You are on page 1of 120

TECHNICAL PROPOSAL

RFP: 251-19-197

SOCIAL AND EMOTIONAL LEARNING (SEL) UNIVERSAL SCREENER

WAKE COUNTY PUBLIC SCHOOL SYSTEM

Submitted for consideration by:

Innovations in Behavioral Assessments


EduMetrisis, LLC
P.O. Box 336404
Greeley, Colorado 80634
(970) 301-5166

www.edumetrisis.com
EduMetrisis, LLC
P.O. Box 336404
Greeley, CO 80633
(970) 405-6694
www.edumetrisis.com

Date: October, 18th 2018

Wake County Public Schools


Attn: Kris Adams
1551 Rock Quarry Road
Purchasing Dept. Bldg. F
Raleigh, NC 27610

Re: RFP No: 251-19-197 SOCIAL-EMOTIONAL LEARNING UNIVERSAL SCREENER

Dear : Mr. Adams

Enclosed please find our proposal for the above referenced RFP “SOCIAL-
EMOTIONAL LEARNING UNIVERSAL SCREENER” which we are submitting for your
consideration.

I certify that the contents of the Proposal submitted on behalf of Edumetrisis, LLC in
response to this RFP are true, accurate and do not include confidential information.

I am also certifying that EduMetrisis, LLC does not unlawfully discriminate on the
basis of race, color, national origin, gender, sexual orientation and/or religion in its
business and hiring practices and that all of its employees are lawfully employed
under all applicable federal, state and local laws, rules and regulations.

Respectfully submitted,

Achilles N. Bardos, Ph.D.


CEO, Edumetrisis, LLC
25 1-19-197
Addendum #1

WAKE COUNTY PUBLIC SCHOOL SYSTEM


BID ADDENDUM

FAILURE TO RETURN THIS BID ADDENDUM IN ACCORDANCE WITH


INSTRUCTIONS MAY SUBJECT YOUR BID TO REJECTION

Bid Number: 251-19-197 Opening Date/Time: 10/24/18 2:00 PM ET


Description: Social Emotional Leaming Universal Screener

Addendum Number: 1
Addendum Date: 10/18/18

INSTRUCTIONS:

Answers to questions submitted

1. Questions and Answers

.RFP Section, Pa,e VendorQueslion Answer

Number

Vendor Support, page 7 Is there or will there be a There is a leadership cohort for SEL in

Social/Emotional Leaming Director the district.

and/or cohort within the district?


Vendor Support, page 7 Approximately how many WCPSS There will be sufficient staff to

district personnel will be leading and support the implementation, led by

driving the initial pilot and district wide the leadership cohort.

implementation?
Terms of Contract, page 8 What is the intended scope and size of We plan to pilot approximately 5% of

the 2018-2019 pilot? our schools K-12.

Proposal Submittal, page Who should vendors include in the Kris Adams

3 "Attn:" line of the delivery address?


General Information, page Approximately how many schools does A. We plan to pilot approximately 5%

4 WCPSS envision participating in the of our schools K-12.

spring 2019 pilot?

Page 1 of 3
25 1-19-197
Addendum #1

How many vendors does WCPSS expect B. We will select no more than 3

to select for the spring 2019 pilot? vendors for the Spring 2019 Pilot.

What is the anticipated budget for the


spring 2019 pilot portion of the project? C. N/A

Scope of Work - Vendor The RFP includes the following as a We apologize as this was a typo to

Support, page 8 component of desired training: include the word "mathematical

"Diagnostic protocol to determine competencies." The wording should

specific learning gaps in students' read "specific learning gaps in

mathematical competencies." Could students' social-emotional

WCPSS please clarify this requirement? competencies."

Scope of Work - SIS, Page On p. 8 the RFP request 2 reference Offerors should submit a total of 3

8; References, page 11 accounts where at least 40,000 students current references/contacts of which

have been served for at least one year. they have provided similar services

On p. 11, the RFP request a list of (3) for our size district for at least 2

current references/contacts in which years.


,;--...
they have provided similar services in
the last two (2) years. Should offerors
submit a total of 5 references, or a total
of 3 references?
Cost analysis, page 10 What is the anticipated budget for this N/A
project?

******************************************************************************************************
1. Check ONE of the following options:

ti] Bid has not been mailed. Any changes resulting from this addendum are included in our bid.

D Bid has already been mailed. No changes resulted from this addendum.

D Bid has already been mailed. Changes resulting from this addendum are as follows :

***************** **************************************************************** *********************


Execute Addendum:

Bidder: _ _ _EduMetrisis, LLC _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __


Page 2 of 3
251-19-197
Addendum #1

Authorized Signatu: / 2 _ - -

~ Name and Title

(Typed): _ _Achilles N. Bardos, Ph.D., CEO_ _ _ __ Date: 10-18-18_ __

Page 3 of 3
WAKE COUNTY PUBLIC SCHOOL SYSTEM REQUEST FOR PROPOSAL
NO. 251-19-197
PURCHASING DEPARTMENT Bids will be publicly opened: October 24, 2018 2:00 PM ET

Contract Type: AGENCY SPECIFIC

Refer ALL Inquiries to: Kris Adams Commodity: Social-Emotional Learning Universal Screener
Telephone No: 919-588-3457

E-Mail: kwadams@wcpss.net Using Agency Name: WAKE COUNTY PUBLIC SCHOOL


SYSTEM

(See page 3 for mailing instructions.)

NOTICE TO BIDDERS

Sealed bids, subject to the conditions made a part hereof, will be received at this office (1551 Rock Quarry
Rd. Bldg. F, Raleigh, NC 27610) until 2:00 p.m. on the day of opening and then opened, for furnishing and
delivering the commodity as described herein. Refer to page 2 for proper mailing instructions.

Bids submitted via facsimile (FAX) machine or Email in response to this Invitation for Bids will not be
acceptable. Bids are subject to rejection unless submitted on this form.

EXECUTION
In compliance with this Invitation for Bids, and subject to all the conditions herein, the undersigned offers
and agrees to furnish and deliver any or all items upon which prices are bid, at the prices set opposite each
item within the time specified herein. By executing this bid, I certify that this bid is submitted competitively
and without collusion (G.S. 143-54), that none of our officers, directors, or owners of an unincorporated
business entity has been convicted of any violations of Chapter 78A of the General Statutes, the Securities
Act of 1933, or the Securities Exchange Act of 1934 (G.S. 143-59.2), and that we are not an ineligible vendor
as set forth in G.S. 143-59.1. False certification is a Class I felony.

Failure to execute/sign bid prior to submittal shall render bid invalid. Late bids are not acceptable.

