enrolled in ESL 020 and ESL 121) to 6-credit curriculum ESL

sequence, with a 3-credit co-requisite placement in College Student Success.

Redesigned ESL placement protocol is utilized for 100% of all incoming low beginning ESL students, that includes a 6

credit ESL course, with a 3 credit co-requisite placement in College Student Success.

1.2 By 9/30/22, redesign College Student Success (CSS) course curriculum that addresses traditional student success objectives (college processes, time management, effective study skills) and integrates Student Learning Outcomes related to financial literacy, civics, career planning, and workforce development opportunities.

Enroll 100% of all incoming low beginning ESL students in College Student Success that includes a 6 credit co-requisite ESL course.

1.3 By 9/30/22, align ESL curriculum for Level 2, 3, and 4 students to integrate expanded student support services offered through the ESL Resource Center.

100% of all Level 2, 3, and 4 students will be assigned an academic coach and/or peer mentor through the ESL Resource Center.

1.4 By 5/30/22, develop accelerated learning curriculum delivered through a summer

bridge/boot camp option.

Enroll 20% of all incoming low beginning ESL students to participate in summer

bridge/boot camp program. 1.5 By 9/30/22, hire and train 2 bilingual

faculty instructors for the redesigned CSS course curriculum.

100% of CSS courses will have bilingual

faculty assigned to support instruction.

1.6 By 9/30/22, design and offer student support service bilingual programming through the ESL Resource Center.

100% of services offered through the ESL Resource Center will be available in Spanish.

1.7 By 9/30/22, partner with Career Services and Workforce Development Offices to

integrate service offerings within the ESL/CSS Course models and ESL Resource Center.

Documentation of Career Services and Workforce Development program

implementation framework within the ESL/CSS Course models and ESL Resource Center.

1.8 By 9/30/22, implement an enhanced proactive and intrusive advising and tutoring

model for ESL students.

100% of all ESL students will be assigned an academic coach and/or peer mentor through

the ESL Resource Center.

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1.9 By 9/30/22 integrate offerings by the Office of Faculty and Staff Development and the Center for Teaching, Learning, and Innovations that address equity, inclusion, and andragogy needs specific to English Language Learners.

Documentation of Golden Door/La Puerta Dorada professional development program implementation framework.

1.10 Identify and select 20% of faculty and

staff for cohort #1 professional development training that address diversity, equity, inclusion, and best practices for supporting English Language Learners in a supportive

learning environment.

20% of faculty and staff will participate in

majority of professional development activities.

Year 2: 2022-2023 2.1 By 9/30/23, increase one-year retention

rates of ESL students by 3% over 2018-19 baseline of 49%.

52% of the 2021-22 ESL cohort is retained.

2.2 By 9/30/23, offer sufficient course sections that includes a 6-credit ESL course, with a 3-credit co-requisite placement in College Student Success.

Enroll 100% of all incoming low beginning ESL students in College Student Success that includes a 6 credit co-requisite ESL course.

2.3 By 9/30/23 provide enhanced proactive

and intrusive advising and tutoring model for ESL students.

100% of all ESL students will be assigned an

academic coach and/or peer mentor through the ESL Resource Center.

2.4 By 9/30/23, increase the number of ESL students using learning assistance and student support systems offered through the ESL

Resource Center on a weekly basis by 10% annually.

Establish student weekly utilization baseline in 2020-21, and increase by 10%

2.5 Identify and select 20% of faculty and staff for cohort #2 professional development training that address diversity, equity, inclusion, and best practices for supporting

English Language Learners in a supportive learning environment.

20% of faculty and staff will participate in majority of professional development activities.

Appendix D

Project 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.

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PROPOSAL EVALUATION

A. Submission of Proposals. All proposals shall include an original and two copies.

B. Evaluation Procedure and Criteria. Hudson County Community College's

Executive Director and appropriate staff will review proposals and make

recommendations to the Board of Directors for final approval. The Executive

Director and Board of Directors may request a meeting with some qualified

Proposers before final selection. Proposals will be reviewed in accordance with

the 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 evaluations

4. Cost.

5. Interviews, if conducted.

Please send the proposal to the attention of:

Jeff Roberson, Jr.

