Huntington Park City Council
May 24, 2022

1. Approve Second Amendment to the Financial Auditing Services Professional Services Agreement between the City of Huntington Park and Eadie + Payne, LLP;and

2. Appropriate $210,000 in account number 111-3010-415.32-40 from General Fund unappropriated fund balance; and

3. Authorize the City Manager to execute the agreement.

END OF REGULAR AGENDA
DEPARTMENTAL REPORTS (Information only)

WRITTEN COMMUNICATIONS

COUNCIL COMMUNICATIONS
Council Member Manuel "Manny" Avila
Council Member Marilyn Sanabria
Council Member Karina Macias
Vice Mayor Eduardo "Eddie" Martinez
Mayor Graciela Ortiz

ADJOURNMENT
The City of Huntington Park City Council will adjourn the May 24, 2022 City Council meeting to a Regular Meeting on Tuesday, June 7, 2022 at 6:00 P.M.

I, Eduardo Sarmiento, hereby certify under penalty of perjury under the laws of the State of California that the foregoing agenda was posted at City of Huntington Park City Hall and made available at www.hpca.gov not less than 24 hours prior to the meeting. Dated this 23rd day of May 2022.
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Eduardo Sarmiento, City Clerk

CITY COUNCIL MEETING AGENDA
May 24, 2022 Page 5 of 5

SUBMITTED BY: TO:

Company Name: GoSchoolBox, Inc. City of Huntington Park, California Contact Name: Lance Smith Eduardo Sarmiento, Office of the City Clerk Contact Email: [email protected] [email protected].

Contact Phone: 408-915-8580 (323) 582-6161 X 3
Address: 1975 Farndon Ave
Los Angeles, CA 94024
6550 Miles Avenue
Huntington Park, CA 90255
TUTORING SERVICES RFP 2022
2 City of Huntington Park, California
Tutoring Services RFP 2022

TABLE OF CONTENTS
Pg. 3 COVER LETTER
Pg. 4 ABILITY TO PERFORM SERVICES
Pg. 8 BACKGROUND AND EXPERIENCES
Pg. 16 CONTRACTUAL PROVISIONS
Pg. 19 ATTACHMENTS
3 City of Huntington Park, California
Tutoring Services RFP 2022

COVER LETTER
May 12, 2022
City of Huntington Park, CA
Attention: Eduardo Sarmiento, Office of the City Clerk
6550 Miles Avenue
Huntington Park, CA 90255
RE: Tutoring Services RFP 2022
Dear Mr. Sarmiento:

We are excited to submit this response to your request for tutoring proposals. GoSchoolBox and Middle Tree are uniquely positioned in the state with our blend of superior technology and tutoring expertise to meet the tutoring and academic support needs of your students. Our partnership has allowed us to focus on delivering academic support to students in the methods best suited for their individual learning styles and at a reasonable cost. We can work with students in small groups or oneon-one as needed. The GoSchoolBox software allows program administrators to set-up, implement, and manage the type of academic support that’s best for the students they serve. Middle Tree hires, trains, and supervises a local team of knowledgeable and skilled tutors specialized in working with students in English, Math, and other core K-12 academic areas.

Our effective partnership model allows each team to focus on the competencies that maximize the academic outcomes for students. We are committed to creating and maintaining deep and lasting partnerships with our clients. We do this by being responsive, action oriented, and laser focused on developing customized service solutions that exceed expectations. Our work with Pomona USD in the Los Angeles area is a great example of our success.

After a careful review and consideration of the services requested in this proposal, we are pleased to present you with the enclosed response.

Respectfully,
Lance Smith, Head of Academic Partnerships
1975 Farndon Ave.

Los Altos, CA 94024
[email protected]
(408) 915-8580
4 City of Huntington Park, California
Tutoring Services RFP 2022

1. ABILITY TO PERFORM SERVICES
Each Proposer must demonstrate the experience, ability, and resources to provide the Services. All items submitted are subject to verification by the City. Each Proposer’s response must include information responsive to the following:
i. Number of available tutors
ii. Previous Program Data
iii. Curriculum and tutoring strategies that will be implemented.

Response – Experience and Ability
GoSchoolBox and Middle Tree both have extensive experience in providing academic support in their respective areas of expertise. For this proposal, we will highlight our highly successful partnership model with Pomona Unified School District. This collaborative relationship will most closely resemble the program structure we envision for the City of Huntington Park.

GoSchoolBox creates an academic support ecosystem which allows the development of customized tutoring programs. We can do this by partnering directly with the school (Pomona USD, Isaac School District #5) or we can partner with a tutoring vendor (Charlotte-Mecklenburg, Metro Nashville Public Schools), municipalities, or community-based organizations. We focus on creating a comprehensive user interface that allows students, tutors, teachers, administrators, and parents to take full advantage of all types of academic support. We empower the program leaders to track the utilization of the tutoring support, generate reports, and evaluate the efficacy of each model.

Although we can partner with any tutoring provider, we believe partnering with Middle Tree as the tutoring vendor for the City of Huntington Park is the best solution.

Middle Tree has extensive experience working with disadvantaged students in the state and can offer both in person and online support. Working together at Pomona USD has shown us the best mechanism for impacting lower performing and at-risk students is with in-person support during the school day or directly after school.

Online support can be used to supplement these lessons as trusting relationships are developed. Middle Tree’s model of screening, hiring, and training tutoring staff local to each area has been instrumental to their success. They have developed an engaging management model which creates individualized learning plans for students and promotes an “unlimited” time model for academic success. 5 City of Huntington Park, California
Tutoring Services RFP 2022
Response – Number of Tutors
Middle Tree currently has over 150 tutors staffed as employees working throughout the state of California. Based on the number of students selected to participate in receiving tutoring and academic support for each of time frames listed (summer and fall) and the desired ratio of one tutor to 1-2 students, Middle Tree would screen and hire the appropriate number of tutors needed. With the City of Huntington Park relatively close to Pomona USD, many current Middle Tree tutors would be able to assist with this project. By hiring tutors local to each area, Middle Tree ensures the best cultural fit between students and tutors. Middle Tree tutor backgrounds will be representative of the students they tutor.

Local tutors for this program have not been hired yet, but will be screened, selected, and trained upon the award of a contract. We will provide a full list of bios and qualifications of these tutors during the implementation and success meetings. The City of Huntington Park will be given the right to remove anyone from the service team that they deem to not be a good fit, for any reason.

Response – Previous Program Data
GoSchoolBox recently completed a case study with Isaac School District # 5 (Phoenix, AZ) and was able to compare the academic test performance of two elementary schools from this past school year. One school received intensive, high dosage tutoring to help offset learning loss from Covid school disruptions and one did not. The students receiving high dosage tutoring support showed statistically significant less learning loss from year over year comparisons when tested again at the end of this year. We will be publishing our results as part of the Association of Latino Administrators & Superintendents later this fall. Our relationship with Pomona USD has expanded as GoSchoolBox and Middle Tree have been selected to provide more tutoring support.

Middle Tree’s expertise and positive impact on student engagement, attendance, and academic performance has led to them replacing other tutoring vendors. We encourage the evaluators of this proposal to reach out to our current clients for additional information as they can provide additional insights. 6 City of Huntington Park, California
Tutoring Services RFP 2022
Response – Curriculum and Tutoring Strategies
GoSchoolBox and Middle Tree will work to iterate the successful program structures that we have implemented previously. Our vision to meet the student needs of the Huntington Park community would be to offer high quality, in-person tutoring support for English and math for the duration of times specified by each program (summer and fall). We can move to a hybrid approach (utilizing our online tutoring whiteboard space) if health and safety conditions necessitate. To be effective and provide a high degree of success with the target population of students, we commit to provide the following:
a. A customized software solution that will provide program administrators and school leaders easy to access data and reporting to prove ROI and facilitate transparency.
b. American Rescue Plan Act record compliancy
c. In person support provided by locally sourced tutors who have been properly screened and trained. These tutors will be regularly evaluated by our staff to ensure instructional quality.
d. Tutors will be supplied with grade appropriate strategies for effective tutoring in English and Math.
e. Tutors will make use of assigned tasks and subjects presented by students, but will supplement curriculum as needed to meet instructional goals f. Planned lessons can be loaded into the software and presented to students according to learning goals
g. All students who receive regular tutoring will have a personalized learning plan developed.
h. All in person and online sessions will be either 1 to 1 or 2 to 1 ratio of students to tutors.
i. Students will be scheduled for a minimum of 4 hours of tutoring per week. j. A dedicated client success representative will work with school personnel to track student attendance and engagement.
k. Our team will be on a first name basis with program leaders and will be responsive to additional needs or unforeseen problems as they arise.

The true differentiator in our partnership model will be the time and effort that our team puts into planning an effective service model for your students. We don’t use a “canned” approach and we won’t just be providing on-demand homework help. Our customized implementation and training plans are integral to the success of the program and ensure we understand the student needs. We put in the “pre-work” to 7 City of Huntington Park, California
Tutoring Services RFP 2022
make sure that all stakeholders are involved in the development of an effective program. As we launch and execute on the plan, our team will establish regular communication and feedback channels to ensure problems are addressed and resolved quickly.

To ensure a successful partnership – we recommend creating a Success Plan with the following meetings and parameters:
a. Introductory meeting with program leaders and other decision makers.

During this meeting we will establish:

I. What success looks like for this program. What are the goals? II. How will the goals be measured and reported?
III. Who are the program points of contact for each level and for escalations?
IV. Communication and marketing plans for students, parents, and community members
V. How will we respond / what actions will we take if we are not meeting goals?
b. Integration and Matriculation meeting
I. How will we track and get information on the students who will be served? (If we use a rostering program – this requires technical integration discussions)
II. How will we communicate with students, parents, and teachers? III. What information on students will be shared? How will we be made aware of student waivers, grades, test scores, IEPs, 504s, etc.? c. Site Visit for in person tutoring
I. Middle Tree staff work with program leaders to survey and determine spaces that will be used for in person tutoring
II. Logistics planning for students (movement to and from tutoring sessions, snacks, etc.)
d. Informational webinars and social media
I. Host and record informational webinars to educate participants, parents, and other staff on the program elements and goals II. Partner with program social media managers to educate and promote tutoring program
e. Weekly or Bi-weekly checkpoint meeting schedule established Using our software, we can track the feedback and learning data associated with each student. As students are referred for our services, we will provide tutoring and 8 City of Huntington Park, California
Tutoring Services RFP 2022
academic support. Our team will closely monitor learning plans for each student and adjust the frequency and type of tutoring as needed. Some types of student pre and post assessments can be conducted as well, if desired.

BACKGROUND AND EXPERIENCE
Describe your or your company’s background and experience in providing tutoring services as described in this RFP. If this is a new company, partnership, or joint venture formed to provide the Services, describe the background and qualifications of each of the tutors that will be providing the Services. Please note this section pertains to your or your company’s PAST experience and CURRENT operations, not the PROPOSED scope of services. Each Proposer’s response must include information responsive to the following:
i. Ownership Description
ii. Description of proposing entity's experience in providing tutoring services; iii. Current operations including employee hiring, training, motivation, promotion policies and accounting methods employed
iv. Contracts History (include contact information for all contracts listed) v. Business and Financial References
Response – Background and Experience (GoSchoolBox)
GoSchoolBox and Middle Tree are responding to this proposal as a joint venture building upon our previous success. We have listed backgrounds and qualifications separately for each organization below:

GoSchoolBox, Inc.
1975 Farndon Avenue
Los Altos, CA 94024
(408) 915-8580
Contact Person:

Lance Smith, Head of Academic Partnerships
(859) 433-1817
[email protected]
Years in business: 5
Size of Organization: 18
9 City of Huntington Park, California
Tutoring Services RFP 2022
GoSchoolBox, founded in 2017, is a fully remote tutoring management software company based out of Los Altos, California. GoSchoolBox provides a robust menu of options and features for tutoring companies, school districts, and community-based organizations to create customized academic support programs. GoSchoolBox focuses solely on providing a malleable software platform which allows clients to effectively manage a wide variety of support options for students. We can empower programs to with students in-person or remotely and with internal or external tutors.

Partners use GoSchoolBox to build community-centric ecosystems where students, teachers, administrators, parents, and community volunteers can support tutoring in online, in-person, group, and one-on-one settings. Engagement, academic, and social emotional learning data are displayed in a real-time dashboard to track progress in these areas and meet compliancy reporting.

GoSchoolBox is a for-profit corporation with venture-backed private ownership. We have been providing tutors and tutoring software support nationwide for over 5 years.

Our team of 18 employees is predominantly dedicated to software development and engineering. We hire remote employees based on demonstrably solid skill sets and a passion for helping create better teaching and learning technologies.

We train our employees through a combination of on-the-job shadowing and having them participate in customer success meetings. We want them to hear from our partners first-hand to understand the power of the software they are creating.

We promote our employees based on expertise and growth of skill sets. Our company consists mainly of co-founders and employees who have been internally promoted to fill new roles has our company has grown.

GoSchoolBox Contract References

REFERENCE
Name: Norton Public Schools
Address: 64 W. Main St. Norton, MA 02766
Point of Contact: Dr. Joseph Baeta
Title: Superintendent of Schools
Email: [email protected]
Phone Number: 508-285-0100
10 City of Huntington Park, California
Tutoring Services RFP 2022
Scope of Services: NPS utilizes GoSchoolBox as the main platform for their Virtual Acceleration Tutoring Program and has launched a Virtual Homework Center as well.

The program allows for NPS students to have 1:1 or small group sessions for tutoring by content and grade level Monday-Thursday with specific time slots from 3pm to 7pm.

For the Homework Center initiative, it will be 1:1 for Literacy/ELA and/or Math support.

Over 1,500 students are served in the district currently.