BIDDER: EduMetrisis, LLC

STREET ADDRESS: 1441 40th Avenue P.O. BOX: ZIP:

CITY & STATE & ZIP: Greeley, CO 80634 TELEPHONE


NUMBER: (970) 405-6694
PRINCIPAL PLACE OF BUSINESS ADDRESS IF DIFFERENT FROM ABOVE

TYPE OR PRINT NAME & TITLE OF PERSON SIGNING: FAX NUMBER:

DATE: 10-18-2018 E-MAIL: abardos@comcast.net

Offer valid for 45 days from date of bid opening unless otherwise stated here: _ _ _ _ _ _ _days
Prompt Payment Discount: _ _ %_ _ _ _ _ _ _ _days.
Table of Contents

Content Tab

Administration A
Brief (under 10 minutes, easy to administer & score)
Standardized administration
Can be administered in a large group or individual format
Outcome B
Screens for students in need of additional assessments
(at risk and/or extension & enrichment)
Screens for targeted skill (specificity)
Allows analysis of health Tier 1, Tier 2 and Tier 3
Psychometrics C
Analyzed by psychometrician for reliability and validity of measure
Specificity refers to the degree to which a screening mechanism
Accurately identifies students who later perform satisfactorily on
a criterion measure
Sensitivity refers to the degree to which a screening mechanism
reliably identifies at-risk students who, in fact, perform
unsatisfactorily on a future criterion measure
Equitable D
All WCPSS students can access screener
Sources of bias are eliminated by including the most
representative norm sample
Reporting Features E
Individual, Classroom, Grade, School, District
Disaggregated by all of the above, including subgroups
Categorical reporting based on SEL skills, without
using diagnostic labels
Sustainability F
Fiscally sustainable over time
Vendor Support G
Vendor provides ongoing updates & supports including technical
manuals, research updates and troubleshooting
Vendor provides training and professional development as needed
Vendor is accessible and available (i.e. point person for region, etc.)
Terms of Contract H
Pilot Options for part of the 2018-2019 school year; annual
and recurring contract after bid awarded to a single vendor
Student Information System I
Other Considerations J
Appendices K
Appendix A : References
Appendix B : Data Sharing Agreement
Appendix C: Our team
Appendix D.: A BIMAS-2 platform overview
A. Administration

Administration
Required ➢ Brief (under 10 minutes, easy to administer & score)
Feature ➢ Standardized administration
➢ Can be administered in a large group or individual format
Evidence to Efficiency:
Provide Provide details on the length of time it will take a student,
parent or teacher, on average, to: 1) complete the screener
2) diagnostic assessments and 3) progress monitoring

Provide clarification on how many students can test at one


time and whether or not that influences the time required to
test.

Provide additional information if the length of time for both the


screener and diagnostics differ by grade level (K-12).

If your system does not meet the District’s preference on length


of time, provide information as to why and whether students can
be screened or take the diagnostic over multiple test sessions.

The BIMAS-2 is a nationally standardized test requiring a teacher to be familiar with a


student for at least 4 to 6 weeks prior to rating his/her behavior. Directions on how to
complete the test and how to rate a behavior based on frequency is offered at the start
of each administration.

There are no limits on how many students can be rated at the same time. When
anticipating large groups, Edumetrisis, IT department is monitoring the
processing/computing demands of our Amazon servers and make the proper
adjustments. Scheduling the test depends entirely on the schools.

Teachers can complete the BIMAS-2 standard form (34 items) in no more than 2
minutes (max) per student. All teachers who are to complete the Universal
Assessment/screening are assigned a BIMAS-2 account. Upon activating their account,
Teachers will see two options on their BIMAS-2 screen. Universal Assessment and
Progress Monitoring.
If a universal screening
window is open, pressing
on the icon with the blue
tablet will take them to the
actual class roster.

If pressing in the Progress


Monitoring button, they
will be able to see all of
their classroom’s students
who are on a progress
monitoring behavior plan,
students that the teacher
has agreed to be a
rater/provide feedback. The time needed to complete a Progress Monitoring plan
depends on the number of the items included in the plan as well as the time it takes a
rater/teacher to provide/type qualitative data for each behavior rated.

Once a teacher logs into the platform with their own secure credentials (user ID and
personalized password), and selects the active Universal Assessment testing window,
they will be able to see the students assigned to them. (see Figure below).

When a student is selected, the rater is automatically presented with a student’s


BIMAS-2 Standard Form (see Figure below).
Upon completion of the
rating the student’s record is
scored automatically

At the same time, an aggregate


report is generated for the entire
class across the BIMAS-2 five
constructs/scales. The summary
report updates its numerical
values (percentages of students)
along with a color graphic
scheme across all 5 scales as
more student ratings are completed.

The BIMAS-2 can be administered multiple times per year.


The user (typically a person with district access level), in consultation with the MTSS
team can set up as many universal assessment/screening (UA) periods as a user desires
throughout the year. We recommend a minimum of three times a year, at the beginning
of the school year (as long as the teacher/rater is familiar with the student for at least 4
to 6 weeks), somewhere in the middle of the school year (mid-February) and towards
the end of the school year (May or June).
The figures below illustrate the ease of this process. The first figure presents a summary
of this hypothetical school’s existing UAs.

When selecting to create a new UA window, , the user names the


testing window (i.e Fall 2017),
determines the dates of the testing,
and then decides whether parents
or students will be invited in the
Universal Assessment process. The
BIMAS-2 license for a student
allows all ratings to be completed
by all possible raters with no
additional cost. Students can
complete the self-rating if they are
12 yrs and older.
B. Outcomes

Outcomes
Required Feature ➢ Screens for students in need of additional assessments (at
risk and/or extension & enrichment)
➢ Screens for targeted skill (specificity)
➢ Allows analysis of health Tier 1, Tier 2 and Tier 3
Evidence to Provide What resources are included to aid educators in instructional
planning to meet the needs of students identified at-risk? How are
the data from the screener, diagnostic, and progress monitoring
reports useful in selecting and planning evidence - based
interventions? If intervention resources are available are those
designed for small groups, individuals, etc.?

If there is an intervention component please state whether research


has been conducted on effects of the intervention component, and if
so, report the results of those studies, including:

A. A description of recruitment of students into the


intervention. If a comparison group was used, please describe
formation of intervention and comparison groups. Include evidence
of baseline equivalence between intervention and comparison group
if appropriate
B. The time period(s) of the intervention. If a comparison group
was used, indicate time period(s) of treatment of each intervention
and comparison groups.
C. The total number of students in the study, as well as
demographic information including percentage of free or reduced-
price lunch students, students with an IEP/504 plan, ELLs, etc.

Key Skills:
Describe how the screener and diagnostic assessments measure the
indicated SEL competencies at each grade level and tier assessed.

The BIMAS-2 assesses social emotional and behavioral functioning in children ages 5 to 18yrs
old and seamlessly integrates Universal Assessment/screening and Progress Monitoring data
across all MTSS Tiers. Once logged in and depending on the access level given, a BIMAS-2 user
can provide student ratings, generate reports for groups and/or individual students.

The BIMAS-2 utilizes 34 change sensitive items which are organized in two major areas;
Behavior concerns and Adaptive Skills. Further the items are grouped to operationalize CASEL’s
5 SEL competency areas.

The Figure below represents the beginning of data analysis with the BIMAS-2. It allows an
analysis of Tier I data following a universal screening period.
The BIMAS-2 is not a diagnostic test and it does not include an intervention component. Instead the
user is referred to the Resources section of the platform as well as to a website where additional
information is available on evidence based practices.

Key Skills:
Describe how the screener and diagnostic assessments measure the indicated SEL competencies at each
grade level and tier assessed

Please see section C – Psychometrics. On the validity section we are discussing the connection of the
BIMAS-2 with CASEL and SEL.