Director of Contracts and Procurement

Hudson County Community College

26 Journal Square - 14 th Floor

Jersey City, New Jersey 07306

Telephone #: )201) 360-4054

Fax #: (201) 656-8961

FAIR AND OPEN PROPOSAL External Evaluator – RFP 2021/11/11 EE

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STATEMENT OF OWNERSHIP DISCLOSURE

N.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 proposal

submissions. Failure to submit the required information is cause for automatic rejection of the

proposal 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 percent

or more of its stock, of any class, or of all individual partners in the partnership who own a 10 percent or

greater interest therein, or of all members in the limited liability company who own a 10 percent or greater

interest therein, as the case may be. (COMPLETE THE LIST BELOW IN THIS SECTION) OR

No one stockholder in the corporation owns 10 percent or more of its stock, of any class, or no individual

partner in the partnership owns a 10 percent or greater interest therein, or no member in the limited liability

company owns a 10 percent or greater interest therein, as the case may be. (SKIP TO PART IV)

(Please attach additional sheets if more space is needed):

Name of Individual or Business Entity Home Address (for Individuals) or Business Address

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Part III DISCLOSURE OF 10% OR GREATER OWNERSHIP IN THE STOCKHOLDERS,

PARTNERS OR LLC MEMBERS LISTED IN PART II

If a Proposer has a direct or indirect parent entity which is publicly traded, and any person holds a

10 percent or greater beneficial interest in the publicly traded parent entity as of the last annual

federal Security and Exchange Commission (SEC) or foreign equivalent filing, ownership disclosure

can be met by providing links to the website(s) containing the last annual filing(s) with the federal Securities

and Exchange Commission (or foreign equivalent) that contain the name and address of each person holding

a 10% or greater beneficial interest in the publicly traded parent entity, along with the relevant page numbers

of the filing(s) that contain the information on each such person. Attach additional sheets if more space

is needed.

Website (URL) containing the last annual SEC (or foreign equivalent) filing Page #’s

Please list the names and addresses of each stockholder, partner, or member owning a 10 percent or greater

interest in any corresponding corporation, partnership, and limited liability company (LLC) listed in Part II

other than for any publicly traded parent entities referenced above . The disclosure shall be continued

until names and addresses of every noncorporate stockholder, and individual partner, and member

exceeding the 10 percent ownership criteria established pursuant to N.J.S.A. 52:25-24.2 has been listed.

Attach additional sheets if more space is needed.

Stockholder/Partner/Member and

Corresponding Entity Listed in Part II

Home Address (for Individuals) or Business Address

Part IV Certification

I, being duly sworn upon my oath, hereby represent that the foregoing information and any attachments thereto

to the best of my knowledge are true and complete. I acknowledge: that I am authorized to execute this

certification on behalf of the Proposer/proposer; that the Hudson County Community College (“College”) is

relying on the information contained herein and that I am under a continuing obligation from the date of this

certification through the completion of any contracts with the College to notify the College in writing of any

changes to the information contained herein; that I am aware that it is a criminal offense to make a false

statement or misrepresentation in this certification, and if I do so, I am subject to criminal prosecution under

17

the law and that it will constitute a material breach of my agreement(s) with the, permitting the College to

declare any contract(s) resulting from this certification void and unenforceable.

Full Name (Print): Title:

Signature: Date:

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NON-COLLUSION AFFIDAVIT

STATE OF NEW JERSEY/______________________________

Specify, of Other

COUNTY OF______________________________

I, _________________________________________, of the (City, Town, Borough) of

______________________________ State of ______________________________, of full age, being duly

sworn according to law on my oath depose and say that:

I am ______________________________ of the firm of ______________________________, the

Proposer making the Proposal for the above named contract, and that I executed the said Proposal with full

authority to do so; that said Proposer has not, directly or indirectly, entered into any agreement, participated

in any collusion, or otherwise taken any action in restraint of free, competitive proposal in connection with

the above named contract; and that all statements contained in said Proposal and in this affidavit are true

and correct, and made with full knowledge, and the State of New Jersey relies upon the truth of the

statements contained in this affidavit in awarding the contract for the said contract.

I further warrant that no person or selling agency has been employed or retained to solicit or secure such

contract upon an agreement or understanding for a commission, percentage, brokerage or c ontingent fee,

except bona fide employees or bona fide established commercial or selling agencies maintained by

______________________________.

Name of Vendor

(N.J.S.A. 52:34-15)

By:______________________________

(Signature of Authorized Representative)

Subscribed and sworn to before me

this ____ day of _______, 20__.

______________________________

(Seal) Notary Public of New Jersey/

Specify Other State

My Commission Expires ______________ 20__

19

HUDSON COUNTY COMMUNITY COLLEGE

DISCLOSURE OF INVESTMENT ACTIVITIES IN IRAN

Name of Bidder: _____________________________________________________________

Pursuant to Public Law 2012, c. 25, any person or entity that submits a bid or proposal or otherwise proposes

to enter into or renew a contract must complete the certification below to attest, under penalty of perjury,

that the person or entity, or one of the person or entity's parents, subsidiaries, or affiliates, is not identified

on a list created and maintained by the Department of the Treasury as a person or entity engaging in

investment activities in Iran. If the Hudson County Community College (“College”) finds a person or entity

to be in violation of the principles which are the subject of this law , they shall take action as may be

appropriate and provided by law, rule or contract, including but not limited to, imposing sanctions, seeking

compliance, recovering damages, declaring the party in default and seeking debarment or suspension of the

person or entity.

