School Improvement Services to Address HIDOE Priorities

2026-11-03

RFP PURPOSE AND OVERVIEW The U . S . Department of Education ( USDE ) has articulated the goal for all American schools to graduate students who are college and career ready , at the same time focusing on closing the achievement gap among subgroups of students , offering greater flexibility , providing parents with more input , and delivering instruction that results in high achieving students . States must continue to assure that all students achieve academic proficiency in the core academic subjects , particularly reading and mathematics . The Hawaii State Department of Education ( STATE ) Hawaii Consolidated State Plan for the Elementary and Secondary Education Act of 1965 , as amended by the Every Student Succeeds Act plan provides the organizational changes that support actions and strategies that will target turning around the lowest performing schools in the state . The STATE currently does not have the necessary resources or expertise to support its complex areas and schools to effectuate school turnaround . Therefore , the STATE seeks to partner with CONTRACTORs on two levels of services : 1 ) training for state offices and complex area personnel to empower and build their internal capacity in order that they can facilitate and sustain transformation and continuous school improvement in all schools , and 2 ) direct support services to schools that are focused on strategic and timely actions that will result in turning around low student achievement . Goals and Objectives The primary goal of this contract is to partner with CONTRACTORs to build the internal capacity of Hawaii State Department of Education leadership , educators , and staff . The CONTRACTOR ( s ) will facilitate the implementation of evidence - based , culturally responsive systems that result in measurable improvements in student achievement , school climate , and educator effectiveness . To achieve the primary goal , the CONTRACTOR ( s ) will deliver coaching , training , and technical assistance in the following priority areas :  Continuous Improvement Cycles : Building capacity in schools to conduct root - cause data analysis and manage continuous school improvement cycles .  Instructional Excellence : Providing job - embedded coaching for teachers on standards - aligned Tier 1 instruction ( ELA , Math , Science , Social Studies ) and the use of formative assessment rubrics .  Leadership & Equity : Training school and complex area leaders in inclusive leadership practices and the Nā Hopena A ‘ o ( HĀ ) framework to foster a supportive school climate .  Whole - Child Supports : Developing and refining Multi - Tiered Systems of Support ( MTSS ) to address academic needs , social - emotional wellbeing , and improved attendance .  Family & Community Empowerment : Strengthening school - home partnerships through evidence - based family engagement strategies .  Evidence - Based Validation : Ensuring all proposed interventions meet ESSA Tiers 1 , 2 , or 3 evidence standards and demonstrate success with similar student populations ( e . g ., Pacific Islander , English Learners , and Students with Disabilities ). The success of the CONTRACTOR ( s ) will be measured by the following :  Increased Regular Attendance : A measurable increase in the percentage of students attending 90 % or more days of school .  Increased Academic Proficiency : Improved performance on the Smarter Balanced Assessment ( SBA ) and the Hawaii State Assessment ( HSA ) in Science .  Growth Metrics : Demonstrable " Typical to High Growth " in Student Growth Percentiles ( SGP ) for ELA and Math .  Climate Improvement : Positive trends in School Quality Survey ( SQS ) and Panorama data regarding safety , engagement , and school culture . Scope of Work CONTRACTOR ( s ) will be expected to partner with Hawaii State Department of Education ( STATE ) state offices and Complex Area Superintendents ( CAS ), school administrators , and school leadership teams to implement evidence - based strategic actions that align with the specific needs identified in each school ’ s Comprehensive Needs Assessment ( CNA ) and WASC Self - Study . All services must be collaboratively determined and directly integrated into the school ’ s Academic Plan . CONTRACTOR ( s ) are expected to act as thought partners , ensuring that interventions are not siloed but are part of a cohesive school - wide or complex - wide improvement strategy . Systemic , evidence - based intervention that produces significant , measurable gains in student achievement and school climate takes time . While immediate results are expected , the CONTRACTOR ’ s primary mandate is to build the internal capacity of STATE personnel . The goal is to establish sustainable systems , protocols , and instructional practices that persist after the contract concludes . For the duration of this contract , the CONTRACTOR ( s ) shall align all support services with the Hawaii State Department of Education 2023 - 2029 Strategic Plan priorities . The CONTRACTOR ( s ) shall provide expertise and materials in one or more of the following five priority areas : 1 . Comprehensive Needs Assessment and Strategic Planning :  Assisting schools and complex areas in conducting root - cause analyses .  Facilitating the transition of CNA findings into actionable , measurable goals within the Academic Plan .  Implementing continuous improvement cycles . 2 . Instructional and Transformational Leadership :  Coaching school administrators and leadership teams on distributed leadership models .  Training leaders to monitor the fidelity of evidence - based interventions .  Developing inclusive leadership practices that foster a culture of high expectations and equity . 3 . Capacity Building through Coaching and Professional Development :  Providing job - embedded coaching for teachers , school - level coaches , and complex area personnel .  Strengthening Professional Learning Communities ( PLCs ) to focus on data - driven instruction and student work analysis .  Developing peer - coaching models to ensure instructional improvements are sustained by school staff . 4 . Specialized Support and Multi - Tiered Systems of Support ( MTSS ):  Subgroup Intervention : Targeted strategies for students in poverty , English Learners ( EL ), and Students with Disabilities ( SWD ) to close persistent achievement gaps .  Whole - Child Support : Designing and refining a robust MTSS framework that integrates academic supports with Social - Emotional Learning ( SEL ) and behavioral interventions .  Improved Attendance : Implementing evidence - based practices to improve student engagement and attendance .

Hawaii

2026-04-08