Also in Appendix on the BIMAS platform overview, see various screen shots on data available for
interpretation
C. Psychometrics

Psychometrics
Required Feature ➢ Analyzed by psychometrician for reliability and validity of measure
➢ Specificity refers to the degree to which a screening mechanism
accurately identifies students who later perform satisfactorily on a
criterion measure
➢ Sensitivity refers to the degree to which a screening mechanism
reliably identifies at-risk students who, in fact, perform
unsatisfactorily on a future criterion measure
Evidence to Provide Provide evidence of the statistical reliability and validity of the universal
screening component of the system, including any technical reports, field
test results, etc. In each case, ensure that personally identifiable information
is not being provided. When cell sizes across responses allow for
identification of individuals, please indicate and do not report the
information. Specifically:

A. Describe the process of recruitment of samples for any reliability,


validation, or norming studies.
B. Describe time period(s) of administration for which reliability and validity
studies are available.
C. For each grade level covered by the screener, provide the total number of
tested students.
D. For each grade level covered by the screener, provide overall
demographic information including percentage of free or reduced-price
lunch students, students with an IEP/504 plan, ELLs, or minority students.
E. For each grade level covered by the screener, provide item difficulties, as
well as item classifications based on thinking level (e.g., Webb’s depth of
knowledge, Bloom’s taxonomy, etc.) if available.
F. Provide information on whether the screening assessments are norm- or
criterion-referenced and the rationale behind that decision. G. Provide
details on how the screener is scored. What do the score(s) signify?
H. Provide details on the cut score validation process for the solution; i.e.
how are students correctly identified as at, above or below grade level?
I. Provide details on the number and comparability of available screener test
forms and/or size and makeup of the item pool. If any of this information is
unavailable for the universal screening component of the system, please
indicate and explain.

Analyzed by psychometrician for reliability and validity


Results of the reliability analyses revealed that the BIMAS forms have good levels of internal
consistency, with Cronbach’s Alpha Values from the total sample ranging from .81 to .91 on the BIMAS–
T, from .77 to .90 on the BIMAS–P, and from .75 to .88 on the BIMAS–SR. Good levels of temporal
stability (test-retest reliability) were found when the BIMAS was taken twice within a 2 to 4 week period
(without any intervention), with correlation coefficients (Pearson’s r) ranging from .85 to .91 on the
BIMAS–T, from .79 to .96 on the BIMAS–P, and from .81 to .90 on the BIMAS–SR (all rs significant, p <
.001). A good level of consistency between raters (i.e., teacher and self-report; parent and self-report;
teacher and parent) were found on ratings of the same child with Pearson’s r ranging from .54 to .86
across all scales (all rs significant, p < .001).

Reliability: Internal Consistency

Internal consistency estimates (based on Cronbach’s Alpha) for the BIMAS were computed on a
weighted sample comprising 85% normative cases and 15% clinical cases. For the internal consistency
analyses, clinical cases were added to the normative sample to ensure an adequate level of variability in
the data and to reflect real-world applications where there is a mix of youth with and without clinical
diagnoses. Tables 10.1 to 10.3 present Cronbach’s Alpha Values for this final weighted sample. The
BIMAS–T, BIMAS–P, and BIMAS–SR were all found to demonstrate high levels of internal consistency for
the majority of the scales. Specifically, for the total samples, BIMAS–T alpha values ranged from .81 to
.91, BIMAS–P values ranged from .77 to .90, and BIMAS–SR values ranged from .75 to .88.
Reliability: Test-Retest reliability evidence
Test-retest reliability refers to the correlation of scores obtained from two separate administrations for
the same youth by the same rater over a specified period of time. This type of reliability was assessed
over a 2 to 4 week interval by obtaining T-score correlations for the BIMAS with a sample of 112
teachers, 83 parents, and 53 youth who completed the BIMAS twice (no interventions took place
between the Time 1 and Time 2 administrations; see Table 10.7 for demographic characteristics of the
test-retest samples). The correlations, as well as the means and standard deviations from Time 1 and
Time 2 administrations are provided in Tables 10.8 to 10.10. Across the three forms, r ranged from .79
to .96 (all p < .001), indicating that the BIMAS has high test-retest reliability.
Reliability: Consistency between Raters

Because the BIMAS–T, BIMAS–P, and BIMAS–SR measure similar constructs, a degree of consistency is
expected across rater types. The level of consistency was assessed by correlating scores from the
different raters. Although some degree of similarity is expected between raters, it is nonetheless
expected that a certain degree of incongruence will exist (i.e., the correlations should be moderate in
size). This incongruence occurs because the various raters may have different opinions about, and
different experiences with, the youth’s behavior. This incongruence can also occur because the raters
see the youth in different contexts. A sample of 162 youth who provided self-report ratings were also
rated by a teacher and a parent (see Table 10.12 for a sample description). Correlation coefficients
(Pearson’s r) were calculated between each pair of raters (see Tables 10.13 to 10.15). As anticipated, the
correlations were found to be moderate in size (all p < .001) for the teacher to self-report comparisons (r
= .54 to .69) and the parent to self-report comparisons (r = .59 to .69). A great deal of consistency was
found between teacher and parent ratings, with strong correlations between the two rater types on all
scales (r = .79 to .86).

Validity – BIMAS & SEL: The claims made by BIMAS and the empirical evidence
The validity of a test refers to the quality of inferences that can be made by the test’s scores. That is,
how well does the test measure the construct(s) it was designed to measure, and how well are the
claims regarding its use and applications supported by empirical evidence?
The development of the BIMAS-2 within the validity framework:
We began our work on the BIMAS around 2000 wishing to develop a scale that captures the effects of
individual or group and system wide interventions. We were seeking to develop a tool that would
include change sensitive items to detect change (parallel to CBM measures with academics). We
wanted, however, a tool that is independent to a particular curricula or intervention, a tool to capture
broad behaviors that research has shown to affect a person’s overall behavioral health.

While traditional research on outcome studies concentrated on the effectiveness of psychotherapeutic


treatments, research studies began to appear about the concept of emotional intelligence while a group
of researchers also began to publish their work on system-wide interventions that we now call social
emotional learning (SEL). In the last few years we have seen numerous frameworks that have been
created, along with many names and acronyms in this area, all recognizing the importance of these “soft
skills”. The one framework that has gained most of the attention, however, is the work of the CASEL
organization (CASEL: Collaborative for Academic, Social and Emotional Leaning, 2011).

Social and Emotional Learning (SEL) is the process through which children and adults acquire and
effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set
and achieve positive goals, feel and show empathy for others, establish and maintain positive
relationships, and make responsible decisions (CASEL: Collaborative for Academic, Social and Emotional
Leaning, 2011). CASEL/SEL have identified core competencies that are important for student success
which include:
• Self-Awareness
• Self-Management
• Responsible Decision-Making
• Social Awareness
• Social Relationships

How can schools support students’ SEL?

• SEL programming fosters students’ social-emotional development through establishing safe,


caring, learning environments involving peer and family initiatives, improving classroom
management, teaching practices, and whole-school community building activities.

• CASEL recommends that schools promote SEL through comprehensive, systemic school wide
approaches to SEL. This approach is consistent with a multi-tiered system of support framework.
Schools may choose from a variety of strategies, including building positive behavioral
interventions and supports, direct instruction in social and emotional skills, classroom routines
and structures which build community, or a combination of these approaches.
How does SEL instruction influence student outcomes?

• Students’ development of strong SEL skills increases the likelihood of academic & behavioral
success throughout their education.
• These competencies are believed to provide a foundation for improved student adjustment
and academic performance resulting in an increase in positive social behaviors, fewer
conduct problems, less emotional distress, improved test scores and grades.
• SEL programming has also been shown to positively impact student college and career
trajectories

How is SEL measured?