REFERENCE
Name: Every Neighborhood Partnership for Fresno Unified School District Address: 2044 E Nees Ave Fresno, CA 93720
Point of Contact: Janessa Hefler
Title: School Support Director
Email: [email protected]
Phone Number: 559-363-9111
Scope of Services: GoSchoolbox provides the scheduling, tutor management. and customer service platform necessary for the Virtual Literacy Mentor program, which provides 1 on 1 tutoring for about 250 high needs / disadvantaged students across Fresno Unified School District. ENP uses GoSchoolBox to help streamline all tutor scheduling and data reporting so that staff could spend more time coaching tutors to provide high quality tutoring.

REFERENCE
Name: Long Beach BLAST (in partnership with Long Beach Unified School District) Address: 201 Long Beach Blvd, Ste 201, Long Beach. CA 90807 Point of Contact: Raul Vazquez
Title: Executive Director
Email: [email protected]
Phone Number: 562-543-3932
The Academic Mentoring Program (AMP) matches college students from local universities with youth, one-on-one, to support the youth’s academics, character 11 City of Huntington Park, California
Tutoring Services RFP 2022
development, and future thinking for at least 2 hours per week over 8 weeks. Through our partnership with GoSchoolBox, our program has served hundreds of at-promise youth in the Long Beach community.

GoSchoolBox and Middle Tree have partnered to provide comprehensive tutoring services to other students and will use the best practices and structures from those experiences for the benefit of the City of Huntington Park. To streamline communication, Lance Smith, with GoSchoolBox will serve as the main point of contact. Listed below are the other leaders of each company who will play an active role in ensuring the success of the tutoring program. We are not supplying tutor profiles at this point as they will be hired upon contract award.

Name: Lance Smith Lance is responsible for building business partnerships with schools and tutoring vendors
through a variety of strategic initiatives. Lance
started his career in as science teacher and high
school principal. He has built on this strong
background in educational leadership with
companies such as Blackboard, Stride Learning,
and TutorMe. Lance has extensive experience in
academic support, account management, sales
operations, and marketing.

Company: GoSchoolBox
Title: Head of Academic Partnerships
Education:

Master’s Degree
Curriculum & Instruction
University of Kentucky
Name: Jessica Geidel Jess has a background in early childhood education both as a former teacher and as an
administrator. She is passionate about ensuring
that every child has the tools they need to
properly express themselves and succeed. Jess
manages the customer success team and serves
as the “voice of the customer” in championing
product and feature improvements. She is
excited to support all stakeholders of the
GoSchoolBox platform, especially the teachers
and learners that she respects and loves.

Company: GoSchoolBox
Title: Chief of Staff
Education:

Bachelor’s Degree
Theater for Youth
University of Northern Iowa
12 City of Huntington Park, California
Tutoring Services RFP 2022
Name: Alejandro Mendoza Alejandro is a co-founder of GoSchoolBox who helped classmates as a peer tutor and mentor
while in college. After graduating, he worked as
an Android software engineer for Intuit before
joining with Parsa Rezvani and Sharn Sahota to
launch TutorFly which became GoSchoolBox.

Currently, Alejandro provides the strategic vision
for our engineering team and works closely with
our product and success teams to develop new
features as requested by clients.

Company: GoSchoolBox
Title: Chief Technology Officer
Education:

Bachelor’s Degree
Computer Science & Mathematics
Harvey Mudd College
Name: Sharn Sahota Sharn worked as a peer tutor and mentor at UCLA prior to joining TutorFly as an intern and
later as a co-founder for GoSchoolBox. Sharn
leverages her extensive experience in product
management to help design and develop
software enhancements for schools and tutoring
vendors. She communicates regularly with clients
and uses this feedback to create a technology
roadmap for GoSchoolBox.

Company: GoSchoolBox
Title: Head of Product
Education:

Bachelor’s Degree
Business Economics
University of California, Los Angeles
Response – Background and Experience (Middle Tree)
Middle Tree
250 West First Street, Suite 210
Claremont, CA 91711
(909) 293-9560
Contact Person: Joseph Atman, Executive Director
(909) 494-2216
[email protected]
Years in Business: 7
Size of Organization: 200
Middle Tree is a nonprofit supplemental educational organization that provides high caliber and affordable academic tutoring and mentoring support programming for school districts and other community-based organizations. Middle Tree’s mission 13 City of Huntington Park, California
Tutoring Services RFP 2022
centers around providing all students equal access to the best educational support.

They do this by deploying trained and compassionate tutors to serve grades preschool through college via in person and online formats. The revolutionary approach to this process is what truly makes Middle Tree unique. Middle Tree focuses on creating an educational program designed around the student so that everyone who attends a session or logs online has an experience tailored specifically to that individual. Every student gets their own specialized learning plan which is reviewed daily to ensure that goals are being met and students are receiving personalized instruction. With any partnership, Middle Tree can provide supplemental assistance before school, after school, or during the school day by offering small group or oneon-one tutoring. Middle Tree services can be customized to best suit the needs of the program and the unique students being served.

Middle Tree References

REFERENCE
Name: Pomona Unified School District
Address: 800 S Garey Ave, Pomona, CA 91766
Point of Contact: Lilia Fuentes
Title: Superintendent, Educational Services
Email: [email protected]
Phone Number: 909-397-4800
Scope of Services: Provide after-school tutoring services at 12 schools to identified students - approximately 50 — 75 students per school. In addition, Middle Tree provides dyslexia support services (Dyslexia program) to 100 students across the district. 2 schools contract with Middle Tree to support an In-School Intervention program (Structured Literacy) with approximately 30 — 40 students per school. 500 students in the district have access to the Online Hybrid Tutoring Program.

REFERENCE
Name: Tahoe Elementary School, Sacramento City Unified
Address: 3110 60th Street, Sacramento, CA 95820
Point of Contact: Shannan Mayfield
14 City of Huntington Park, California
Tutoring Services RFP 2022
Title: Head Principal
Email: [email protected]
Phone Number: 916-395-4750
Scope of Services: Provide after-school tutoring services for up to 40 students in grades 1st — 6th, where we work with students in our unlimited program, which allows students access to our center every day after school for up to six hours a day. Students receive personalized attention and a Middle Tree plan crafted by our staff so that we work in conjunction with both students, parents, and teachers in a coordinated effort to bolster grades, test scores, truancy, and their overall academic experience.

REFERENCE
Name: Just Us for Youth
Address: 158 W. 3rd St., Pomona, CA 91766
Point of Contact: Eric Vasquez
Title: Executive Director
Email: [email protected]
Phone Number: 909-525-4155
Scope of Services: Partnered to provide tutoring to rehomed and unaccompanied migrant children housed at the Pomona Fairplex via Team Hope. We provide basic academic tutoring support and mentoring support.
.
15 City of Huntington Park, California
Tutoring Services RFP 2022
Middle Tree staff who would be integral to this project:

Name: Joseph Atman Joseph Atman is a writer, musician, and theologian from Barrington, Illinois and is
responsible for the day-to-day management
and operations for all Middle Tree’s tutoring
programs. A former Seminary President,
Joseph has been with Middle Tree since 2015
and has a background in tutoring and
management operations. Joseph has overseen
the tremendous growth of Middle Tree over
the last several years as chairman of their
board and executive director.

Company: Middle Tree
Title: Executive Director
Education:

Doctorate Degree
Sacred Theology
Saint Mary’s Seminary
Resume Highlights:

Middle Tree Executive Director — 7 Years
Seminary President — 2 Years
Consultant — 7 Years
Assistant to College Dean — 4 Years
Name: Patricia Deehring As both an administrator and manager in the world of finance for the past thirty years,
Trisch supervises Middle Tree’s overarching
business and financial operations. However,
Trisch also has vast experience and passion
for education, as she served as a credentialed
English teacher for the Fullerton Joint High
School Union District from 2008 — 2013. Her
unique blend of business and educational
experience is invaluable for Middle Tree’s
vastly growing mission
Company: Middle Tree
Title: Senior Consultant
Education:

Master’s Degree
Anthropology
California State University, Fullerton
Resume Highlights:

SVP Program Director – 5 years
Level 4 Processor – 4 years
2015 Service Award Winner
16 City of Huntington Park, California
Tutoring Services RFP 2022
Name: Anita Camacho Anita heads up Middle Tree’s general literacy program — including our structured literacy
and dyslexia programs — where she manages
staff, builds out student plans, and even does
a good deal of tutoring. Currently serving as a
credentialed elementary school teacher at
Mount Baldy School in Mount Baldy,
California, Anita has also worked at multiple
school districts as a reading specialist and
interventionist for students of all ages.

Company: Middle Tree
Title: Literacy Director
Education:

Master’s Degree
Education
University of La Verne
Resume Highlights:

Elementary school teacher – 7 years
Reading Interventionist – 2 years
Response – Financial Stability
GoSchoolBox and Middle Tree both have the financial resources to finance, operate, and sustain the tutoring operation as proposed, including all start-up costs, pre-opening costs, inventory, sufficient working capital, and improvements. We can provide Federal 941 or Federal Tax returns upon request. We are unable to add them to this proposal based upon the page limit.

CONTRACTUAL PROVISIONS
The following are selected contractual provisions which will be required of any Professional Services Agreement awarded for the Services. If selected as the best candidate, the Proposer must be willing and able to commit to Contractual Provisions, which will be negotiated between the selected Proposer and the City.

1. Term
The term of the Professional Services Agreement shall be from the Effective Date of the Agreement (hereinafter “Agreement”) until December 31, 2022.

2. Insurance
17 City of Huntington Park, California
Tutoring Services RFP 2022
Response
GoSchoolBox and Middle Tree are aware of the contractual term for the professional services along with the insurance requirements. The proper insurance documentation will be provided to the City upon contract award.

BUSINESS TAX REGISTRATION CERTIFICATE
The selected Consultant will be required to demonstrate compliance with the City's business tax laws by acquiring/maintaining a Business Tax Registration Certificate or Certificate of Exemption. This certificate must be in force during the entire period of the Agreement.

Response
GoSchoolBox and Middle Tree are aware of the business tax registration requirements associated with this proposal and will demonstrate compliance as required.

COMPLIANCE WITH FEDERAL REPORTING REQUIREMENTS AND REGULATIONS The selected Consultant will be required to manage all record keeping and reporting requirements under Federal law regarding the use of funds provided under ARPA.

Consultant shall also be subject to all relevant mandatory contractual provisions under 2 C.F.R. §200 et seq..

GoSchoolBox and Middle Tree are aware of the reporting and compliancy requirements of the ARPA and the provisions under 2 C.F.R. §200 et seq. We agree to manage and maintain these records in compliance with these guidelines.

COST PROPOSAL
GoSchoolBox and Middle Tree are committed to providing a simplified cost structure to avoid confusion and promote transparency. For this proposal, we are offering an hourly model:
18 City of Huntington Park, California
Tutoring Services RFP 2022
Our cost per hour of tutoring (online or in person) would be $40.00. We would round tutoring time to the nearest 15 minutes to be respectful of the time and commitment provided by our tutors. We have a one-time implementation fee of $3,000.00 Pricing Chart
Description Hourly Price
Tutoring $40.00
Software Licensing $0.00
Maintenance and Support $0.00
Implementation and Training $3,000.00*
Promotional Materials $0.00
Customer Support $0.00
Other $0.00
Total Annual Cost TBD on Volume
*one-time fee for initial launch and set-up

EXHIBIT A

FALSE CLAIMS FORM

CITY OF HUNTINGTON PARK
City Hall
6550 Miles Avenue
Huntington Park, California 90255
False Claims / False Claims Act Certification
Concessionaire Services
Proposer shall provide either the certification requested below or the information requested on the next page. Failure to certify or provide the requested information may result in a determination that the Proposer is non-responsive and City may reject the submittal on this basis.

Failure to fully and accurately provide the requested certification or information may result in a determination that the Proposer is not responsible and City may reject the submittal on this basis as well. “False Claims Act”, as used herein, is defined as either or both the Federal False Claims Act, 31 U.S.C. section 3729 et seq., and the California False Claims Act, Government Code section 12650 et seq.

FALSE CLAIMS ACT CERTIFICATION
If the Proposer has no False Claims Act violations as described above, complete the following:

I , am the ________________________
(Print name of person responsible for submitting submittal) (Title with proposing entity)
of________________________________________________ (hereinafter, “Proposer”). (Print Name of Proposing Entity)
In submitting a submittal to the City of Huntington Park, I hereby certify that neither Proposer nor any person who is an officer of, in a managing position with, or has an ownership interest in Proposer has been determined by a court or tribunal of competent jurisdiction to have violated the False Claims Act as defined above.

I declare under penalty of perjury that the foregoing is true and correct.

Executed this day of at
(Month and year) (City and state)
By
(Signature of Person Responsible for Submitting Submittal on behalf of Proposer)

EXHIBIT B

CITY OF HUNTINGTON PARK
6550 Miles Avenue
Huntington Park, California 90255
Civil Litigation History/Civil Litigation Certification Concessionaire Services
Proposer shall provide either the certification requested below or information requested on the next page. Failure to provide such certification or information may result in a determination that the Proposer is nonresponsive. Failure to fully and accurately provide the requested certification or information may result in a determination that the Proposer is not responsible. For the five (5) years preceding the date of submittal of this Submittal, identify any civil litigation arising out of the performance of a procurement contract within the State of California in which any of the following was a named plaintiff or defendant in a lawsuit brought by or against the entity soliciting Proposals: the Proposer submitting the instant Submittal, including any person who is an officer of, or in a managing position with, or has an ownership interest in, the entity submitting the Submittal. Do not include litigation which is limited solely to enforcement of mechanics' liens or stop notices. Provide on the following page labeled “Civil Litigation History Information:” (i) the name and court case identification number of each case, (ii) the jurisdiction in which it was filed, and (iii) the outcome of the litigation, e.g., whether the case is pending, a judgment was entered, a settlement was reached, or the case was dismissed.