I certify, pursuant to Public Law 2012, c. 25, that the person or entity listed above for which I am authorized

to bid/renew:

is not providing goods or services of $20,000,000 or more in the energy sector of Iran, including a person

or entity that provides oil or liquefied natural gas tankers, or products used to construct or maintain pipelines

used to transport oil or liquefied natural gas, for the energy sector of Iran,

OR

is not a financial institution that extends $20,000,000 or more in credit to another person or entity for 45

days or more, if that person or entity will use the credit to provide goods or services in the energy sector in

Iran.

In the event that a person or entity is unable to make the above certification because it or one of its parents,

subsidiaries, or affiliates has engaged in the above-referenced activities, a detailed, accurate and precise

description of the activities must be provided in Part 2 below to the District under penalty of perjury. Failure

to provide such will result in the proposal being rendered as non-responsive and appropriate penalties, fines,

and sanctions will be assessed as provided by law.

PART 2: PLEASE PROVIDE FURTHER INFORMATION RELATED TO INVESTMENT

ACTIVITIES IN IRAN

You must provide a detailed, accurate, and precise description of the activities of the bidding person/entity,

or one of its parents, subsidiaries, or affiliates, engaging in the investment activities in Iran outlined above

by completing the boxes below.

EACH BOX WILL PROMPT YOU TO PROVIDE INFORMATION RELATIVE TO

THE ABOVE QUESTIONS. PLEASE PROVIDE THOROUGH ANSWERS TO EACH

QUESTION.

Name: ________________________________Relationship to Bidder/Offeror: ___________

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Description of Activities:

____________________________________________________________________________

Duration of Engagement: __________________Anticipated Cessation Date: _____________

Bidder/Offeror Contact Name: _______________Contact Phone Number:_______________

Disclosure of Investment Activities in Iran (continued)

Certification: I, being duly sworn upon my oath, hereby represent and state that the foregoing

information and any attachments thereto to the best of my knowledge are true and complete. I

attest that I am authorized to execute this certification on behalf of the above-referenced person or

entity. I acknowledge that the College is relying on the information contained herein and thereby

acknowledge that I am under a continuing obligation from the date of this certification through the

completion of any contracts with the College to notify the College writing of any changes to the

answers of information contained herein. I acknowledge that I am aware that it is a criminal offense

to make a false statement or misrepresentation in this certification, and if I do so, I recognize that

I am subject to criminal prosecution under the law and that it will also constitute a material breach

of my agreement(s) with the College and that the College at its option may declare any contract(s)

resulting from this certification void and unenforceable.

Full Name (Print): _______________________________ Signature: ___________________

Title: _________________________________________ Date: _______________________

21

EXHIBIT A

MANDATORY EQUAL EMPLOYMENT OPPORTUNITY LANGUAGE

N.J.S.A; 10:5-31 et seq. (P.L.1975, c.127)

N.J.A.C. 17:27 et seq.

GOODS, GENERAL SERVICES, AND PROFESSIONAL SERVICES CONTRACTS

During the performance of this contract, the contractor agrees as follows:

The contractor or subcontractor, where applicable, will not discriminate against any employee

or applicant for employment because of age, race, creed, color, national origin, ancestry, marital

status, affectional or sexual orientation, gender identity or expression, disability, nationality or sex.

Except with respect to affectional or sexual orientation and gender identity or expression, the

contractor will ensure that equal employment opportunity is afforded to such applicants in

recruitment and employment, and that employees are treated during employment, without regard to

their age, race, creed, color, national origin, ancestry, marital status, affectional or sexual orientation,

gender identity or expression, disability, nationality or sex. Such equal employment opportunity shall

include, but not be limited to, the following: employment, upgrading, demotion, or transfer;

recruitment or recruitment advertising; layoff or termination; rates of pay or other forms of

compensation; and selection for training, including apprenticeship. The contractor agrees to post in

conspicuous places, available to employees and applicants for employment, notices to be provided

by the Public Agency Compliance Officer setting forth provisions of this nondiscrimination claus e.

The contractor or subcontractor, where applicable will, in all solicitations or advertisements

for employees placed by or on behalf of the contractor, state that all qualified applicants will receive

consideration for employment without regard to age, race, creed, color, national origin, ancestry,

marital status, affectional or sexual orientation, gender identity or expression, disability, nationality

or sex.