This has been one of the greatest challenges in SEL. In fact, CASEL has formed an interest group
whose mission is to explore this area. Annual competitions with innovative ideas have resulted in
creative works. CASEL's Assessment Work Group this year encouraged researchers to move beyond
the ways that behavior and attitudes are typically measured - through teacher, student and
sometimes parent reports. They encouraged direct assessment of social-emotional competencies
through actual student performances involving strategies, simulations, game-based applications
and performance tasks (Jacobson, 2017). However, “After this first challenge, the group concluded
that most of the assessments developed so far focus on self-regulation and would be difficult to
implement on a large-scale basis. More work is needed, they say, to create direct assessments that
reflect a shared and coherent understanding of what SEL is, that assess multiple components of SEL,
and that are practically useful for educators." (Jacobson, 2017). As most of these ideas focus on
specific skills, they do not appear to be used on a large-scale basis” (Jacobson, 2017).

Measuring the 5 CASEL/SEL competencies with the BIMAS-2


The BIMAS-2 recognizes the challenge of developing items that target these 5 SEL skills as these
skills can be found in many aspects of one’s life and behavior(s). Perhaps this is also the reason that
no tool (research or commercially available) provide information in their technical manual of the
traditional statistical procedures we are accustomed to see in test development. In most cases the
best rationale offered are claims that the scales of their tools are based on scientific research
studies conducted by the author or that are conceptually derived, rationally derived, etc. All will
eventually be able to assist group or individual competencies.

In our approach to measuring SEL we have taken a slightly different route. We examined the
research on the impact areas (behaviors) noted in the professional literature and found that SEL
programming resulted in verifiable outcomes including: academic performance, antisocial and
aggressive behavior, depressive symptoms, drug use, mental health problem behaviors, and
positive youth development. We then looked at the BIMAS-2 scales and connected the 34 behaviors
we measure with the 5 BIMAS-2 scales and their SEL related outcomes. The table below
demonstrates the link between the BIMAS-2 scales and their outcomes.

 Specifically, the BIMAS-2 measures these common outcomes as follows:


BIMAS-2 Composites SEL Outcome Assessed
Concern Scales Concerns Assessed
Conduct Anti-social/aggressive behaviors, drug use, mental health problems
Negative Affect Depressive/ anxious symptoms, suicidal thoughts, mental health
problems
Cognitive/Attention Inattention, atypical thought, mental health problems
Adaptive Scales Adaptive Behaviors Assessed
Social/Communication Sharing, expressing one’s self, friendship, positive youth development
Academic Functioning Academic development, responsibility, organization/planning, positive
youth development

To cross validate the connection of what is being measured by the BIMAS-2 scale and how the
BIMAS-2 can measure the impact of SEL programming we examined the data generated and
presented in professional conferences by one of our customers (Boston Public Schools-
Comprehensive Behavior Health Model).

In their model of Comprehensive Behavior Health


Services, Boston Public schools has incorporated SEL
(Second Step) and PBIS curricula in their schools and
the BIMAS-2 as their Universal screening and progress
monitoring outcome measure.

Following the implementation of more than 5 years of


work, they have been monitoring the impact of their
SEL efforts with the BIMAS-2 scales.
Below are some illustrations showing the impact of SEL programming using the BIMAS as the
outcome measure.

Impact of SEL programming in Boston Public Schools is summarized by the illustrations of the effect
size below:
With recent report on children’s increase
in depression, anxieties, fears, suicides,
etc., the implication of Social Emotional
Learning skills is becoming a necessity. SEL
programming is paying off as is illustrated
below:

Research has long recognized the


importance of social skills, with both
parents and teachers recognizing it as
one of the most important skills they
desire their children to acquire in school
and throughout life. The illustration
below clearly demonstrates the SEL
programming is paying off:
The impact is also shown in the indirect
measurement of academic skills:

How does the BIMAS-2 assess student outcomes across important settings?

The BIMAS-2 allows the collection of data across settings from multiple informants. The BIMAS-2
Standard has forms available for teachers, parents, clinicians, and a self-version for students 12 and
over. The BIMAS-2 Flex option can be used to customize assessments with any of these raters at
any age to track the development of key social competencies and/or important developmental
outcomes.

The BIMAS-Flex feature allows in the assessment/progress monitoring process, the incorporation of
the BIMAS-2 nationally normed items as well as other items that a school might want to assess (see
examples below) under content validity.

Content validity
The content validity evidence of the BIMAS has an extensive history. It began with early studies by
Meier (1997, 1998, 2000, 2004) that included the examination of the relationships of specific items
to external criteria (see Meier, 2000), further item/content reviews by the authors, and feedback by
colleagues working in public schools and community mental health centers. These efforts resulted
in a pool of items that were pilot tested in small scale studies. Following these earlier studies (e.g.,
Lerew, 2004) and reviews of the literature, a set of items were developed and proposed to
represent behaviors that can be classified into 5 categories as shown in the Table below. In order
to provide empirical support for the scale structure, a series of confirmatory factor analyses (CFAs)
was conducted on the normative and clinical samples.
The scales and their representative items are also shown below:

Many of these behaviors are affected by


school wide intervention programs such
as PBIS or SEL curricula. The positive
impact of these curricula will be missed if
one attempts to narrow the assessment
with items or behaviors that are too
specific to intervention and/or ignore a
curriculum’s impact in other areas.

Measure of ODRs, for example,


promoted by the PBIS literature as a
measure of their program effectiveness
has been criticized for its narrow view of
progress/impact.

One might argue that from a face validity


sake of argument, the BIMAS
Socialization scale (see below) might be
mostly aligned to the CASEL SEL
competencies. But if one only considers just that scale or a tool that is targeted to social skills alone, it
might not do justice to all other positive impacts one could have observed in the other areas as a result
of implementing an SEL curriculum.

We believe the BIMAS offers a more comprehensive picture of the positive impact of SEL curricula as it
assesses behaviors that have been correlated to success in school and in life. These behaviors and their
assessment will help pinpoint and target where interventions and their success need to be celebrated
and also might need to be intensified as they might not be sufficient enough across all Tiers of services.
The tables below provide a list of items by scale for all BIMAS Standard rater forms. The items by scale
are identical across teacher, parent, and self-report forms (except that items on the self-report form are
written in the first-person voice). Clinician form items are listed separately (the item “attended his/her
scheduled therapy appointments” appears only on the clinician-completed form, and the Academic
Functioning scale [with the exception of the item “followed directions”] is excluded from this form).
Reverse scored items are noted with an (R).
Raw scores from each of the scales are transformed to standard scores (T-scores with a mean of 50 and
Sd=10). Student performance is also described in classification terms and in colored coded schemes
throughout of all the reports. (see below).
References for Content validity evidence
McDougal, J. L., Graney, S. B., Wright, J. A., & Ardoin, S. P. (2009). RTI in practice: A practical guide to
implementing effective evidence-based interventions in your school. Toronto, Canada: Wiley &
Sons.
Meier, S. T. (2000). Treatment sensitivity of the PE Form of the Social Skills Rating Scales: Implications
for test construction procedures. Measurement and Evaluation in Counseling and Development,
33, 144–156.
Meier, S. T. (2004). Improving design sensitivity through intervention-sensitive measures. American
Journal of Evaluation, 25, 321–334.
Meier, S. T. (2008). Measuring change in counseling and psychotherapy. New York: Guilford.
Meier, S. T., McDougal, J., & Bardos, A. (2008). Development of a change-sensitive outcome measure for
children receiving counseling. Canadian Journal of School Psychology, 23, 148–160.
Meier, S. T., & Letsch, E. (2000). Data collection issues in an urban community mental health center:
What is necessary and sufficient information for outcome assessment? Professional Psychology:
Research and Practice, 31, 409–411.
BIMAS and SEL scales

Using a conceptually-derived, rationally derived approach we have also aligned the BIMAS-2 items to the
SEL 5 competencies areas (see illustrations below). A report specific to these constructs is under
development and expected to be available with our new release (Mid December 2018).