CIVIL LITIGATION CERTIFICATION
If the Proposer has no civil litigation history to report as described above, complete the following:

I, am the ________________________
(Print name of person responsible for submitting submittal) (Title with proposing entity)
of________________________________________________ (hereinafter, “Proposer”). (Print Name of Proposing Entity)
In submitting a Submittal to the City of Huntington Park, I, hereby certify that neither Proposer nor any person who is an officer of, in a managing position with, or has an ownership interest in Proposer has been involved in civil litigation as described, above.

I declare under penalty of perjury that the above information is true and correct.

Executed this day of at
(Month and year) (City and state)
By (Signature of Person Responsible for Submitting
Submittal on the behalf of Proposer).
1 City of Huntington Park
Request for Tutoring Services
ATTN: Eduardo Sarmiento
6550 Miles Avenue
Huntington Park, CA 90255
Study Smart Tutors, Inc.
30721 Russell Ranch Road Suite 140
Westlake Village CA 91362
(818) 306-2012
www.StudySmartTutors.com
[email protected]
5/16/22
2 COVER LETTER
It is with great pleasure that Study Smart Tutors responds to the City of Huntington Park’s Request for Proposal (RFP) for tutoring services. Study Smart Tutors, as demonstrated below, meets and exceeds the qualification requirements as defined in this RFP.

For the past twelve (12) years, Study Smart Tutors has been providing comprehensive tutoring, academic support, and enrichment programming in schools and non-profit organizations across California as well as in neighboring and similar districts. Study Smart Tutors believes that its ability to meet the requirements of this RFP, and its unique program services make the company an ideal contractor for the City’s RFP.

Study Smart Tutors works with exclusively low-income, underserved students who are to be the first in their families to attend college. The company serves students and families through partnerships with federally-funded outreach programs (e.g., GEAR UP, TRiO Upward Bound, TRiO Upward Bound Math Science, TRiO Educational Talent Search), after-school programs (e.g., Boys and Girls Clubs), college access organizations, and through school and district partnerships in order to increase students’ academic achievement, behavior, knowledge, and skills.

Study Smart Tutors provides K-12 tutoring support, and tailors its academic tutoring services to increase achievement in all academic subjects to enable students to attain greater proficiency in meeting and exceeding state standards in reading, mathematics, and beyond. Each of our tutoring supports can be fully customized to the desired length, schedule, and needs of each partner. The company offers tutoring in both English and Spanish, in a range of subjects, virtually and in-person, including: ELA, math, history, science, foreign languages, reading, writing, and many more. Study Smart Tutors has been able to achieve these accomplishments by their dedication to collaborating with school and instructional leadership to effectively implement plan-aligned strategies and student support services. These strategies and services can also be accomplished through remediation, acceleration, and other educational interventions.

Study Smart Tutors’ mission to provide equitable college and career programming to close opportunity gaps and prepare students for lifelong success aligns with City of Huntington Park’s mission to focus on the whole child and provide lifelong learning, allow for creativity, collaboration, and innovation.

Furthermore, Study Smart Tutors believes that there should be no achievement gap among socio-economic groups, and that each student has the right to access safe and challenging educational experiences and lifelong learning.

Study Smart Tutors is the premier company for comprehensive tutoring in the Los Angeles area, with dozens of high-quality tutors providing in-class (“push-in), individual/small group (“pullout”), and after-school tutoring to the following schools in 2022 alone: Leuzinger High School, Hawthorne High School, Waite Middle School, Corvallis Middle School, Los Alisos Middle School, Farmdale Elementary School, Broadacres Avenue Elementary School, Robert E. Peary Middle School, Sal Castro Middle School, Alliance William & Carol Ouchi High School, Alliance Judy Ivie Burton Technology Academy High School, Alliance Susan & Eric Smidt Technology High School, Chapman Elementary School, Manhattan Place Elementary School, 10th Street 3 Elementary School, Purche Avenue Elementary School, Susan Miller Dorsey Senior High School, Hillcrest Drive Elementary School, Walnut Park Elementary School, Leo Politi Elementary School, Euclid Avenue Elementary School, 59th Street Elementary School, 42nd Street Elementary School, 135th Street Elementary School, John Burroughs Middle School, 99th Street Elementary School, Grape Street Elementary School, Barton Hill Elementary School, Dana Middle School, Figueroa Street Elementary, Fairfax High School, Avalon Gardens Elementary School, 15th Street Elementary School.

Study Smart Tutors agrees to all indemnifications and insurance requirements has identified no problems that may arise in achieving the Scope of Work (SOW) outlined in this proposal. Furthermore, Study Smart Tutors agrees and takes no exceptions to the City’s Terms and Conditions as outlined in this RFP.

Study Smart Tutors is wholly owned by Jack Friedman and operates on a cash-basis accounting system. If you need additional information or have any questions concerning either Study Smart Tutors or this proposal, please contact Jack Friedman, Study Smart Tutors CEO/Founder at 818- 457-1278 / [email protected].

Jack Friedman, CEO/Founder
Study Smart Tutors, Inc.
4 Proposed Key Personnel Qualifications and Experience
Jack Friedman, Founder and President
Jack Friedman founded Study Smart Tutors, Inc. out of his dorm room at USC, where he is a Cum Laude graduate. Before starting this venture, Jack worked for two national test prep companies as he tutored students from 5th to 12th grades in academic subjects as well as test prep. Jack founded Study Smart Tutors to provide college preparation services to students who were traditionally underserved. Since its founding, Study Smart Tutors has grown its services throughout California and to fifteen other states, preparing tens of thousands of students and families for college each year. The business plan for Study Smart Tutors Inc was awarded Top Undergraduate Business Plan by the USC Greif Center for Entrepreneurship in May 2010. In addition to his role with Study Smart Tutors, Jack serves on the board of ACT’s California Council.

Dr. Hulya Odabas, Director of Education
Hulya joins the Study Smart Tutors after working as a high school teacher and college counselor. She has a bachelor’s degree in Chemistry and completed her Master’s Degree in School Counseling with PPS credential as well as a Doctorate in Educational Leadership from Concordia University, Irvine. She has a strong enthusiasm for learning and a love to work with students and families to find their true passion through education. The County of Orange awarded Hulya as the College Counselor of the Year in 2017 with her outstanding performance working with first generation students. She was also recognized by the College Board as an exemplary Professional School Counselor for the 2019 College Board Counselor Recognition Program.

Bree Beltran, Director of Operations
Bree Beltran joined Study Smart Tutors after working with a nonprofit organization as a Family Case Manager. Her work focused on collaborating with district personnel, school staff, and other mental health professionals to help students with an Individualized Education Plan access their education. She provided and managed therapeutic services directly to children, youth and families. Bree has a passion for helping others realize their dreams. Bree earned her Bachelor of Applied Science in Organizational Leadership from Azusa Pacific University and her Masters of Science in Organizational Leadership from California Lutheran University.

Laura Orozco, Associate Director of Partnerships
Laura Orozco joins Study Smart Tutors after working for a nonprofit organization. Prior to that, she provided behavioral services for children and adults with an autism spectrum disorder and other developmental disabilities. There, her work focused on child and adolescent behavior intervention. Following her time there, she had the opportunity to work for an organization that focused on increasing graduation rates for at-risk students by surrounding them with a community of support, empowering them to stay in school and achieve in life. There she coordinated school wide events, case manage students and focus on the needs of underrepresented students. #Laura graduated from California Lutheran University’s Math Science Upward Bound program and first heard about Study Smart Tutors when she was 5 working for the program as a college student. She is passionate about the company’s mission and hopes to make an impact in her community.

Casey Weld, Partnership Manager
Casey is originally from the Boston area and moved to Los Angeles to attend Occidental College. While attending Occidental, he started working as a tutor for GEAR UP 4 LA and fell in love with college access work in the downtown LA schools. Upon graduation from Oxy, he began working full time for GU4LA where he worked many different positions on his way to becoming a site coordinator at 5 schools. In addition to his work for GU4LA through the LAUSD, he also is the Executive Director and one of the founders of the GEAR UP Alumni Association, a non-profit he and others started to support GEAR UP alumni past the life of a grant to create sustainability and further the generational change that GEAR UP programs bring to low-income, first-generation communities.

Jon Lego, Director of Curriculum
Jon joins Study Smart Tutors after serving as a high school teacher for the past 10-years. His work focused on developing and implementing Ethnic Studies curricula, building a strong social justice-oriented school community, and serving the students. He was also a liaison to several community and educational organizations, such as Facing History and Ourselves and the Youth Business Alliance. Jon truly believes in empowering students to become agents of change. Jon earned his Bachelor of Arts in Ethnic Studies from the University of California, San Diego and his Master of Education from the University of California, Los Angeles.

Kristian Markus Director of Educational Technology
Kristian joins Study Smart Tutors with nearly a decade of experience teaching high school English and elective courses in financial literacy and front-end web development. Kristian also brings a passion for educational technology and curricular development, having created online courses for the Youth Business Association, the Just Keep Livin’ Foundation, and Animo Code Academy. Kristian’s core educational beliefs include helping empower students through culturally relevant curricula and developing content that teaches the skills and tools needed for the jobs of the 21st century. Kristian earned his Bachelor of Arts in Sociology from the University of California, Irvine and his Master of Science in Educational Technology from Cal State University, Fullerton.

Jordan Vargas, Director of Instruction
Jordan Vargas graduated from Simpson University with a degree in Mathematics for Teachers in 2013. Jordan then continued to pursue his teaching aspirations through Simpson’s credential program. While teaching secondary math at Magnolia Science Academy – Santa Ana, he was able to clear his CA credential in mathematics through California State University Fullerton’s Induction program. Some of his roles at Magnolia Science Academy included facilitating equitable instruction within a full-inclusion setting, supporting the school’s RTI model through all tiers, acting as grade-level chair, serving as an Edge Coach, and organizing the school’s basketball club.
6 Ashley Schmerbeck, Tutoring Coordinator
Ashley joins Study Smart Tutors after graduating as a first-generation college student from the University of California, Santa Barbara, holding a Bachelor of Science degree in Biopsychology and a minor in History. During her time in university, she organized community service events and programs that focused on tutoring and presenting science experiments with the goal of inspiring elementary and middle school students to seek higher education. She also has experience working in classrooms directly as a Paraeducator assisting special education students
Samantha Welch, Academic Services Manager
Samantha joins Study Smart Tutors after 9 years of working in various capacities alongside children and teens such as juvenile detention, special education classrooms, small-group and one-to-one environments.

As a juvenile detention officer, Samantha was given the unique opportunity to develop and coordinate small group sessions centered on supporting residents both academically and emotionally. It was here she learned how important it is for young people to get the positive support they need and how it directly impacts their mental well-being and educational abilities.

After moving to LA in 2015, Samantha continued working with students in the classroom starting out as a substitute teacher. She moved into special education classrooms working with children with learning differences giving her the unique opportunity to understand how important it is to view every student from a whole-child perspective. Since then, Samantha has continued to work with students in both small group and one-on-one settings both as an interventionist and an educational therapist.

Samantha earned her Bachelors of Arts degree in Criminal Justice from Boise State University and her Masters of Arts in Education – Educational Psychology, with an emphasis in reading, language and linguistics, from CSU Northridge.
7 FIRM EXPERIENCE AND QUALIFICATIONS
The information contained below outlines the qualifications of Study Smart Tutors to provide tutoring services in grades K-12.

Study Smart Tutors was established in 2010, and has exclusively served low-income and firstgeneration students since that time. Study Smart Tutors has worked with over 300 urban schools, nonprofits and grant-based programs during this time.

Study Smart Tutors provides targeted tutoring and intervention support to high-need populations. Tutors are trained to specifically support EL’s, RFEP’s, foster youth, and lowincome students. All tutors are subject-area experts, and support students across subjects including English, math, science, and history classes. Each tutor supports up to 12 students simultaneously. Tutoring can occur during school, after-school, or on weekends. Sessions can be scheduled to occur daily, weekly, or at whatever duration meets school schedules and budget criteria.

Increasing Proficiency, Improving Attendance, and Raising Graduation Rates Study Smart Tutors programming has consistently demonstrated that it helps schools improve outcomes such as attendance, graduation, and proficiency.

The Following data and feedback come from programming at Oceanside Unified School District.

Study Smart Tutors was hired to provide enrichment and intervention programming specifically to serve low-income students and English-learners.

Increasing Family and Community Engagement
8 Successful Implementation with and Urban K12 Public School District Name: Compton Unified School District
School Sites Served

1. Compton High School

2. Dominguez High School

3. Compton Early College

4. Centennial High School
Programs Implemented

1. Fall 2020- Spring 2021
a. 100-hours of academic tutoring at each of four sites b. Common assessments for each grade level (9-12)
Schedule of Implementation

1. School sites scheduled tutoring flexibly

2. School-day instruction (advisory)

3. After-school instruction

4. Saturday Instruction
Study Smart Tutors has successfully created and implemented similar ELA & math tutoring programming for districts in the past. By working closely with all involved stakeholders (district, administrators, teachers, students, parents/guardians), we were able to improve both reading and math levels for 10th graders across the district. Please see the below figure:
9 District-Wide 10th Grade English Language Arts CCSS-Based Assessments Data:

District-Wide 10th Grade Math CCSS-Based Assessments Data:

As shown above, our company was able to successfully implement programming that improved 10th grade ELA scores across the district. With each assessment, we saw the percentage of students nearly meeting ELA standards increase, starting with 7% of those tested and ending with 34%. Additionally, we saw less than 1% of students mastering ELA standards at the beginning of the school year, with 12% of students mastering the standards by the end of the academic year.