The contractor or subcontractor will send to each labor union, with which it has a collec tive

bargaining agreement, a notice, to be provided by the agency contracting officer, advising the labor

union of the contractor's commitments under this chapter and shall post copies of the notice in

conspicuous places available to employees and applicants for employment.

The contractor or subcontractor, where applicable, agrees to comply with any regulations

promulgated by the Treasurer pursuant to N.J.S.A. 10:5-31 et seq., as amended and supplemented

from time to time and the Americans with Disabilities Act.

The contractor or subcontractor agrees to make good faith efforts to meet targeted county

employment goals established in accordance with N.J.A.C. 17:27-5.2.

22

EXHIBIT A (Cont)

The contractor or subcontractor agrees to inform in writing its appropriate recruitment agencies including,

but not limited to, employment agencies, placement bureaus, colleges, universities, and labor unions, that

it does not discriminate on the basis of age, race, creed, color, national origin, ancestry, marital status,

affectional or sexual orientation, gender identity or expression, disability, nationality or sex, and that it will

discontinue the use of any recruitment agency which engages in direct or indirect discriminatory practices.

The contractor or subcontractor agrees to revise any of its testing procedures, if necessary, to assure

that all personnel testing conforms with the principles of job-related testing, as established by the statutes

and court decisions of the State of New Jersey and as established by applicable Federal law and applicable

Federal court decisions.

In conforming with the targeted employment goals, the contractor or subcontractor agrees to review

all procedures relating to transfer, upgrading, downgrading and layoff to ensure that all such actions are

taken without regard to age, race, creed, color, national origin, ancestry, marital status, affectional or sexual

orientation, gender identity or expression, disability, nationality or sex, consistent with the statutes and

court decisions of the State of New Jersey, and applicable Federal law and applicable Federal court

decisions.

The contractor shall submit to the public agency, after notification of award but prior to the execution

of a goods and services contract, one of the following three documents:

Letter of Federal Affirmative Action Plan Approval;

Certificate of Employee Information Report; or

Employee Information Report Form AA-302 (electronically provided by the Division and distributed

to the public agency through the Division's website at:

http:// www.state.nj.us/treasury/contract_compliance/.

The contractor and its subcontractors shall furnish such reports or other documents to the Division

of Purchase & Property, CCAU, EEO Monitoring Program as may be requested by the office from time to

time in order to carry out the purposes of these regulations, and public agencies shall furnish such

information as may be requested by the Division of Purchase & Property, CCAU, EEO Monitoring Program

for conducting a compliance investigation pursuant to N.J.A.C. 17:27-1.1 et seq.

Acknowledged by Vendor

By:___________________________

Print name and title

______________________________

Signature

23

PROPOSAL FORM

HUDSON COUNTY COMMUNITY COLLEGE

26 Journal Square, 14th Floor, Jersey City, New Jersey 07360

RFQ No. Title: Due Date

21-11-11 EE External Evaluator December 16, 2021

Pursuant to public advertisement, we the undersigned hereby declare that we have carefully examined the attached proposal, specifications and instructions.

The undersigned does hereby agree to furnish, deliver, and install, as applicable, at Hudson County Community College the product(s) and/or service(s) described in the attached specifications for the price indicated below. Prices for individual items, where appropriate, are indicated on the attached sheets. The total bid amount is l isted below.

The College may award contracts for individual items, or the entire group. All items are to be shipped Prepaid F.O.B. Destination, with inside delivery if applicable.

Hourly Rate Year #1 $_____________________________Estimated # of Hours 300____________

Lump Sum Total Year #1 ___________________

Written Dollar Amount

Hourly Rate Year #2 $_____________________________Estimated # of Hours 300____________

Lump Sum Total Year #2 _________________

Written Dollar Amount

Optional Hourly Rate Year #3 $_____________________________Estimated # of Hours 300____________

Optional Year #3

Lump Sum Total Year #3 _________________

Written Dollar Amount

24

The Bidder hereby certifies that all the figures, computations and additions used in compiling the bid herein have

been carefully checked and are accurate in all respects and no claims shall be made as a basis for withdrawal of this bid after opening on these grounds.

The Bidder also certifies, by signature below, that he is an authorized dealer or distributor of the products herein

quoted, and documentation from applicable manufacturer(s) is available on request.

Dated this ____________ day of__________20_____.

________________________________ _________________________________

Name of Bidder Print Name and Title ________________________________ _________________________________

Address of Bidder By (Signature)

Telephone No.

Check List

___Proposal Form

___Non-Collusion Affidavit ___Statement of Ownership __ Investment Disclosure form

___Equal Opportunity Statement __ Specification Price Sheet (if required) ___Business Registration Form/Certificate