In addition to the 5 BIMAS scales, the user will be able to create a report across the 5 CASEL areas. The
illustrations below demonstrate the structure and alignment of the items.
Validity: The BIMAS-2 classification accuracy

BIMAS Teacher Form Classification Accuracy Rates

Using discriminant analysis, the overall correct classification rate was 82.5% when cut-scores of T=>60
for the Behavior Concerns and T = <40 on the Adaptive scales were employed to identify when a student
should be classified as “at risk”.

Discriminant Analysis
Predicted Group Membership
Normative Clinical Total

Actual Group Membership Normative 1,167 233 1,400


Clinical 107 431 538
Total 1,274 664 1,938

Classification Accuracy of the BIMAS-T Standard Scales

Classification Accuracy Statistic BIMAS Cut-Scores T=>60 or T =<40


Overall Correct Classification 82.5%
Sensitivity 80.1%
Specificity 83.4%
Positive Predictive Power 64.9%
Negative Predictive Power 91.6%
Further investigations on accuracy of cut scores was performed with the ROC procedure for certain
clinical groups demonstrating the BIMAS-2 classification efficiency.

BIMAS Teacher Form Area Under the Curve for Emotional/ Behavior Disorder and Depression
Classification
EBD Depression
Conduct .93 (Figure 1) .83 (Figure 3)
Negative Affect .86 (Figure 1) .94 (Figure 3)
Cognition/Attention .89 (Figure 1) .83 (Figure 3)
Social .85 (Figure 2) .82 (Figure 4)
Academic Achievement .84 (Figure 2) .77 (Figure 4)
Note. Areas under the curve are bolded.

Figure 1.ROC Curve Behavioral Concerns for Figure 2.ROC Curve Adaptive Skills for
EBD Classifications EBD Classifications

Figure 3.ROC Curve Behavioral Concerns for Figure 4.ROC Curve Adaptive Skills for
Depression Classifications Depression Classifications

Parent Form Classification Accuracy


Using discriminant analysis, the overall correct classification rate for the Parent Form was 78.6% when
cut-scores of T=>60 for the Behavior Concerns and T = <40 on the Adaptive scales were employed to
identify when a student should be classified as “at risk”.

Discriminant Analysis

Predicted Group Membership


Normative Clinical Total

Actual Group Membership Normative 1,124 276 1,400


Clinical 124 343 467
Total 1,248 619 1,867

Classification Accuracy of the BIMAS-P Standard Scales

Classification Accuracy Statistic BIMAS Cut-Scores T=>60 or T =<40


Overall Correct Classification 78.6%
Sensitivity 73.4%
Specificity 80.3%
Positive Predictive Power 55.4%
Negative Predictive Power 90.1%

BIMAS Parent Form ROC Curve Analysis Study


Parent Area Under the Curve for Emotional/ Behavior Disorder (EBD) and Depression
Classification

EBD Depression
Conduct .91 (Figure 1) .84 (Figure 3)
Negative Affect .81 (Figure 1) .89 (Figure 3)
Cognition/Attention .88 (Figure 1) .79 (Figure 3)
Social .88 (Figure 2) .87 (Figure 4)
Academic Functioning .88 (Figure 2) .85 (Figure 4)
Note. Areas under the curve are bolded.
Figure 1.ROC Curve Behavioral Concerns for Figure 2.ROC Curve Adaptive Skills for
EBD Classifications EBD Classifications

Figure 3.ROC Curve Behavioral Concerns for Figure 4.ROC Curve Adaptive Skills for
Depression Classifications Depression Classifications
Self Form Classification Accuracy Rates

Using discriminant analysis, the overall correct classification rate was 71.8% when cut-scores of
T=>60 for the Behavior Concerns and T = <40 on the Adaptive scales were employed to identify
when a student should be classified as “at risk”.
Discriminant Analysis

Predicted Group Membership


Normative Clinical Total

Actual Group Membership Normative 519 181 700


Clinical 115 235 350
Total 634 416 1,050

Classification Accuracy of the BIMAS-Self Rating Standard Form

Classification Accuracy Statistic BIMAS Cut-Scores T=60


Overall Correct Classification 71.8%
Sensitivity 67.1%
Specificity 74.1%
Positive Predictive Power 56.5%
Negative Predictive Power 81.9%

BIMAS Self Form ROC Curve Analysis Study

BIMAS Self Form Area Under the Curve for Emotional/ Behavior Disorder and Depression Classification
EBD Depression
Conduct .87 (Figure 1) .76 (Figure 3)
Negative Affect .72 (Figure 1) .88 (Figure 3)
Cognition/Attention .80 (Figure 1) .78 (Figure 3)
Social .77 (Figure 2) .82(Figure 4)
Academic Functioning .82 (Figure 2) .77 (Figure 4)
Note. Lowest areas under the curve are bolded.
Figure 1.ROC Curve Behavioral Concerns for Figure 2.ROC Curve Adaptive Skills for
EBD Classifications EBD Classifications

Figure 3.ROC Curve Behavioral Concerns for Figure 4.ROC Curve Adaptive Skills for
Depression Classifications Depression Classifications
D. Equitable

Equitable
Required Feature ➢ All WCPSS students can access screener
➢ Sources of bias are eliminated by including the most representative
norm sample
Evidence to For each assessment included in the proposed solution, list all specific
Provide accommodations and modifications available, including:
- whether a paper/pencil version for each component is available
- text to speech and/or- read aloud (including which screen reader and
browser combinations are supported)

Does the system support assessment of students with mild, moderate, and
significant intellectual disabilities? Please explain.

Does the program provide assessments in multiple languages; if so, which


languages?

Also, in this section, provide information on whether the Vendor’s solution can
be fully administered through both keyboard/mouse and touch screen. If the
Vendor’s solution includes assessment(s) that can be administered through both
keyboard/mouse, touch screen, and/or voice- to-text, clearly outline the
assessment(s) that can be administered in these ways: Provide details regarding
how touch screen administration is done and include images or screenshots that
demonstrate this administration approach. Include information regarding the
experience the Vendor has offering touch screen administration (i.e. number of
years) and any technical issues the Vendor has dealt with and how these issues
have been managed or addressed

All WCPSS students can access screener

All the students with a school district email account can access the BIMAS-2 platform through an
internet browser. Student emails are imported during the Student Import process but also manually on
as needed basis. The student can use either the keyboard and/or a touch screen devise to select their
options. We do not recommend the use of smartphones, however, tablets are appropriate (either
Android or Apple platforms). All of the touch screen options have been incorporated with the redesign
of the BIMAS-2 second edition and have been trouble free since January 2016. Our only, but very few,
issues have occurred with users not having the latest version of Microsoft’s Internet Explorer. This has
not been reported as an issue in 2018 by any of our users as of today.
The student Universal Screening rating process
The process of notifying students about the rating is as follows: Once the periods of a universal
assessment window are determined, the BIMAS-2 building administrator can provide notifications to the
students to begin the rating.