The same type of growth and improvement is evident in the 10th grade math scores as well.

Data shows that the percentage of students nearly meeting math standards increased from 5% to 22%. Additionally, less than 1% of students had mastered the given math standards tested during the first assessment with roughly 18% mastering them 3-months later.

Student Feedback
● “I have struggled with math but they made the math easier” ● “The course was well made and very understandable”
● “Tutor was very patient and helpful”
● “Really good when it came to explaining”
● “Easy to understand and made learning fun”
● “They had patience and explained everything really well” ● “It was very fun and interesting. I feel I learned a lot” ● “It was great and very fun to be a part of.”
● “Thank you for putting time in to help us. Love this program, learned a lot!!!” ● “They were able to break down the lessons so I was able to understand more thoroughly”
● “Nice, very helpful, understanding”
● “Funny, smart, cool, and helpful”
● “Great, helped me understand a lot more”
10 Demonstrated Success Tutoring Students in Similar Communities During the 2021-2022 School Year
School Site Services Contact
Susan Miller Dorsey
Senior High School
In-class Tutoring Maisha Walker-Deen
[email protected]
(323) 298-8404
Robert E. Peary Middle
School
In-class Tutoring Christina Green
[email protected]
(310) 225-4200
Walnut Park Elementary
School
In-class Tutoring Moises Amezcua
[email protected]
(323) 588-3145
Avalon Gardens
Elementary School
In-class and Individual/Small
Group Tutoring
Michael Pile
[email protected]
(310) 532-8450
Broadacres Ave
Elementary School
In-class and Individual/Small
Group Tutoring
Maricel Esperanza
[email protected]
(310) 537-1980
Euclid Avenue Elementary
School
In-class Tutoring Josie Flores
[email protected]
(323) 263-6792
Purche Ave Elementary
School
After-School Tutoring and
Saturday Individual/Small Group
Tutoring
Gina Barnett
[email protected]
(310) 323-3184
Alliance Judy Ivie Burton
Technology Academy
High School
In-class Tutoring Jeremy Hoffman
[email protected]
(323) 920-6125
Figueroa Street
Elementary School
In-class Tutoring Francisco Sanchez
[email protected]
(323) 756-9268
Manhattan Place
Elementary School
In-class Tutoring Emily Barbee
[email protected]
(323) 756-1308
11 Demonstrated Success in Academic Support and College Access Programming in Similar Communities 2018-Present
School Site Services Partner
Huntington Park High
School
Life skills and self-advocacy,
career surveys and college
matching
GEAR UP 4LA and TELACU
Education Foundation Upward
Bound
Huntington Park High
School
Writing Lab TELACU Education Foundation
Upward Bound
LA Trade Tech
College
Family Leadership, Support, and
High Academic Success
LAUSD Division of Instruction
South Gate High
School
Peer and Near-Peer Mentoring
(training for staff), training,
materials and resources serve 16
high school sites
Beyond the Bell Language in Action
Local District West SAT ELA and Math Training for
Teachers
LAUSD Division of Instruction
Helen Bernstein High
School
Exam prep, college readiness
programming
GEAR UP 4LA
12 STEM Academy of
Hollywood
Exam prep, college readiness
programming
GEAR UP 4LA
Westchester Enriched
Sciences Magnet
Exam prep, college readiness
programming
Loyola Marymount University
Upward Bound
Local District East SAT ELA and Math Training for
Teachers
Division of Instruction
Esteban E. Torres
High School
Exam prep, college readiness
programming
C5 Los Angeles
Big Brothers Big
Sisters Community
Enrichment Center
SAT Prep, Career Readiness
Workshops
Big Brother Big Sisters, Los Angeles
Local District
Northwest
SAT ELA and Math Training for
Teachers
Division of Instruction
Monroe High School PSAT Prep, College Research
and Application Assistance
Youth Policy Institute
Reseda High School SAT Prep Reseda High School
13 Robert Lewis
Continuation High
School
Life skills and self-advocacy,
career surveys and college
matching
Project STEPS GEAR UP
Will Rogers
Continuation High
School
Life skills and self-advocacy,
career surveys and college
matching
Project STEPS GEAR UP
Local District
Northeast
SAT ELA and Math Training for
Teachers
Division of Instruction
Sun Valley High
School
SAT Prep Project STEPS GEAR UP and
Sun Valley High School
North Hollywood High
School
SAT and ACT Prep Project STEPS GEAR UP
Van Nuys High School SAT and ACT Prep Project STEPS GEAR UP Polytechnic High
School
SAT and ACT Prep Project STEPS GEAR UP
San Fernando High
School
SAT Prep Volunteers of America, Los Angeles
– Upward Bound Pacoima
Local District South SAT ELA and Math Training for
Teachers
Division of Instruction
14 Narbonne High
School
SAT Prep Narbonne High School
Marquez School of
Social Justice
SAT Prep Marquez High School
Local District Central SAT ELA and Math Training for
Teachers
Division of Instruction
Manual Arts High
School
Exam prep, college readiness
programming
LA Promise Fund
West Adams
Preparatory High
School
Exam prep, college readiness
programming
LA Promise Fund
West Adams
Preparatory High
School
SAT Prep, College Application
Assistance, Family workshops in
home language
GEAR UP 4LA
RFK Community
Schools
SAT Prep, College Application
Assistance, Family workshops in
home language
GEAR UP 4LA
15 Miguel Contreras
Learning Complex
SAT Prep, College Application
Assistance, Family workshops in
home language
GEAR UP 4LA
Roybal Learning
Center
Life skills and self-advocacy,
career surveys and college
matching
GEAR UP 4LA
Santee Education
Complex
Life skills and self-advocacy,
career surveys and college
matching
GEAR UP 4LA
Fremont High School Life skills and self-advocacy,
career surveys and college
matching
GEAR UP 4LA
South Gate High
School
Life skills and self-advocacy,
career surveys and college
matching
GEAR UP 4LA
Panorama High
School
Life skills and self-advocacy,
career surveys and college
matching
GEAR UP 4LA
Southeast High
School
Life skills and self-advocacy,
career surveys and college
matching
GEAR UP 4LA
Jefferson High School Life skills and self-advocacy,
career surveys and college
matching
GEAR UP 4LA
Nava College Prep
Academy
Life skills and self-advocacy,
career surveys and college
matching
GEAR UP 4LA
16 Maya Angelou
Community Schools
Life skills and self-advocacy,
career surveys and college
matching
GEAR UP 4LA
Bell High School SAT Prep, Writing Lab, Life skills
and self-advocacy, career
surveys and college matching
TELACU Education Foundation
Upward Bound
Lincoln High School SAT Prep, Writing Lab, Life skills
and self-advocacy, career
surveys and college matching
TELACU Education Foundation
Upward Bound
Franklin High School SAT Prep, Writing Lab, Life skills and self-advocacy, career
surveys and college matching
TELACU Education Foundation
Upward Bound
Garfield High School SAT Prep, Writing Lab, Life skills and self-advocacy, career
surveys and college matching
TELACU Education Foundation
Upward Bound
Roosevelt High
School
SAT Prep, Writing Lab, Life skills
and self-advocacy, career
surveys and college matching
TELACU Education Foundation
Upward Bound
South Gate High
School
SAT Prep, Writing Lab, Life skills
and self-advocacy, career
surveys and college matching
TELACU Education Foundation
Upward Bound
17 Wilson High School SAT Prep, Life skills and selfadvocacy, career surveys and college matching
TELACU Education Foundation
Upward Bound and Cal State Los
Angeles Upward Bound/Upward
Bound Math Science
Garfield High School SAT Prep, Life skills and selfadvocacy, career surveys and college matching
Cal State Los Angeles Upward
Bound/Upward Bound Math Science
18 PROJECT APPROACH
Each implementation of a Study Smart Tutors program begins with communication between a partner school, non-profit, city, or after-school program and a Study Smart Tutors’ Program Manager, Project Director, or Founder. In this first stage, partners request a proposal for one or more of the services that Study Smart Tutors offers, based on academic goals, student needs, budget, and other administrative or structural factors.

The Study Smart Tutors team then sends a flexible and customizable proposal for services, which includes an outline of service dates, times, and the number of students slated to participate. Additionally, each proposal includes a sample outline of service content and a quote for the total cost.

Once a partner program reviews and confirms the proposal details – via email or phone call – the proposal is considered confirmed. Once confirmed, the partner program is connected with Study Smart Tutors’ Academic Services Coordinator, who schedules tutors, confirms location details, coordinates and sends all relevant student and program materials, and who serves as primary point-of-contact during the service period.

Study Smart Tutors employs a group of highly qualified, trained tutors who lead its student and family services. Each Study Smart Tutors instructor is carefully vetted and selected based on specific qualifications. Instructors comply with all school and district regulations regarding background checks, Live Scan compliance, and similar requirements.

Once services are completed, students and/or partner program staff complete a survey (provided by Study Smart Tutors), and the results are tabulated and sent back to the partner program where a meeting is scheduled for review and feedback.

Study Smart Tutors possesses the capacity to serve large numbers of students simultaneously across many schools. During fall 2021 alone, Study Smart Tutors is providing in-school, afterschool, and weekend support in-person and virtually to thousands of students across 15+ states.

Study Smart Tutors employs multiple tutoring coordinators and academic success managers to schedule, monitor, and train tutors to meet increased demand for tutoring that may arise. 19 Academic Goals and Participant Outcomes
Using the framework (ESSA-4), Study Smart Tutors will be able to provide k-12 tutoring support for students throughout the City of Huntington Park by establishing programming that addresses student needs based on qualitative and quantitative data. This data will serve as the basis for creating assessments, interventions, and academic support systems to support the growth of those students reading below grade level.

In addition to homework help, Study Smart Tutors can create CCSS-based ELA & math preassessments and use the data as a baseline for understanding students’ highest needs and create various tutoring programs that best fit the needs of the district. The company integrates and evaluate an assessment system based on meeting and mastering the included specific ELA and math standards and skills. Based on the provided data, Study Smart Tutors then provides tutoring that supports English Language Development and mastery of CCSS math standards.

Tutoring models include, but are not limited to: in-person and virtual, as well as pull-in, pushout, and after-school sessions. The success of this program also depends on the involvement of all stakeholders.

Therefore:
● Study Smart Tutors will collaborate with site EL/math coordinators & specialists to identify assessment accessibility, assessment cultural relevance, and overall alignment with any internal benchmarks already in place.
● Study Smart Tutors will provide assessment data reports to site EL/math teams and provide them time to analyze score reports. This data can be used to adjust pacing plans and lessons based on high need standards.
● Using assessment and site & teacher data, Study Smart Tutors will create materials that support and practice the ELA/math Common Core standards. These materials will be facilitated by trained tutors that implement instructional strategies and pedagogy to meet students where they are.

Creating regular cycles of the above allows Study Smart Tutors and site staff time to create future assessments & activities aligned with high need standards that were not met in the initial assessment (ESSA-3). Additionally, the assessments would reflect the tutoring support that students received by Study Smart Tutors and the ELA/math instructional support from their academic classes within the window following score reports.

To ensure that there is moderate evidence of impact (ESSA-2), Study Smart Tutors will:
● Regularly collect survey data from the following groups: students, tutors, and school staff. The data collected will help with adjustments and modifications made to the overall programming for the district.
● Actively track student attendance during sessions and the amount of support and type of support provided during each session.
● Create and maintain a record of school site averages within the district to track the progress of each group ensuring buy-in and accountability. 20 Finally, to evaluate the overall effectiveness and strong impact of our programming (ESSA-1), Study Smart Tutors will track the cumulative data across the district and within the appropriate grade levels. With district support, we will integrate ‘checks for understanding’ and ‘benchmarks’ throughout the academic year and programming.

Tutoring Program Assessment Cycle
All assessments are both culturally relevant and Common-Core aligned based on the typical scope and sequence of curriculum delivery.
● Pre-Tutoring Program Assessment (Baseline Data)
● Mid-Tutoring Program Assessment (Formative Data)
● End-of-Tutoring Program Assessment (Summative Data)
Tutoring Program Delivery Framework
Study Smart Tutors’ delivery of tutoring services provides a holistic approach to student growth and learning. Our methodology utilizes the inclusion of Social Emotional Learning (SEL) best practices as developed by the Collaborative for Academic, Social, and Emotional Learning (CASEL) in tandem with our academic rigor and student success model so that our student’s self-confidence and soft skills will flourish alongside their understanding of subject concepts.

Establish Learning Objectives
● Working with our school partners, we identify gaps in key concepts of student understanding.
● During tutoring, students have opportunities to establish their learning goals as a group and as individuals through SMART goals.
21 Provide Learning Opportunities
● Students are provided with safe learning environments, allowing them to learn through trial and error without judgment.
o The creation of these safe spaces is established through:
▪ Our SEL Welcoming Routines that connect students with their peers and build on their relationship skills
▪ Providing empowerment for students to assist in establishing classroom norms and expectations
● Multiple strategies of engagement are provided to students, encouraging them to:
o Discuss concepts with their peers while cultivating their abilities to actively listen to the individuals in their group
o Connect the content to the students’ world and daily life. o Reframe concepts in ways that align with how they, as individuals, interpret information
Assess Student Learning
● Our assessment cycle provides three checks for student understanding. ● At the start, during, and at the end of each session, students are provided multiple access points of reflection and communicating their understanding. ● All opportunities for self-assessment allow students to share and learn, focusing on their process and critical thinking to guide students to an understanding of learning objectives.

Use the Results from the Assessment
● The Study Smart Tutors team utilizes student assessments to guide and refine content to provide accessible but rigorous content to students. ● Student self-reflection at the end of each session is connected with their SMART goals, assisting students to gauge their progress in their learning.

