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a. The contractor shall have on site a full-time professional employee or at the least a local and/or regional staff professional consultant who has committed one half of this total time to this Project; or can make available on site, on a four-hour notice during working hours, an individual assigned to the Project to provide specified services on request from the Project Manager.

a

b. The contractor shall indicate a thorough understanding of the Project and its intent. He shall become extremely knowledgeable with every document of record prepared during the planning; demonstrate knowledge of the historical development of the Project, the personal relationships developed during the planning effort, the organizational structure, and the relationships within and external to the Dallas Independent School District which are related directly or indirectly to the Project. The contractor shall meet with the key individuals involved in the planning (past and present) as well as the implementation of the Project. He shall meet with the contractor selected for operating the major components and indicate a thorough knowledge and understanding to the latter's proposed approach. The contractor shall record discussions with appropriate school officials to be reviewed by the Project Manager and will have discussions with other designated officials from which will be formed the evaluation of the adequacy of the contractor's knowledge and understanding.

c. The contractor shall indicate a thorough understanding of the "Performance Contract-Turnkey" (See Tab B) approach in terms of conceptualization and intent. d. The contractor shall state in writing any conflict of interest which might exist if selected to provide the requested services. Upon proper cause, the contractors must respond to questions raised by any of the parties concerned, including the contractor(s) operating the instructional training components.

e. The contractor shall be willing either to consult extensively with and to hire and train community residents and/or Dallas Independent School District employees where appropriate in the completion of all services required by the contract. (See Tab A of Attachment I for suggested ways in which the contractor may utilize such personnel.)

2. Performance Requirements of Anticipated Activities: Management Support Group

a. Design, develop and implement a management information system which will:

(1) Report student progress toward interim and final performance objectives, by treatment configuration, by school, by contractor (if more than one contractor is involved in instruction) and by individual results, to the following officials for the following general purposes:

(a) The Project Manager for determining basis of interim payments to the contractor.

(b) The Project Manager for validating and/or modifying decision criteria.

(c) The Project Manager for renegotiating or terminating the instructional contracts and/or modifying modules of the instructional program according to pre-determined contingency plans indicated in the instructional contractor's proposal.

(d) The Project Manager for validating voucher requests from the contractors and reporting verified statements to the Dallas Independent School District budget and accounting office for contractor payment.

(e) The contractor(s) to be used as feedback for internal evaluation and instructional systems redesign and modification as necessary.

(f) The staff evaluator on the Project Management staff for input into the evaluation design.

(2) Report actual costs as well as assigned costs of other resources to the Project Manager at predetermined dates to be used for cost effective analysis, sensitivity analyses, and trade-off analyses in order to determine the optimal configuration and feasibility of Turnkey operations.

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(a) Develop the relevant procedures, forms, timesheets, etc. for the implementation of the management information system.

(b) Design and develop a computer-based model for determining the relative cost effectiveness of the nine treatment configurations, the relative cost effectiveness of the three most cost effective configurations in comparison to the Dallas Independent School District's counterpart programs, and administrative costs and the projected cost effectiveness associated with performing the Turnkey process when appropriate. Compatible interface must be assured in terms of data inputs, outputs, and other similar requirements between the model which is to be developed and the existing evaluation design and goal assessment criteria as modified upon contractor negotiations and by the direction of The Education Audit Group. Refine and/or modify extant or newly developed procedures which will be used by the Project Management Office during the administration of the project.

(c) The procedures utilized must be compatible with extant Dallas Independent School District administrative procedures and legal constraints and must be certified by the Education Audit Group.

(d) Assist the Project Management Office in the initiation and execution of the operational components, including monitoring of their components on a requested basis.

(e) Conduct the necessary cost effectiveness anal-
yses as indicated in activities (1) and (2) above
with recommendations presented to the Dallas
Independent School District Project Manage-
ment Office, other school officials, and the Dal-
las Independent School District Board of Edu-
cation:

[1] Relative cost effectiveness in terms of cost
per level of increase by unit of instructional
time and/or student learning characteristics.
[2] The actual costs and cost of administrative and
other changes to implement the three most
cost-effective treatment configurations into
the Dallas Independent. School District coun-

terpart programs in the Project Senior high
schools, beginning with the ninth grade at the
end of Year 1 of the Project.

[3] The relative levels of guarantee which the con-
tractor will make if the program is adopted
by DISD, conditional upon changes in admini-
strative procedures and cost outlays to be
made by DISD—to be presented in terms of
alternative costs and benefits to relevant de-
cision makers.

Design and certification to be completed by August 30, 1970. Implementation and modification to occur as called for in the design from August 30, 1970 to end of school year, 1971. (3) Assist the Project Manager in the conduct of press conferences, briefings, and other forms of public relations activities.

To be performed as requested during the first year of the Project.

(4) Train

Dallas Independent School District top management staff, principals and assistant principals in the application of sophisticated management tools and strategies, such as PERT and "critical" path analysis, to the resource allocation and decision-making processes.

To be performed once a month during the first year of the Project.

(5) Assist the Project Manager in evaluating and then implementing new and proven cost-effective techniques and strategies to the management of this Project.

To be performed as required during the first year of the Project.

(6) Assist the Project Manager in planning for the
second year of the Project. This activity is to include
the preparation for Turnkey and/or Project expan-
sion, requiring at a minimum the development of an
education resources management system, an ob-
jects network, and an estimated budget for the
second year's activities and products.

To be performed as requested by the Project
Manager during the first year of the Project.

(7) Assist in soliciting funds for Project expansion
and/or continuation in the second year.

4

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To be performed when requested by the Project
Manager during the first year of the Project.

(8) Assist the Project Manager in the preparation of
summary and interim reports, School Board Agenda
Items, Executive Team reports, reports to advisory
groups and to participating schools, and recommen-
dations relative to Project decision making.

To be performed when requested by the Project
Manager during the first year of the Project.

3. Statement of Anticipated Activites: Education Audit
Group

The Education Audit Group will serve in a staff capacity to the Project Manager's Office during the first year of the Guaranteed Student Achievement Project. (See Tab A for details of the Project.)

The Education Audit Group will advise, and provide technical assistance to, the Project Manager in the general areas of process, product and management evaluation as applied to the Guaranteed Student Achievement Project. In the fulfillment of these duties, the Education Audit Group will be required to perform the following services in accordance with specified product and delivery dates as estimated below, but to be firmly established by the time of contract signing.

a. To review, modify and certify the Project's goals and evaluation design. The Auditor will examine the design, the proposed instruments, the data collection procedures, the statistical treatments, and the Project's goals and objectives. He will make recommendations as to the internal logic of the design, the validity and reliability of the instruments, and the administrative feasibility of the total evaluation process. He will assist the Project Manager in making recommended changes and will certify the final product.

To be completed by August 28, 1970.

b. To advise the Dallas Independent School District
during contract negotiations with the contractors who
are offering instructional goods and services which
will be utilized in the Project. Such advice will pertain
to the merits and weaknesses of each bidder's
program(s), interim and final objectives, method of per-
formance, measurement, instrumentation and cost-
reimbursement proposals.

To be completed when contract is signed, about
August 1, 1970.