In the Email notification section, the administrator selects the user type (in this case student), selects the
entire district or a specific building then presses [Send Emails]. The BIMAS-2 platform begins the
notification process which can be monitored.

Monitors
emails sent

The students receive the following email with a link (see below).

Selecting the link takes the student straight to the rating form.
…….
……
……
At the end of the survey, the student submits the rating and the platform logs them out automatically.

Does the system support assessment of students with mild, moderate, and significant intellectual
disabilities? Please explain.

The BIMAS-2 included a small sample of 30 students with developmental delays (DD) (see Table below
for all clinical samples used) in the norming and validation with our 1,355 students’ clinical sample(s).
However, this small sample of 30 students was only assessed with BIMAS-2 using the Teacher rating
form. This sample was used as part of our accuracy correct classification analysis.
Does the program provide assessments in multiple languages; if so, which languages?

The BIMAS-2 can be administered in both English and Spanish through the platform. Paper versions of
these forms are also available at the website www.bimas2resources.com and can be downloaded free of
cost. When data are collected through paper forms the user has the option to enter the information
manually. This applies to both parent, teacher and self-forms.

A BIMAS-2 Parent standard form in Chinese will also be available by mid-November 2018. Additional
languages can be added to the website on an as needed basis.
Sources of bias are eliminated by including the most representative norm sample.

The BIMAS normative samples include 1,400 ratings from teachers on the BIMAS–Teacher (BIMAS–T),
1,400 ratings from parents on the BIMAS–Parent (BIMAS–P), and 700 ratings from adolescents on the
BIMAS–Self-Report (BIMAS–SR).

Teacher Normative Sample (BIMAS–T)

Teachers completed the BIMAS–T for a normative sample of 1,400 youth. All of the teachers had known
the students they were rating for at least 1 month (specifically, the duration of teacher to student
familiarity, in months, was: 1–3 = 7.5%,4–6 = 23.6%, 7–11 = 44.4%, ≥ 12 = 23.7%; this data was missing
for 0.7% of teachers), thereby meeting the minimum acquaintance requirement for completing the
BIMAS. The normative sample included ratings of 50 males and 50 females at each age (from 5 through
18 years) and was stratified on race/ethnicity and geographic region. The collected data was very similar
to the U.S. Census in terms of race/ethnicity; however, some discrepancies existed between the actual
collected data and Census targets for geographic region. To address these discrepancies, the sample was
weighted through statistical procedures so that the weighted sample closely matched the U.S. Census
statistics both in terms of race/ethnicity (see Table 9.1) and geographic region distribution (see Table
9.2).
Parent Normative Sample (BIMAS–P)
The BIMAS–P rating form was completed for a normative sample of 1,400 children and adolescents. The
majority (n = 1,116; 79.7%) of the BIMAS–P normative sample comprised assessments completed by the
youth’s biological mother, while the remaining assessments were completed by the youth’s biological
father (n = 164; 11.7%) or by other significant adults (including non-biological parents and other
relatives; n = 120; 8.5%). The 1,400 rated youth included 50 males and 50 females at each age (for ages
5 through 18 years) and was stratified on race/ethnicity, parental education level and geographic region.
While race/ethnicity very closely matched the Census targets, a similar statistical weighting procedure
described in the Teacher normative sample section was applied to the BIMAS–P sample to correct for
discrepancies in PEL and region. The resulting weighted sample therefore closely matched the U.S.
Census statistics in terms of race/ethnicity (see Table 9.3), Parental Education Level (see Table 9.4), and
geographic region distribution (see Table 9.5).
Self Normative Sample (BIMAS–S)
The BIMAS–SR normative sample consisted of 700 youth aged 12 to 18 years old (350 males, 350
females, 100 youth in each age group by year). Table 9.6 describes the sample’s racial/ethnic
distribution, which very closely approximated the U.S. Census. A similar weighting statistical procedure
was applied to the BIMAS–SR sample so that the normative sample regional representation would be a
close match to U.S. Census data (see Table 9.7).
In order to further the sensitivity of our data when examining classification rates, we made an effort to
represent various race and ethnic groups in our clinical samples as well. The following tables describe
the composition of the samples.

Demographic Information of the clinical Sample


Student Gender Distribution (All clinical Groups)

Teacher Ratings Parent Ratings Self - Ratings


Freq. % Freq. % Freq. %
Female 283 44.2 193 41.3 170 48.6
Male 300 55.8 274 58.7 180 51.4
Total 538 100 467 100 350 100

Demographic representation of Race in clinical samples.

Demographic information for African American participants across clinical groups

Teacher Ratings Parent Ratings Self - Ratings


Clinical Group Freq. % Freq. % Freq. %
EBD 33 32.0 24 23.5 23 26.7
ADHD 13 12.6 17 16.7 17 19.8
Anxiety 11 10.7 13 12.7 12 14.0
Depression 13 12.6 23 22.5 22 25.6
Other 4 3.9 10 9.8 1 1.2
PDD 14 13.6 15 14.7 11 12.8
LD 9 8.7
DD 6 5.8
Total 103 102 86

Demographic information for Asian American/Pacific Islander participants across clinical groups

Teacher Ratings Parent Ratings Self - Ratings


Clinical Group Freq. % Freq. % Freq. %
EBD
ADHD 1 50.0
Anxiety 1 33.3 1 50.0
Depression 1 50.0 2 66.7
Other 1 50.0
PDD
LD
DD
Total 2 3 2
Demographic Information for Europe American participants

Teacher Ratings Parent Ratings Self - Ratings


Clinical Group Freq. % Freq. % Freq. %
EBD 72 21.1 37 13.2 36 17.7
ADHD 71 20.8 75 26.8 41 20.2
Anxiety 35 10.2 43 15.4 35 17.2
Depression 38 11.1 44 15.7 38 18.7
Other 14 4.1 31 11.1 9 4.4
PDD 58 17.0 50 17.9 44 21.7
LD 32 9.4
DD 22 6.4
Total 342 280 203

Demographic Information for Hispanic participants

Teacher Ratings Parent Ratings Self - Ratings


Clinical Group Freq. % Freq. % Freq. %
EBD 11 22.4 8 16.3 6 13.6
ADHD 15 30.6 16 32.7 22 50.0
Anxiety 5 30.6 7 14.3 6 13.6
Depression 1 2.0 2 4.1 1 2.3
Other 5 10.2 2 4.5
PDD 13 26.5 11 22.4 7 15.9
LD 3 6.1
DD 1 2.0
Total 49 49 44
E. Item

E. Reporting Features
Required Feature ➢ Individual, Classroom, Grade, School, District
➢ Disaggregated by all of the above, including subgroups
➢ Categorical reporting based on SEL skills, without using diagnostic labels
Evidence to Provide details regarding the levels of reporting available from each component in
Provide the system, such as district, school, grade level, classroom, student, and parent. If
any of these levels of reporting is not available, please indicate whether and how
the district can work with the vendor to create them.