Instructional Materials
● Students will be expected to utilize various resources throughout the lesson cycle. They include but are not limited to:
o online texts (fiction & nonfiction), videos, music, etc. ● Those resources will be used to deliver, teach, practice, and apply the target Common Core State Standard.
● Students will receive access to digital copies of these materials via a shared folder delivered by our Study Smart Tutor
● If students have access to a Google account, they are also able to save copies of all resources shared with them in their personal Google Drive.

Materials and resources are aligned to Common Core State Standards All tutoring-related materials are aligned to Common Core State Standards. Each lesson is thoroughly developed and includes opportunities throughout each part of the lesson for students to 22 practice the specific Common Core Stand Standard. (See the sample lesson plan in appendix) Students will participate in various activities that target different parts of cognition: knowledge, comprehension, application, analysis, synthesis, and evaluation. Depending on the lesson, various depths of knowledge levels will be incorporated (recall, skill/concept, strategic thinking, extended thinking) as a means of mastering the particular Common Core State Standard for that lesson.

Supports provided are specific to the grade levels and content areas for which services are being provided.
● Materials are created and customized to match the appropriate grade level. As shown in attached sample lesson plans, lesson sequences vary in skill and content. For example, students in lower grade levels will receive basic language development acquisition & support that align with both Common Core State Standards and other state assessments, such as the ELPAC.
● Materials that focus on practice and repetition around things like grammar and punctuation build foundational skills that support skills that students will focus on in later grade levels.

For instance, this differs from secondary students who will receive support that focuses on skills, tools, and activities that support overall reading comprehension. ● Materials, such as the attached, include, but are not limited to reading strategies, such as CATCH, using graphic organizers, reading questions, understanding vocabulary-in-context, etc. which aid in students’ overall reading analysis skills. 23 Experience of Tutors and Tutor Training
Study Smart Tutors provides targeted tutoring and intervention support to high-need populations. The company has over 80 tutors. Tutors are trained to specifically support EL’s, RFEP’s, foster youth, and low-income students. All tutors are subject-area experts, and Study Smart Tutors has the capacity both on its current tutoring staff and to hire tutors to support students in most K-12 subjects.

Study Smart Tutors provides the following training modules in an attempt to best prepare its instructors to engage with and effectively deliver content to high-school students from lowincome and/or first-generation college bound backgrounds:

1. Pre-Screening
a. All instructor applicants are screened on the following parameters:
i. Completion of a four-year college degree;
ii. Demonstrated passion in providing educational opportunities to all students;
iii. Experience working with elementary, middle, or high school-aged students (depending on grade-levels being tutored)
iv. Proficiency in Math/ELA or other subjects being tutored; v. TB test and background check

2. Professional Development
a. All instructors receive no less than six hours of professional development per year focused on the following topics:
i. Active Listening;
ii. Student Engagements Strategies
iii. Effective Classroom Management
iv. Accurately Checking for Understanding
v. Virtual/in-person engagement
vi. Cultural competency
vii. Conflict resolution

3. Classroom Observation & Co-Teaching
a. All instructors complete the following tasks leading up to their first classroom placement;
i. 10-hours of observation with a veteran Study Smart Tutors’ tutor ii. 10-hours of co-teaching with a veteran Study Smart Tutors’ tutor iii. Feedback and continued training from Study Smart Tutors Instructional Team
24 PRICE
The following table describes the pricing of Study Smart Tutors services offered as part of City of Huntington Park’s RFP.

Category Unit Price
Tutoring Services (in-person),
K-12, Any academic subject
Per-day, half-day or
hourly
$185/hour per tutor (working with up to
8-12 students at a time)
Tutoring Services (virtual), K12, Any academic subjectPer-day, half-day or hourly
$125/hour per tutor (working with up to
8-12 students at a time)
Materials, license fees, and
digital resources
N/A Rates above are inclusive of all
materials
Coaching As needed and
regular coaching
of tutors
Rates above are inclusive of all
coaching provided to tutors
Implementation monitoring As-needed and
regular site visits
by Study Smart
Tutors staff (not
including tutors)
Rates above are inclusive of site visits
Deliverables Pre/post data
analysis, midsemester and end
of semester
summary reports
Rates above are inclusive of data
analysis and summary reports
25 BUSINESS REFERENCES
Reference District Contact Information Project Scope Timeline LAUSD
Susan Miller
Dorsey High
School
3537 Farmdale
Ave
Los Angeles, CA
90016
Community School Coordinator
Maisha Walker-Deen
[email protected]
(323) 298-8408
In-class & after-school
tutoring
Four full-time tutors:
-Math (up to AP
Calculus)
-Science (biology,
chemistry, physics)
-Bilingual Math (up to
Algebra 2)
-Bilingual ELA (up to
English 12)
Jan 2022 -
Present
LAUSD
Robert E. Peary
Middle School
1415 W Gardena
Blvd.

Gardena, CA 90247
Assistant Principal
Ramon Collins
[email protected]
(310) 225-4216
In-class tutoring
Three all-day tutors:

Mon, Weds, Thurs, Fri
-8
th grade math
-7
th grade math
-6
th grade math
Nov 2021
- Present
LAUSD
Broadacres
Avenue
Elementary School
19424 Broadacres
Ave
Carson, CA 90746
Community School Coordinator
Maricel Esperanza
[email protected]
(310) 537-1980
In-class tutoring
One tutor: Mondays and
Wednesdays
-8:05am-2:24pm
-K-2
nd grade math
support (11 weeks)
-3
rd
-5
th grade SBAC
math support (8 weeks)
Jan 2022 -
Present
LAUSD
Avalon Gardens
Elementary School
13940 San Pedro
St, Los Angeles, CA
90061
Principal
Michael Pile
[email protected]
(310) 532-8540
Individual/Small Group
tutoring
One tutor: MondayFriday
-9:00am-12:00pm
-3
rd
-6
th grade math
Nov 2021
- Present
Hayward Promise
Network
25555 Hesperian
Blvd, Hayward, CA
94545
TRIO Educational Talent Search
Director
Robin Galas
[email protected]
510-723-7570
High school tutoring,
academic support,
college access
programming
2018 -
Present
26 Aspire Alexander
Twilight College
Preparatory
Academy
2360 el Camino
Ave, Sacramento,
CA 95821
Principal
Isabelle McDaniel
916-591-6196
isabelle.mcdaniel@aspirepublic
schools.org
Elementary ELD AfterSchool and In-class
Tutoring
Fall 2019 -
Present
Los Angeles
Unified School
District
333 S Beaudry Ave
Los Angeles CA
90007
Advanced Learning
Lois Bramwell
[email protected]
(213) 241-0150

Tutoring, academic
support, test
preparation, college
access programming
2014-
present

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EXHIBIT A

FALSE CLAIMS FORM

CITY OF HUNTINGTON PARK
City Hall
6550 Miles Avenue
Huntington Park, California 90255
False Claims / False Claims Act Certification
Concessionaire Services
Proposer shall provide either the certification requested below or the information requested on the next page. Failure to certify or provide the requested information may result in a determination that the Proposer is non-responsive and City may reject the submittal on this basis.

Failure to fully and accurately provide the requested certification or information may result in a determination that the Proposer is not responsible and City may reject the submittal on this basis as well. ³False Claims Act´, as used herein, is defined as either or both the Federal False Claims Act, 31 U.S.C. section 3729 et seq., and the California False Claims Act, Government Code section 12650 et seq.

FALSE CLAIMS ACT CERTIFICATION
If the Proposer has no False Claims Act violations as described above, complete the following:

I , am the ________________________
(Print name of person responsible for submitting submittal) (Title with proposing entity)
of________________________________________________ (hereinafter, ³Proposer´). (Print Name of Proposing Entity)
In submitting a submittal to the City of Huntington Park, I hereby certify that neither Proposer nor any person who is an officer of, in a managing position with, or has an ownership interest in Proposer has been determined by a court or tribunal of competent jurisdiction to have violated the False Claims Act as defined above.

I declare under penalty of perjury that the foregoing is true and correct.

Executed this day of at
(Month and year) (City and state)
By
(Signature of Person Responsible for Submitting Submittal on behalf of Proposer)
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EXHIBIT B

CITY OF HUNTINGTON PARK
6550 Miles Avenue
Huntington Park, California 90255
Civil Litigation History/Civil Litigation Certification Concessionaire Services
Proposer shall provide either the certification requested below or information requested on the next page. Failure to provide such certification or information may result in a determination that the Proposer is nonresponsive. Failure to fully and accurately provide the requested certification or information may result in a determination that the Proposer is not responsible. For the five (5) years preceding the date of submittal of this Submittal, identify any civil litigation arising out of the performance of a procurement contract within the State of California in which any of the following was a named plaintiff or defendant in a lawsuit brought by or against the entity soliciting Proposals: the Proposer submitting the instant Submittal, including any person who is an officer of, or in a managing position with, or has an ownership interest in, the entity submitting the Submittal. Do not include litigation which is limited solely to enforcement of mechanics' liens or stop notices. Provide on the following page labeled ³Civil Litigation History Information:´ (i) the name and court case identification number of each case, (ii) the jurisdiction in which it was filed, and (iii) the outcome of the litigation, e.g., whether the case is pending, a judgment was entered, a settlement was reached, or the case was dismissed.

CIVIL LITIGATION CERTIFICATION
If the Proposer has no civil litigation history to report as described above, complete the following:

I, am the ________________________
(Print name of person responsible for submitting submittal) (Title with proposing entity)
of________________________________________________ (hereinafter, ³Proposer´). (Print Name of Proposing Entity)
In submitting a Submittal to the City of Huntington Park, I, hereby certify that neither Proposer nor any person who is an officer of, in a managing position with, or has an ownership interest in Proposer has been involved in civil litigation as described, above.

I declare under penalty of perjury that the above information is true and correct.

Executed this day of at
(Month and year) (City and state)
By (Signature of Person Responsible for Submitting
Submittal on the behalf of Proposer).
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HAMPTON TUTORS COACH EVALUATION RUBRIC

IS THE COACH CONSISTENTLY ON
TIME TO LESSONS?
1: Coach is on time ~50% of the time and
may or may not give notice to client if
running a few minutes late.
2: Coach is on time ~75% and gives notice
to client if running a few minutes late.
3: Coach is on time ~95% of the time and
gives notice to client if running a few
minutes late.
1: Coach takes on students but, more often
than not, uses an excuse that should have
been foreseeable (travel time, scheduling,
etc.) to get out of working with the student
for the entire school year.
2: Coach takes on students and follows
through on commitment to work with them
through the school year in 75% of cases.
3: Coach commits to working with student
for the duration of the school year and
consistently follows through with every
client.

DOES THE COACH COMMUNICATE

WITH HAMPTON TUTORS ADMIN AND

CLIENTS IN A CONSISTENTLY TIMELY
MANNER? (~24 HOURS ON BUSINESS
DAYS)
1: Coach responds with 24 business hours
less than 50% of the time and does not
reliably give notice in advance of being
unavailable. Coach is not a consistently
reliable communicator.
2: Coach responds within 24 business
hours around 75% of the time, as well as
gives notice to Hampton Tutors admin and
clients in advance of being unavailable.
3: Coach responds within 24 business
hours upwards of 90% of the time, as well
as gives notice to Hampton Tutors admin
and clients in advance of being unavailable.

DOES THE COACH PROVIDE

ALTERNATE SCHEDULING OPTIONS

AND NOTICE IN ADVANCE OF
ABSENCE?
1: Coach inconsistently or at the last
minute notifies clients of absence and
rarely offers to work out an alternate
schedule that suits the client.
2: Coach always contacts clients in
advance of absence but only sometimes
offers to work out an alternate schedule
that suits the client.
3: Coach always contacts clients well in
advance of absence and works out an
alternate schedule that suits the client.

DOES THE COACH SHOW

COMMITMENT TO WORKING WITH A

STUDENT FOR THE DURATION OF THE
SCHOOL YEAR? (Barring any
emergencies that may preclude coach
from continuing work)
DO THE COACH’S STUDENTS SHOW

PROGRESS (AS AGREED UPON BY
STUDENT/FAMILY)? Examples include
turning homework in on time, improved
grades, increased ability to plan ahead
and manage tasks, improvement in
specific skills such as math and
writing, etc.
1: Coach and student rarely meet
progress goals (less than 50% of the time)
and coach makes little to no effort to
evaluate what to do differently in the
future.
2: Coach and student meet progress
goals 50-75% of the time. When goals are
not met, the coach might but does not
always try different strategies.
3: Coach and student meet progress
goals 90% or more of the time. When
goals are not met, coach develops a plan
to make changes that will allow the
student to succeed.

DOES THE COACH HAVE AVAILABILITY

TO WORK WITH STUDENTS OUTSIDE

OF LESSON TIME (AS DEFINED BY
HAMPTON TUTORS AS ~15 MINS/
HOUR OF TUTORING/WEEK)?
1: Coach rarely offers time outside of
lesson time and is not accountable to
answer students’ questions outside of
lesson time.
2: About half the time, coach offers time
outside of lesson time to answer students’
questions, whether by text, email, virtual
meeting, or phone call. When students
reach out for extra help, coach responds
within a reasonable amount of time about
half the time.
3: Coach always offers time outside of
lesson time to answer students’
questions, whether by text, email, virtual
meeting, or phone call. When students
reach out for extra help, coach
consistently responds within a reasonable
amount of time.

DOES THE COACH CONSISTENTLY

FILL OUT STUDENT GOAL SURVEYS

AND OTHER SURVEYS AS
REQUESTED BY HAMPTON TUTORS?
1: Coach rarely responds to requests to fill
out surveys for Hampton Tutors and is
inconsistent in filling out the student goal
surveys.
2: Coach fills out about 50% of surveys
requested by Hampton Tutors, including
the student goal surveys.
3: Coach fills out 90% or more of surveys
requested by Hampton Tutors, including
the student goal surveys.

DOES THE COACH FOSTER A

LEARNING ENVIRONMENT WHICH

HELPS STUDENT ACHIEVE THEIR
AGREED UPON GOALS?
1: Coach focuses almost exclusively on
academic content and makes little to no
effort to provide a learning environment
that supports the student’s growth.
2: Coach focuses on content more than
learning environment, but does their best
to help students foster an open mind and
develop a growth mindset, as well as
resilience and curiosity. Students report
that they feel comfortable asking
questions and communicating honestly
with the coach.
3: Coach makes the learning environment
top priority to help students foster an
open mind and develop a growth mindset,
as well as resilience and curiosity.

Students consistently report that they feel
comfortable asking questions and
communicating honestly with the coach.

DOES COACH ATTEND HAMPTON
TUTORS QUARTERLY CONFERENCES?
1: Coach rarely attends Hampton Tutors
quarterly conferences.
2: Coach attends 25-50% of Hampton
Tutors quarterly conferences.
3: Coach attends 75% or more of
Hampton Tutors quarterly conferences.

DOES COACH CONSISTENTLY APPLY

FOR TUTORING JOBS AND ACCEPT

LAST-MINUTE JOBS WHEN PROMPTED
BY HAMPTON TUTORS ADMIN?
1: Coach rarely applies for tutoring jobs
and rarely accepts new tutoring jobs when
specifically requested by Hampton Tutors
admin.
2: Coach intermittently applies for new
coaching jobs and inconsistently accepts
tutoring jobs when specifically requested
by Hampton Tutors admin.
3: Coach applies for several new coaching
jobs per month (unless caseload is already
full) and regularly accepts tutoring jobs
when specifically requested by Hampton
Tutors admin.

DOES THE COACH OFFER THEIR TIME
AND IDEAS FOR EXTRA PROJECTS?
(Examples include Portland summer
program, teaching classes, or working
on RFPs)
1: Coach rarely responds to all-calls from
Hampton Tutors admin to take on special
projects. Coach rarely offers their skills to
teach summer courses, workshops, or
quarterly conferences.
2: Coach intermittently responds to allcalls from Hampton Tutors admin to take on special projects. Coach sometimes
offers their skills to teach summer
courses, workshops, or quarterly
conferences.
3: Coach frequently responds to all-calls
from Hampton Tutors admin to take on
special projects. Coach also offers their
skills to teach summer courses,
workshops, or quarterly conferences.

Coach reliably follows through on projects
assigned by Hampton Tutors.

DOES THE COACH CONSISTENTLY

RECEIVE EXCELLENT FEEDBACK
FROM CLIENTS?
1: Coach rarely receives feedback from
clients and students. Clients may or may
not seek to continue working with coach
throughout the duration of their time with
Hampton Tutors.
2: Coach receives excellent feedback from
clients and students 75% of the time.

Clients often seek to continue working
with coach throughout the duration of their
time with Hampton Tutors.
3: Coach only receives excellent feedback
from students and clients. Clients seek to
continue working with coach throughout
the duration of their time with Hampton
Tutors and may recommend coach to new
clients.

HAMPTON TUTORS ADVANCED METRICS
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Huntington Park
Request For Proposals For Tutoring Services For City Of Huntington Park Proximity Learning, Inc. 0
City of Huntington Park

REQUEST FOR PROPOSALS FOR TUTORING SERVICES
May 11, 2022
Submitted by:

Proximity Learning, Inc.

Huntington Park
Request For Proposals For Tutoring Services For City Of Huntington Park Proximity Learning, Inc. 1
Transmittal Letter
Office of the City Clerk
Attn: Eduardo Sarmiento
City of Huntington Park
6550 Miles Avenue,
Huntington Park, CA 90255
May 11, 2022
RE: Request For Proposals For Tutoring Services For City Of Huntington Park Dear Mr. Sarmiento –
Proximity Learning, Inc. (PLI) knows that the City of Huntington Park (The City) seeks services and cost Proposals from qualified and experienced Proposers to provide tutoring services to students residing within the City’s boundaries and is specifically seeking qualified and experienced tutors to assist with providing tutoring services to students in grades K-12 who lost instructional time due to the COVID-19 Pandemic. PLI understands the City's desire to partner with an organization that has qualifications and prior experience in providing similar tutoring programs.

PLI is excited by the opportunity to work with the City and various governmental and non-governmental organizations to plan and develop a partnership to deliver virtual tutoring instruction. PLI shares the City's goals of providing the public with the best and most satisfactory performance of the requested services, ensuring that the City receives adequate benefit for the compensation provided. PLI affirms that tutors can provide virtual tutoring services through the summer of 2022 and the fall 2022 semester and implement access to approximately 4 hours per week of virtual tutoring services in the core academic subjects of Math and English.

PLI knows that the COVID pandemic has upended the education system and lives of students around the world. Many students have not had access to the educational experiences necessary to facilitate academic growth, impeding their ability to master grade-level skills and ultimately be successful in college, career, and beyond. PLI will work in tandem with identified teachers to utilize a collaborative problem-solving approach to address student needs, offering strategic instruction and research-based course materials that will assist students with meeting educational requirements. Like the City, PLI believes that to effectively address and prevent unfinished learning, students must be provided extra time to learn, and that effective tutoring can ultimately fill this gap and improve student achievement. Leveraging intentional structures, high quality materials, and effective instruction, PLI offers our flexible, Huntington Park
Request For Proposals For Tutoring Services For City Of Huntington Park Proximity Learning, Inc. 2
coordinated array of services that will allow the City to adopt high-quality, highly effective virtual tutoring supports and supplemental educational resources that empower struggling students to build academic proficiency, meet and exceed educational standards, and be prepared for success in college, career, and beyond.

PLI was founded in 2008 in response to a nationwide shortage of qualified teachers; we have been fortunate to partner with school districts across the nation for more than a decade to provide academic instruction and supports that have ensured students’ success. Using an interactive online platform, PLI provides students with quality educational programs using innovative technology to eliminate geographical, economic, and social barriers. From an inaugural class of eight students in Quakertown, Pennsylvania, PLI has gone on to educate students in more than 300 school districts across nearly 30 states with a strong presence in California using online video conferencing technology to provide access to highly qualified teachers in a variety of subjects. PLI utilizes an additional platform of tools to ensure that Huntington Park students have access to scheduled and on-demand tutoring supports.

PLI is dedicated to student success, from administrative staff to consultants and educators to the company’s leadership. We maintain a faculty of highly qualified content area specialists who hold teaching credentials across 30 states, including California. PLI employs more than 1000 credentialed teachers, all of whom have earned advanced degrees and are based within the United States. All teachers undergo an extensive and rigorous training process to master the PLI online instructional platforms, e-learning pedagogy, and online classroom management skills. PLI also maintains access to an additional pool of 15,000 college students and qualified tutors.

Having partnered with hundreds of school districts across 30 states, PLI brings highlyqualified educators, rigorous curriculum available on-demand, and highly effective support services to students and schools everywhere, without geographic barriers, and without the need to add staff.

PLI looks forward to the opportunity to partner with the City of Huntington Park in our shared vision for success for all students.

Warmly,
Evan Erdberg
President, Proximity Learning, Inc.

Huntington Park
Request For Proposals For Tutoring Services For City Of Huntington Park Proximity Learning, Inc. 3

1. Ability to Perform Services
PLI was founded with a simple vision: to change the way people think about online education, to best connect and support students across the nation—regardless of the zip code in which they live—with instructional opportunities that will empower them to be successful. PLI understands the need to mitigate learning loss and accelerate learning for students within Huntington Park. Utilizing targeted, intensive, and highdosage tutoring and intervention supports, PLI will leverage its proven outcomes to deliver the differentiated instruction and supports necessary to student success. With the opportunity to further leverage innovative technology combined with dedicated tutors and interventionists, Huntington Park and PLI educators will work in tandem to eliminate geographical, economic, and social barriers, ensuring all students have access the educational opportunities they deserve.

PLI empowers students across the nation with quality educational programs using innovative technology to eliminate geographical, economic, and social barriers. PLI has the capacity to leverage 13 years of experience to deliver virtual tutoring supports to best meet student needs. PLI employs more than 1,000 instructors and service providers and has access to an additional pool of 15,000 college graduates and qualified instructors. PLI can scale our programming as needed to best meet school district and most importantly, student needs.

By design, PLI’s tutoring programs involve the continual use of data throughout the services engagement to identify strengths and areas of need and to inform decision making throughout the collaboration. This means our educators and tutors continuously collect formative and summative data points around programming, staff, and students, and then use these data to monitor progress, modify supports as necessary, and ensure the overall success of the student and the partnership.

PLI’s course content is steeped in research and has proven outcomes in increasing student achievement for the students we serve. Because PLI works directly with students, educators, and schools based on individualized needs, as well as our track record of success, we know our instruction, coaching, tutoring, and professional development is effective. Based on student and teacher surveys and grade reports for thousands of students who have engaged in PLI’s interactive online setting, PLI found:
• 93% of students passed PLI classes
• 100% of students passed IB exams
• 83% of students maintained a B grade or higher
• Almost 80% of students said they enjoyed or greatly enjoyed their online coursework/tutoring
Huntington Park
Request For Proposals For Tutoring Services For City Of Huntington Park Proximity Learning, Inc. 4
• 83% of teachers rated teacher-student online interaction during courses as Good/Excellent
PLI is proud to be in Tier 2 of ESSA, with moderate evidence supported by at least one well-designed university study. The study conducted, “Grade Efficacy, Grade Point Average Aggregation, and Covid-19 Readiness at Proximity Learning ® - A Company Providing Certified Teachers and Accredited Courses through Online Streaming,” (2020) was written by McClendon, Ph.D., Elhage, Ph.D., Laosebikan, Ph.D., Chicago State University College of Education. Additionally, PLI utilizes a combination of assessment tools to ensure we’re best supporting struggling students’ individualized needs. Leveraging assessments that meet ESSA Evidence-Based Requirements allows PLI tutors and interventionists to see the most accurate, most actionable data possible to help them guide their students toward continued growth. PLI is actively working with additional partners to broaden the base of our base of scientific impact and are currently executing a study with LeanLab.

By design, PLI’s in-school tutoring programs involve the continual use of data throughout the services engagement to identify strengths and areas of need and to inform decision making throughout the collaboration. This means our educators and service providers continuously collect formative and summative data points around programming, staff, and students, and then use these data to monitor progress, modify supports as necessary, and ensure the overall success of the program.

All PLI Tutoring programs are aligned with the guidance established by the Annenberg Institute’s Tutoring Quality Improvement System (TQIS). PLI integrates the six components identified by the National Student Support Accelerator to ensure high quality tutoring. These components include:
• Tutor recruitment, selection, training and coaching
• Data review to ensure effectiveness and improvement. Specifically, the use of formative assessments guide our practice of student progress measures • Instruction focusing on tutor consistency and relationship building, using high quality instructional materials and maintaining low student to teacher ratios • Learning integration to provide alignment with school schedule and curriculum with attention to caregiver engagement, student enrollment and retention. • Safety protocols are established
• Cohesion of program design
Based on the needs of the individual student, and in collaboration with the partner school division, these foundational components of a high-quality tutoring program are tailored to meet individual student needs.

Huntington Park
Request For Proposals For Tutoring Services For City Of Huntington Park Proximity Learning, Inc. 5
Curriculum
To maximize impact for students, PLI designs curriculum to meet specific learning objectives that ensure higher-level learning. Students do not strictly memorize key concepts; they are empowered to fully understand, demonstrate, and actively apply their knowledge. Along the way, teachers and tutors alike conduct assessments and monitor students’ progress, adjusting instruction and services as needed to ensure every student is on track to meet the identified learning objectives. PLI tutors get to know each student and communicate regularly with the classroom teachers to determine where adjustments need to be made or additional supports provided as students learn to use our platform of tools. All of the tools listed below offer direct alignment to the Common Core State Standards (CCSS):
• MobyMax: PLI instructors often use MobyMax for pre- and post-assessment, not only diagnosing student needs but ensuring students achieve standards mastery.
• USA Test Prep: USA Test Prep offers standards aligned, pre and postassessments, assignments and assessments to ensure standards mastery, directly aligned to the CCSS. Offering a simple and effective way to supplement instruction with 100% standards-aligned practice items in ELA, math, social studies, and science.
• NearPod: Featuring interactive lessons, videos, gamification, and activities in a single platform, NearPod empowers students in understanding, differentiating, enriching, or providing extra support to meet students where they are. • PLI’s Online Content: PLI’s in house online course content and tools are aligned to the CCSS, and our instructors ensure alignment to student’s needs.

When beginning an engagement, PLI will conduct a comprehensive diagnostic assessment, identifying the needs of individual students. The diagnostic assessment informs the work plan and is a critical first step, determining the type and level of supports necessary to ensure the plan for delivery aligns with the needs of every student. During this initial phase, PLI will gather all information, data, outcome and evaluation details of any previous school or service providers interventions. The diagnostic assessment informs the work plan, which PLI develops in partnership with teachers/staff that identifies the unique needs of the school, each student, and define a program centered on those needs.

Throughout the engagement, PLI tutors will use detailed data to plan instruction, craft individualized feedback, and offer supplemental support tailored to each student’s individual learning needs. This process is facilitated with user-friendly data visualization tools within our system. No two students learn or attain success in the same way.