Indicate which of these reports are available in a longitudinal format (e.g.,


individual students over time, classrooms/schools over time, etc.).

Describe the method of delivery for such reports; i.e. online, electronic, paper,
etc. If reports are available electronically, describe any customization options
available to the user such as disaggregation, filtering, sorting, etc.

Provide information on the availability of reports in multiple languages to


accommodate parents/guardians.

Provide details as to how the reports give educators clear direction on how to
adjust instruction based on the results.

Describe the time lapse between assessing students and the availability of reports.

Explain whether the program’s platform houses archived reports, and if so, the
length of time that archived reports will be available.

Share all categorical labels of aggregating SEL skills (i.e. self-awareness, self-
regulation) in a report format without using diagnostic labels (i.e., anxiety,
depression, etc.).

Vendors are strongly encouraged to include sample reports to illustrate any or all
of these points above.

REPORTING FEATURES:

The BIMAS-2 offers real-time data reporting on student progress. Once data have been completed for a
student, (by any rater) scoring and reporting is immediately available whether this is a universal
screening or progress monitoring. The BIMAS-2 produces a variety of scores and user-friendly reports
that can be used to inform decisions at a group or individual student level. The reports are tailored for
and are accessible by classroom teachers who are conducting the universal screening, building principals
and district-level staff. Reporting is provided at the student-level classroom-level, school-level, and
District-level information relative to student progress toward mastery.

For example, the Figure below shows a report generated following a universal screening period. The
report can be generated for all school, certain schools and filtered for certain grades. Upon the selection
of the filtering variable, the report is dynamically generated on the screen and can be saved with the
EXPORT as a PDF option.

Classroom reports can be generated by the teacher who performed the universal screening for his or
her own class or by the account administrator as shown in the Figure below. Once again, data filtering
options are available.
And each classroom report finishes with a summary report.

From this same screen, an administrator can also generate comparative reports between schools that
further facilitate the assessment of resources that might be needed in schools. For example, when
students transfer from one level (Elementary) to another (Middle School).
From the Reports menu option (see Figure below) a school administrator can generate comparative
reports across various UA screening periods. Please note all the filtering options.

A teacher who completes the universal screening for his/her class can also generate a report for her
class with a list of students and a summary across the 5 BIMAS and SEL scale (coming up in mid-
December 2018) scores.

All data are maintained in the server for longitudinal reports. Data are deleted only upon the request of
the school district.

Reports are generated in English only, they include minimal text and utilize color schemes to
communicate findings.
Share all categorical labels of aggregating SEL skills (i.e. self-awareness, self-regulation) in a
report format without using diagnostic labels (i.e., anxiety, depression, etc.).

This report will be available mid-December 2018 and will include standard scores and performance
similar to the report on the BIMAS-2 Behavior Concerns and Adaptive skills areas.
F. Sustainability
Sustainability
Required Feature ➢ Fiscally sustainable over time
Evidence to Provide What, if any, adjustments do you plan to make to your system
within the next 5 years and how might that affect the cost of a
future contract for the District?

Edumetrisis has been growing as a company with a rate of over 40% annually. Some of our
clients include large school districts (Boston Public Schools, Providence Public schools, Duval
County, FL and the State of Hawaii). In addition we have numerous smaller size school districts
ranging from 500 to 5000 students as clients. We pride ourselves on our efficiency in making
quick decisions that relate to the improvements suggested by our clients as well as our
exceptional customer service. We anticipate to keep growing in the next 5 years with
improvements to the BIMAS and a list of other products that relate to behavior assessments.

There are a few additions that are in the works for the BIMAS-2.

CASEL REPORTS: We are currently in the programming stage and in mid-December, 2018 we
will be adding additional reports to the platform. The reports involve a reorganization of the 34
items to reflect the CASEL 5 competency areas as part of the Universal Assessment Screening
Reports. The format and functionality will be consistent to the present BIMAS-2 summary
report.

CASEL IN PROGRESS MONITORING: In the BIMAS FLEX under Progress Monitoring users will
have the option to build Progress Monitoring reports using the CASEL item structure

BIMAS-2 PreK In the early Spring of 2019 we will be adding a preschool version, the BIMAS-2
PreK. The scale is organized in a similar manner offering both the three behavior concerns, the
two adaptive and the SEL/CASEL scales.

There will be no costs added to the above features/additions.

APPS to connect with the BIMAS-2 platform. Some of our customers have expressed a wish to
see the BIMAS-2 platform as the driving force for their MTSS/SEL initiatives and requested
having the ability to store additional behavior data within an individual student behavior record
in the BIMAS-2 platform. This might include behavior data for those receiving services at Tier III
levels, a check-in check-out system for students in Tier II. We are also exploring the possibility
of adding the functionality of an app for behavior observations where the data are synched into
the BIMAS-2 account for each student.
We have not determined the additional cost of these two features as of today.

Research: We continue our own research efforts and support the research of others. Currently
all researchers and graduate students can utilize the research version of the BIMAS-2 servers
free of cost.
G. Vendor Support

Vendor Support
Required Feature ➢ Vendor provides ongoing updates & supports including technical manuals,
research updates and troubleshooting
➢ Vendor provides training and professional development as needed
➢ Vendor is accessible and available (i.e. point person for region, etc.)
Evidence to Provide (1) Provide a detailed description of the training and customer service supports
available to the district, schools, teachers and students/parents, as applicable to
your proposed solution. Clearly outline which products and services are to be
included in the proposed solution and which are available for additional fees.

(2) Demonstrate the effectiveness of your professional development and customer


service supports. Provide references, testimonials, customer service wait times,
and any results of customer/client satisfaction surveys.

(3) Describe how your professional development provides knowledge about what
the screener and diagnostic results tells teachers and how to appropriately
interpret the results for intervention purposes.

(4) Describe any available professional development on progress monitoring - what


measures to use when, with whom, and how to use the data to make changes in
instruction for the students who need additional supports.

(5) Also include information on professional development for educators on how to


relate pertinent information to parents from the screening, diagnostic and progress
monitoring components of the program, as well as intervention purposes.

Provide detailed information on the format of the available professional development


(in-person, online, webinars, etc.)

(1) Provide a detailed description of the training and customer service supports available to the
district, schools, teachers and students/parents, as applicable to your proposed solution. Clearly
outline which products and services are to be included in the proposed solution and which are
available for additional fees.
Training for the implementation of the Universal Screener includes:
• A preliminary meeting with key district personnel (including the IT department) which
includes a demonstration of the platform.
• Training of key individuals responsible for the monitoring of the Universal Screening at each
building.
• A brief needs assessment to determine the best format of professional development
depending on district needs. The authors and publisher of the BIMAS-2 will be available for
such professional development meetings.
• There will be no cost for the pilot. If awarded the bid for the implementation in the first year,
there will be no additional costs. The publisher commits to at least four face to face meetings
per academic year at no cost to the district.

(2) Demonstrate the effectiveness of your professional development and customer service supports.
Provide references, testimonials, customer service wait times, and any results of customer/client
satisfaction surveys.