Huntington Park
Request For Proposals For Tutoring Services For City Of Huntington Park Proximity Learning, Inc. 6
Understanding the path to individual achievement is accessed in different ways, PLI tutors use creativity, flexibility, and empathy when assessing and employing researchbased strategies to ensure the needs of every struggling student are identified, supported, and met.

With this in mind, PLI can either schedule students at a set time weekly in an ongoing fashion, or students can identify tutors based on filters that best meet their needs. PLI offers tutoring options in a wide variety of subjects. Through an additional platform, PLI can also provide the essential on-demand tutoring supports. Subjects available for tutoring include:

Elementary Math Elementary Reading Elementary Science Elementary Social Studies Middle School Math
(6/7/8)
Middle School
English/Reading (6/7/8)
Middle School Earth
Science
Middle School Life
Science
Middle School
Physical Science
Middle School Ancient
Civilizations
Middle School World
Studies – East
Middle School US History
to 1900
Middle School
Electives
English I, II, III, IV Spanish I, II, III, IV, MS AP Chinese Algebra I, Algebra II Anatomy & Physiology French I, II, III AP Physics Geometry Environmental Systems Latin I, II, III AP Spanish Pre-Algebra Biology ASL I, II, III, IV AP Latin
Pre-Calculus Chemistry Japanese I, II, III AP Macroeconomics Differential Calculus Physics Chinese I, II, III, IV AP Psychology Financial
Mathematics
Physical Science/IPC German I, II, III AP US Government and Politics
Trigonometry US Government/Civics PE AP Statistics
Computer Science World History Speech AP Calculus
Economics US History Psychology AP English Literature
Health World Geography AP French AP English Language
PLI has the capability and capacity to offer additional courses and levels based on district, school, and even individual student needs.

Tutoring Strategies
PLI’s comprehensive virtual tutoring offers equitable, evidence-based services proven to be effective, and leverages the latest technology that enables the City to:
• Offer tutoring support from highly qualified, locally based educators who work collaboratively with classroom teachers and have experience in California • Provide struggling students with highly qualified, highly effective live, interactive, differentiated online instruction that students would not have otherwise had access to
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• Capture a wide array of data to track, analyze, and report student progress and program success, then adjust instruction to ensure students’ needs are met We are excited by the opportunity to work in tandem with the City of Huntington Park teachers to utilize a collaborative problem-solving approach to implement comprehensive online, unlimited, scheduled and on-demand tutoring supports to provide system-wide equal access to academic instruction. PLI offers the City the ability to leverage flexible tutoring supports that best meet student needs and ultimately increase academic performance. The City's schools can choose one or multiple tutoring options from the list below that will best meet their student’s needs:

1. Chat Only On-Demand: Students receive homework help, writing feedback, and study support on demand, including the opportunity for whiteboarding, file sharing, and expert help across all content areas and grade levels. Whether the need is for five minutes or five hours, students access help through direct chat based on their schedule.

2. Live Tutors On-Demand: With near 24/7 availability, students have access to a live, content expert tutor when they need it most. At any time, they can login and request a live tutor for 30 minutes to one hour. Whether 1:1 or small groups, live tutoring can occur after school, at night, weekends, study hours etc.

3. Weekly Live Tutoring: The school sets a specific day and time weekly for an individual or group of students to work with a live tutor. Students are enrolled in class sessions and expected to participate weekly on a schedule that best meets their needs.

4. Access to Educational Support System (ESS): Leveraging pre and post assessments to gain insights into personalized next steps for student growth while also monitoring growth, all students get access to a rich library of video lessons and materials for all levels of education to support their needs.

Understanding the ongoing impact of the COVID19 pandemic on student learning, all of these tutoring supports offer an important means to bolstering student success as we seek to increase student academic gains and grade level proficiency. To ensure ongoing success, PLI recommends leveraging our weekly live tutoring supports from certified teachers. High dosage, weekly live tutoring ensures substantial learning gains for students, supplementing students’ classroom experiences by offering:
• Well-trained, consistent tutor (a current or retired certified teacher, substitute teacher, paraprofessional, teacher candidate, college student, or community volunteer) who builds a strong relationship with students • High quality instructional material aligned to the Common Core State Standards and core classwork
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• 1:1 or small group for individualized support (1:3 maximum ratio recommended) • Flexible scheduling that allows supports to be embedded in the school day, offered immediately before or after classes, or during a summer program to maximize student access and attendance
• Data-driven, utilizing aligned formative assessments, with tutors building sessions around student strengths and needs and adjusting approach based on data over time
When tutoring programs do not have these core elements of implementation, they often fail to have the desired impact on student learning gains and key objectives.

PLI is able to offer scheduled and on-demand services through a single, stream-lined platform.

After logging into the system, the student utilizes filters to identify which teachers and/or tutors have immediate availability based on their identified needs, subject, grade level. Students also have the ability to filter by tutors/teachers with whom they’ve engaged with and/or “favorited” in the past. In the screen shot above, the filters have identified three ideal teachers available for immediate chat sessions.

Once the student has chosen the specific teacher with whom they wish to engage, the student has two further choices: Chat Help or Request Tutoring. The Request Tutoring button offers two methods of engagement, either providing calendaring functionality to schedule a time for a future tutoring session, or the ability to directly launch a 1:1 (or small group) video tutoring session with the identified instructor.

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2. Background and Experience
Ownership Description
Incorporated in the state of Delaware in 2008, PLI is 100% owned by ESS, a leader in the education staffing space since 2000. ESS specializes in placing qualified staff in daily, long-term, and permanent K-12 school district positions including substitute teachers, paraprofessionals, and other school support staff. The team serves over 3.5 million students with a pool of 60,000 substitute and permanent employees throughout 28 states.

Proximity Learning Experience
PLI was founded in 2008 in response to a nationwide shortage of qualified teachers.

Our vision is to change the way individuals think about online education and connect educational institutions across the nation with the teachers they need, ensuring all students have access to the educational opportunities they deserve. Using an interactive online, video-based curriculum, PLI provides educational institutions and students with quality educational programs using innovative technology to eliminate geographical, economic, and social barriers.

Since its inception, PLI has been used by hundreds of thousands of students across the nation, ensuring access to core course content, tutoring supports, and supplemental curriculum experiences. From an inaugural class of eight students in Quakertown, Pennsylvania, PLI has gone on to educate students in more than 300 school districts across nearly 30 states using online video conferencing technology to provide access to highly qualified teachers in a variety of subjects, including core subjects (reading, math, science, history), foreign languages (Mandarin Chinese, Spanish, Latin, French, Japanese, German), American Sign Language, computer programming, as well as Advanced Placement (AP) courses and International Baccalaureate (IB) programs. PLI has developed its own online interactive coursework that empowers our teachers and students to develop unique and differentiated strategies for success in the classroom.

Originally established under the name TCG Global, PLI began offering its myLanguage360 Mandarin courses to public schools in 2009. Classes were taught by instructors located on the other side of the world at a remote teaching center in Beijing, China. PLI’s China- based teachers became the first educators in history to earn American state teaching credentials without ever setting foot in the United States, thanks to an innovative alternative certification program created in partnership with Region 4 Educational Service Center in Texas.

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Below, PLI has provided Huntington Park with a additional evidence of our past successful collaborations. Additional contact information is available upon request.

Wilson County Schools (Tennessee)
2017-Present
Wilson County School District is located right outside of Nashville, Tennessee, empowering more than 18,000 students in grades PK-12 with - a student-teacher ratio of 17 to 1. Of those students, 45% test proficient in math and 43% in reading. In partnering with the Wilson County Schools, PLI provided support services to students focused on increasing struggling students math outcomes. By the end of the collaboration, 92% of 8th grade students were on target to meet all standards and qualifications to pass Freshman Algebra in 8th grade by scoring significantly higher on the end of course examination for algebra.

Antelope Valley Unified School District (CA)
2015 - Present
Antelope Valley Unified School District (USD), located near Los Angeles and with over 23,000 students across 27 campuses, has been collaborating with PLI to offer instruction for their students in their middle and high schools. PLI certified teachers worked with their students to get the help they need in Math, Science, French and Spanish. Antelope Valley USD contracts with PLI to offer over 300 hours of live instruction each week to support their students. PLI works with each school to coordinate direct, live- streamed instruction and tutoring from highly qualified instructors according to when the principals need it.

Milwaukee Public Schools (Wisconsin)
2017 – Present
The largest school district in Wisconsin, Milwaukee Public Schools serves more than 75,000 students across 154 schools. PLI partnered with the school district in 2017 to provide Live-Streaming Enriched Virtual Instruction to build an equitable world language program that now offers five world languages in 19 middle and high schools, ensuring high-quality educators in some of the most difficult teaching roles for schools to fill. PLI instructs more than 8000 students every day in Milwaukee.

We are currently in year four and due to our success have expanded each year to add in new schools.

Employee Operations
PLI employs almost 1000 highly qualified teachers across the U.S. and maintains access to 15,000 additional graduate students and qualified tutors. Each of PLI’s teachers are Huntington Park
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veteran educators who have a wealth of knowledge about the Common Core State Standards, differentiation and scaffolding, and curriculum and instruction. All teachers hold credentials in the subject matter they are teaching and undergo an extensive and rigorous training process to master the PLI online instructional platforms, e-learning pedagogy, and online classroom management skills. PLI live streamed teachers are held to incredibly high standards when it comes to increasing and then maintaining student engagement because our partners depend on it.

PLI has a robust recruitment team that includes 13 recruiters and five managers. Our team uses LinkedIn, Facebook, blogs, webinars, as well as being one of the few companies approved on the Military Spouse Ambassador Network to find certified K12 teachers. After successfully completing an interview, prospective teachers deliver a sample lesson and compete a technology assessment to ensure they have the skills and abilities to be a dynamic virtual educator. In addition, PLI has 16 staff members that focus on teacher and tutor placement.

Once approved for hire, PLI educators undergo an extensive background check both personally and financially. We utilize Liberty Background Services to complete our checks, where teachers go through LiveScan fingerprinting. This is a federal background check that typically meets all state and district requirements. We can execute on any additional background checks as needed. PLI will conduct all mandatory criminal background checks at no cost to the the City. PLI will maintain all background check records and will make the records available for review upon request and can supply additional background information when deemed necessary.

We understand the quality of our teachers is central to our success and have developed a robust training and evaluation system to ensure quality teachers who are highly effective educators in virtual classrooms. PLI begins with a three-day inperson cohort training session that allows all of our new hires to work with our Virtual Educator Trainer to prepare them for success in their classes. During these cohorts, the Virtual Educators will work through their onboarding training and will have the opportunity to ask questions in real time, work through the training sessions, and have support throughout each of the sections. They receive certificates of completion and upload an intro video that will be shared with the school and students they will teach.

Once complete they are required to shadow a mentor teacher for 3 days in their classrooms to get familiar with our successful virtual instruction model and to build their confidence before taking over their own classes.

PLI adheres to and has adopted the National Virtual Teacher Association’s Observation Principles viewed below for what great teaching looks like in a virtual classroom. We Huntington Park
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share similar beliefs in being able to create a quality learning environment online is much different than creating a physical one. To transition to a virtual classroom, teachers need to acquire new skills, learn how to access, and implement free and paid resources to engage students, and master the flexibility of a virtual classroom using video streaming. To encourage this, we have provided a salary increase for all PLI teachers who complete the National Virtual Teacher Certification Course, a 50-hour program over a three-month period to ensure they are ready to create a dynamic and engaging classroom for your students. To date over 80% of PLI teachers have completed or are enrolled in this certification.

Further, as part of PLI’s commitment to the ongoing process of increasing teaching effectiveness, our educators are assessed weekly based on their classroom performance and their students’ weekly grade reports. The Manager of Teacher Effectiveness and the Instructional Team support one another’s work through a weekly peer review session. The focus of these sessions is to determine growth in student performance, ensure the rigor and methods outlined in the curricula are effectively being delivered, and support the ongoing improvement of teaching effectiveness, and most importantly, student outcomes.

Feedback given by school facilitators, students, and parents is also sought and considered as our educators seek to continuously increase their effectiveness. Surveys are administered each semester to evaluate student satisfaction with their level of teacher interaction, course rigor, learning progresses, and course technology. This information is used to determine the additional professional development opportunities and support provided to PLI faculty members on an ongoing basis.

PLI maintains a fully built out teacher effectiveness team to ensure the quality of our staff and more. The team is led by our Principal of Teacher Effectiveness, Shanna Ayer, who guides a team of five Department Chairs and 17 Lead Teachers. This team’s collective job is to observe our instructors and tutors, mentor them, and overall ensure the quality and effectiveness of instruction for our partner schools and districts, and ultimately the students we empower. Our instructional specialists also provide daily office hours for teachers to visit with them to ask questions, build a community with other teachers, receive information on instructional strategies, and more.

PLI utilizes the 5 Domains found in the National Virtual Teacher Association (NVTA) Rubric to score the observations of their teachers. The 5 Domains include:
• Domain 1 - Home Instructional Space & Technology
• Domain 2 - Class Preparation
• Domain 3 - Content Knowledge & Virtual Instruction
• Domain 4 - Virtual Learning & Affect
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• Domain 5 - Professional Practices & Responsibilities
PLI also provides Professional
Development sessions throughout
the year on a weekly to biweekly
basis. These professional
development sessions are
designed to provide teachers with
the foundations they need for
their classrooms. Sessions include
training on using Breakout Rooms,
how to Differentiate instruction,
how to build rapport with
students, creating a positive
classroom environment, and more.

Professional Development
Sessions for the 2021-2022 school
year are planned for the year by
quarter, with the opportunity for
additional timely professional
development on an as needed
basis determined by observation
outcomes and data.

We anticipate leveraging the
following professional development plans for the 2021-2022 school year:
• Quarter 1 – Strategies: We will focus on Canvas, Zoom, NearPod, USA Test • Prep, and other tools that PLI teachers can leverage to ensure student success • Quarter 2 – Best Practices: Differentiation, Breakout Rooms, Variety of Instructional Strategies, Digital Toolkit, etc. best suited for the virtual environment
• Quarter 3 – Social Emotional Learning: Building relationships and developing skills needed for supportive relationships with students in a virtual environment • Quarter 4 – Timely PD/End of Year Check-ins: Creative grading, End of year Testing, Mental health, etc.

Contract History and References
PLI currently maintains 144 active partnerships and formalized contracts for which additional contact information is available upon request. Below, please find three Huntington Park
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references, in addition to several current tutoring partnerships. Additional letters of reference are available upon request.

Charles County Public Schools
Contact Name: Theresa Peck
Address: 5980 Radio Station Road P.O. Box 2770 La Plata, MD20646 Phone Number: 301.932.6610
Comfort Independent School District
Contact Name: Dr. Jerry Adams
Address: 327 High Street, Comfort, TX 78013
Phone Number: 830-995-6400
Lancaster County Public Schools
Contact Name: Jessica Davis
Address: 2330 Irvington Rd. Weems, VA 22576
Phone Number: 804.462.5100 ext. 7001
Charles County Public Schools (Maryland)
2019-Current
Contact Name: Theresa Peck, Instructional Programs Support Specialist Contact Phone/Email: 301.932.6610 (main line), [email protected] One of the fastest growing districts in Maryland, Charles County Public Schools is located in southern Maryland and considered part of the Washington DC metropolitan area. With a mission focused on providing students with a quality education that builds character and prepares them for life, CCPS serves students in 37 schools and 3 additional education centers. CCPS has over 25,000 students in grades Prek-12, and like many other schools, decided to implement a virtual school option for students. PLI will provide Maryland licensed educators to teach core classes to K-12 students in 9 schools within CCPS. Educators will implement instruction in core academic subjects, including ELA, math, science and social studies.

Chicago Public Schools
2017-Current
Contact Name: Pamela Butts, Director of Nonpublic Programs Contact Phone/Email: 773.553.1000 (main line), [email protected] PLI. is currently collaborating with Chicago Public Schools to empower their students, delivering Title I supplemental math and reading services to non-public schools to ensure their ongoing success. Further, PLI is also delivering tutoring services and supports to delinquent and homeless students. We are continuously rated annually as Huntington Park
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one of the highest performing providers in Chicago. We have been growing every year and have become the preferred provider in the district when a new school requests service.

Lancaster County Public Schools (VA): 2021-Current
Contact Name: Jessica Davis, Director of Instruction
Contact Phone/Email: 804.462.5100 ext. 7001, [email protected] Lancaster County Public Schools, located in Lancaster, Virginia, serves nearly 1,100 students in grades prek-12. The elementary schools have a focus on Positive Behavior Intervention and Supports (PBIS) and embrace the belief that all children can succeed. In high school, students have options to attend Northern Neck Technical Center, and participate in an Early College Academy Program, placing them on the path to success early in their education. LCPS now partners with PLI to implement ELA supports 2 days a week, in addition to math supports 4 days a week, giving students even more options than they had previously.

Muscogee County School District (GA): 2019-Current
Contact Name: Keith Seifert, Chief Academic Officer
Contact Phone/Email: 706.748.2109, [email protected] Muscogee is located an hour and a half from Atlanta in a military town that has a high free and reduced lunch population. In addition to partnering with PLI for teacher coverage and virtual school options, PLI now offers additional tutoring support to students within the district as well. ELA tutoring supports are provided by PLI certified educators five days a week, further ensuring that MCSD students are prepared for college, career, and their futures.

Socorro Independent School District (TX): 2021-Current
Contact Name: Carmen Crosse, School Improvement Officer Contact Phone/Email: 915-937-2400, [email protected]
Socorro Independent School District, located in El Paso, Texas, serves 47,000 students across 49 schools. SISD is growing quickly and has been recognized for several achievements, that include an “A” grade in the Texas Education Agency latest accountability ratings. SISD prides itself on preparing students for graduation, careers, and life experiences. To further aid with these endeavors, SISD now partners with PLI to provide students with additional ELA and mathematics tutoring supports five days a week. SISD students have access to highly qualified, licensed educators, who implement virtual tutoring supports in core academic areas to best meet student needs.

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Financial Stability
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Please find a letter below detailing PLI's financial stability.

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Appendix I General Terms and Conditions Confirmations
PLI certifies that we do not have any potentially conflicting interests including: 1. Any litigation involving ourselves or personnel which is adverse to the City. PLI offers the acceptance of all conditions listed in the RFP document, acknowledging we are offering a wholly virtual tutoring option to provide on-demand tutoring supports for Huntington Park students.

Appendix II Pricing
PLI Tutoring Costs
Throughout the engagement, PLI virtual tutors will use detailed data to plan instruction, craft individualized feedback, and offer supplemental support tailored to each student’s individual learning needs. This process is greatly facilitated with userfriendly data visualization tools within the i-Ready system.

At PLI, we understand that no two students learn or attain success in the same way. We acknowledge the path to individual achievement is accessed in different ways. As such, PLI interventionists and tutors use creativity, flexibility, and empathy when assessing and employing research-based strategies to ensure the needs of every struggling student are identified, supported, and met.

Research shows tutoring to be the most effective intervention to address learning gaps.

The City will gain access to one-on-one or small group tutoring (up to 16 students).

Students meet face-to-face with tutors through our virtual Learning Platform, where they can use interactive tools and collaborative workspaces for a truly engaging online experience.

PLI offers two options for tutoring to best meet the City’s needs:

Option 1: On-Demand Study Support: With near 24/7 availability, students benefit from unlimited access to live chat tutoring with highly vetted subject matter experts that can be certified teachers or college graduates/students. Students also have access to our full suite of self-study resources, including adaptive diagnostics, instructional videos, practice problems, and more. The district would be able to allocate each student a specific number of tutoring sessions that would be tracked so students, families, teachers and administration alike would know how many sessions remain.

Each student has the capability to login and select a tutor to best fit their individual needs from our pool of thousands within our system. The City would also maintain the capability to see aggregate number of tutoring sessions being utilized and by whom.

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Option 2: Scheduled Tutoring Sessions: PLI’s system also supports ongoing scheduled tutoring sessions, allowing Huntington Park students to set up specific times for tutoring each week, whether during school hours, after school hours or on weekends.

These sessions would be at a pre-set time and date, but can support one student or a group of students.

Sample Tutoring session types:
• High Dosage
• Study assistance
• Test Prep
• Extra-Curricular
• Special Education
Pricing Breakdown
Option 1: Set Day and Time Monthly tutoring Sessions
Description: The school sets a specific day and time every week for a group of students to work with a tutor, this can be after school, during school or on weekends. Students are enrolled in the class sessions and are expected to participate every week. # of live 60 Min Sessions Each Week Monthly Cost Per Section Number of Students 1 Session Weekly $435.00 Up to 30
2 Sessions Weekly $881.50 Up to 30
3 Sessions Weekly $1,007.40 Up to 30
4 Sessions Weekly $1,133.40 Up to 30
5 Sessions Weekly $1,259.30 Up to 30
Option 2: 24/7 On-Demand Tutoring
Description: Students have access to a content expert teacher near 24/7. At any time, they can login and request a live tutor for 30 min to 1 hour. They can engage for 1on1 or small group tutoring sessions, available after school, at night, weekends, study hours etc.

Certified K-12 Teacher College Student/Graduate Time Number of Students in Pod $50 $30 Hour Up to 3 Students
Option 3: Chat Only Tutoring
Description: Students receive homework help, writing feedback, and study support on demand. The direct help includes whiteboarding, file sharing, and expert help across all content areas and grade levels for five minutes or five hours based on their schedule and support needed.

Tutoring Length
• 30 min
• 60 min
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Number of Students Price per Student
1-500 $100
501-1000 $95
1001-5000 $90
5001-10,0000 $80
15,000-25,000 $75
25,001+ $50
Option 4: Educational Resource : Educational Support System Description: All students get access to a rich library of video lessons and materials for all levels of education.

Number of Students Price per Student
1-500 $10
501-1000 $8
1001-5000 $6
5001+ $5
Optional Phone Support: For those who opt into phone support, a unique 1800 number will be provided for your students and district employees to utilize. # of Students Fee
1-100 $15,000
101-500 $45,000
501-800 $65,000
1000+ $85,000

EXHIBIT A

FALSE CLAIMS FORM

CITY OF HUNTINGTON PARK
City Hall
6550 Miles Avenue
Huntington Park, California 90255
False Claims / False Claims Act Certification
Concessionaire Services
Proposer shall provide either the certification requested below or the information requested on the next page. Failure to certify or provide the requested information may result in a determination that the Proposer is non-responsive and City may reject the submittal on this basis.

Failure to fully and accurately provide the requested certification or information may result in a determination that the Proposer is not responsible and City may reject the submittal on this basis as well. “False Claims Act”, as used herein, is defined as either or both the Federal False Claims Act, 31 U.S.C. section 3729 et seq., and the California False Claims Act, Government Code section 12650 et seq.

FALSE CLAIMS ACT CERTIFICATION
If the Proposer has no False Claims Act violations as described above, complete the following:

I , am the ________________________
(Print name of person responsible for submitting submittal) (Title with proposing entity)
of________________________________________________ (hereinafter, “Proposer”). (Print Name of Proposing Entity)
In submitting a submittal to the City of Huntington Park, I hereby certify that neither Proposer nor any person who is an officer of, in a managing position with, or has an ownership interest in Proposer has been determined by a court or tribunal of competent jurisdiction to have violated the False Claims Act as defined above.

I declare under penalty of perjury that the foregoing is true and correct.

Executed this day of at
(Month and year) (City and state)
By
(Signature of Person Responsible for Submitting Submittal on behalf of Proposer)
Evan Erdberg President
Proximity Learning Inc.
ninth May 2022 Austin, Texas

FALSE CLAIMS ACT VIOLATIONS INFORMATION
(1) Date of Determination of Violation: _ _____
______________________________________________________________________ (2) Identity of tribunal or court and case name or number, if any:
______________________________________________________________________ (3) Government Contract or project involved:
______________________________________________________________________ (4) Government agency involved:
______________________________________________________________________ (5) Amount of fine imposed:
(6) Exculpatory Information:
______________________________________________________________________ ______________________________________________________________________

DECLARATION
I, am the ________________________
(Print name of person responsible for submitting submittal) (Title with proposing entity)
of________________________________________________ (hereinafter, “Proposer”). (Print Name of Proposing Entity)
I declare under penalty of perjury that the above information is true and correct.

Executed this day of at
(Month and year) (City and state)
By
(Signature of Person Responsible for Submitting Submittal on behalf of Proposer)
N/A
N/A
N/A
N/A
N/A
N/A
President
Proximity Learning, Inc.
10th May 2022 Austin, TX

EXHIBIT B

CITY OF HUNTINGTON PARK
6550 Miles Avenue
Huntington Park, California 90255
Civil Litigation History/Civil Litigation Certification Concessionaire Services
Proposer shall provide either the certification requested below or information requested on the next page. Failure to provide such certification or information may result in a determination that the Proposer is nonresponsive. Failure to fully and accurately provide the requested certification or information may result in a determination that the Proposer is not responsible. For the five (5) years preceding the date of submittal of this Submittal, identify any civil litigation arising out of the performance of a procurement contract within the State of California in which any of the following was a named plaintiff or defendant in a lawsuit brought by or against the entity soliciting Proposals: the Proposer submitting the instant Submittal, including any person who is an officer of, or in a managing position with, or has an ownership interest in, the entity submitting the Submittal. Do not include litigation which is limited solely to enforcement of mechanics' liens or stop notices. Provide on the following page labeled “Civil Litigation History Information:” (i) the name and court case identification number of each case, (ii) the jurisdiction in which it was filed, and (iii) the outcome of the litigation, e.g., whether the case is pending, a judgment was entered, a settlement was reached, or the case was dismissed.

CIVIL LITIGATION CERTIFICATION
If the Proposer has no civil litigation history to report as described above, complete the following:

I, am the ________________________
(Print name of person responsible for submitting submittal) (Title with proposing entity)
of________________________________________________ (hereinafter, “Proposer”). (Print Name of Proposing Entity)
In submitting a Submittal to the City of Huntington Park, I, hereby certify that neither Proposer nor any person who is an officer of, in a managing position with, or has an ownership interest in Proposer has been involved in civil litigation as described, above.

I declare under penalty of perjury that the above information is true and correct.

Executed this day of at
(Month and year) (City and state)
By (Signature of Person Responsible for Submitting
Submittal on the behalf of Proposer).

President
Proximity Learning Inc.
ninth May 2022 Austin, Texas

CIVIL LITIGATION HISTORY INFORMATION
(1) Name of Case:
(2) Court case identification number:
(3) Jurisdiction in which case was filed:
(4) Outcome of the case:
(5) Name of Case:
(6) Court case identification number:
(7) Jurisdiction in which case was filed:
(8) Outcome of the case:

DECLARATION
I, am the ________________________
(Print name of person responsible for submitting submittal) (Title with proposing entity)
of________________________________________________ (hereinafter, “Proposer”). (Print Name of Proposing Entity)
I declare under penalty of perjury that the above information is true and correct.

Executed this day of at
(Month and year) (City and state)
By:
(Signature of Person Responsible for Submitting Submittal on behalf of Proposer)
4842-7264-1328, v. 1
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
President
Proximity Learning, Inc.
ninth May 2022 Austin, TX
Huntington Park
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1800 E 4th St, Ste 131 | Austin, TX 78702
[email protected] | 833.507.0003 | www.proxlearn.com