Workshop participant feedback and customer support in over 50 presentations in state and national
conferences has been extremely positive for both Dr. McDougal and Dr. Bardos (co-authors of the
BIMAS). In most cases, feedback has been collected over the years by the state associations and
workshop organizers. Unfortunately, we did not save some of the shared feedback. Although we have
not maintained a database with such feedback, we are including a couple of reference letters (see
item XX). All individuals are willing to provide feedback on all aspects of our professional relationship.
Additional names can be provided as well to evaluate our customer support and responsiveness. Our
internal statistics for IT questions shows that there has been no concern or issue that has not been
resolved immediately or within 3 hours.

Our technical support information is readily available on the platform through phone, email and
videoconferencing (screen share).
Additional Resources are available on an additional supportive platform website:
www.bimas2resources.com

(3) Describe how your professional development provides knowledge about what the screener and
diagnostic results tells teachers and how to appropriately interpret the results for intervention
purposes.

In our professional trainings we utilize a case study approach and walk our participants through the
various stages of data interpretation across the MTSS Tiers. These materials are adjusted depending on
the district audience.

(4) Describe any available professional development on Progress Monitoring - what measures to use
when, with whom, and how to use the data to make changes in instruction for the students who need
additional supports.

The BIMAS-2 seamlessly integrates Universal Assessment and Progress Monitoring (PM). Progress
Monitoring, however, takes a variety of roles and functions within the BIMAS platform. Perhaps the
best way to illustrate the comprehensiveness and flexibility of the BIMAS-2 for progress monitoring
will be to organize its functions according to an MTSS framework. At Tier I the BIMAS-2 progress
monitoring functions utilize Universal Screening data. At Tiers -II and III, the BIMAS-2 builds various
progress monitoring plans utilizing both its normative data, as well as its unique, unparallel to no
other commercially available, programs.

MTSS TIER I: PROGRESS MONITORING DATA.

UA SCREENING ACTIVE MONITORING: During the active Universal Screening period, the building’s
Universal Screening contact person can monitor dynamically the progress of the screening process
across all raters, teachers, students and parents (depending on who has been assigned to do the
screening).

UA SCREENING – CRITICAL ITEM REPORT: In response to a growing trend at the National level (see Oct
16th, 2018) report, we have decided to add another Universal Screening Monitoring feature in the
BIMAS-2 platform.
Rise of Mental-Health Needs
The tragedy in Chaffey Joint Union represents the most extreme manifestation of a growing
problem in schools: the rise of mental-health needs among students.
An estimated 32 percent of adolescents have an anxiety disorder, according to the National
Institute of Mental Health. Twelve percent of youth between the ages of 12 and 17 say they have
experienced one major depressive episode in the past year, according to the U.S. Department of
Health & Human Services.
The suicide rate among teenagers has been steadily on the rise since 2007. It's gone up 30
percent among 15- to 19-year-old boys and doubled among girls, according to data from the
federal Centers for Disease Control and Prevention. It's the second leading cause of death in that
age group.

A critical item report is a “live” report. During the Universal Assessment period the building
administrator can monitor the rating of students on the Negative Affect and item 24: a self-harm
item. A summary email of this report is also being emailed at the end of the day to each school
personnel connected with the UA screening and/or to all mental health personnel and school
administrators.
PROGRESS MONITORING ACROSS UA PERIODS: Using UA screening data, the BIMAS-2 platform allows
the comparison of UA data across periods of time. Data can be displayed by school, teacher and
across all of the BIMAS scale scores for individual students (see below)

and in aggregate form (see next figure).


TIER II and TIER III PROGRESS MONITORING

The BIMAS-2 allows for both TIER II and Tier III (group or individual) unlimited monitoring plans. There
are numerous plans that can be built within the interface. The BIMAS-2 maintains all of these in each
student’s behavioral folder even if the monitoring plan was a group one.
The next few pages illustrate the type of plans mentioned above.

Plan A. Uses the BIMAS-2 Standard Form only. In the example/illustration below, the Progress Monitor
Plan has a starting date, an ending date, and in between the standard form (34 items) are used to gather
progress monitoring data for an intervention. The frequency and number of raters is determined (like in
all cases) by the IEP or behavior assessment team. The BIMAS-2 allows an unlimited number of raters to
contribute to all the plans that can be built by the platform.

All other plans presented below are part of what BIMAS-2 is referring to as FLEX-plans. BIMAS-2 Flex
Monitoring Plans could include (a) the Standard Form, individual items from the Standard Form,
elaborations of the Standard Form items created by the authors, and of course, your very own
items/behaviors that you wish to monitor as part of the plan. Below are some illustrations of FLEX-plans.

Plan B. This plan begins with a pretest using the BIMAS-2 Standard Form and ends with a post-test
administration of a Standard Form. In between the behavior plan, includes some items that relate to
conduct-related behaviors, some for Negative Affect, which are to be collected at various
predetermined points. Conduct and Negative Affect items/behaviors are selected here for
demonstration purposes. More items/behaviors can be added either with a positive or negative valance,
depending on what the behavior team, an IEP or an intervention is calling for.
Plan C. This plan is similar to Plan B but does not use a pretest. Instead begins with flexible
items/behaviors administered at different times and ends with the administration of a Standard Form.
PLAN D. Plan D can be built with all custom items.

How the BIMAS-2 Progress Monitoring interface works.

Selecting the Progress Monitoring option on the menu screen, the item brings the user to a screen
where they can view the currently active plans, create new plans and view the library of archived plans
they have created. Active or archived plans can be duplicated if they fit the needs of a new student’s
behavior plans or services at the Tier II or Tier III level.

< Space left intentionally blank >


When building a plan (illustrated in the figure below) the user can set up the duration, frequency, and
the raters that will be involved, whether the plan utilizes the BIMAS standard form or a Flex plan.
(5) Also include information on professional development for educators on how to relate pertinent
information to parents from the screening, diagnostic and progress monitoring components of the
program, as well as intervention purposes.

We provide schools with a sample letter in a template format and utilize the mail-merge capabilities to
send the letters to parents. These letters include, scores, parent friendly descriptions of the constructs,
their implications and resources. In most cases, that we are aware, the schools have taken this
responsibility in-house but our services to generate this report are available to all at no additional cost.

(6) Provide detailed information on the format of the available professional development (in-person,
online, webinars, etc.)

Webinars have been the most effective and cost-efficient means for professional development as far as
using the BIMAS-2. In person trainings usually are scheduled before and after a Universal Screening
period and are available once the school district SEL team and Edumetrisis determine the needs (see
item XX below for specifics
H: Terms of Contract

Terms of Contract
Required Feature Pilot Options for part of the 2018-2019 school year; annual and recurring contract
after bid awarded to a single vendor
Evidence to How might you support a K-12 pilot for part of the 2018-2019 school year?
Provide ➢ Note financial implications for pilot period
➢ Note options for technical assistance during the pilot period

Pilot:
Support for the BIMAS-2 implementation in the pilot and subsequently at a larger scale, if awarded the
bid, will include three levels. The sequence or support will be determined by Waco Public schools and
will include: (a) Orientation to Social Emotional Learning within a Comprehensive Behavior Health
Services model (b) Training on the BIMAS-2 platform and (c) utilization and interpretation of screening
data.

(A) SOCIAL EMOTIONAL LEARNING AND COMPREHENSIVE BEHAVIOR HEALTH SERVICES: In this part of
the training the publisher will convene the authors of the BIMAS-2 and/or consultant(s) to present (face
to face, day long training) on Social Emotional Learning within an MTSS system of service delivery. This
component will be refined between Edumetrisis and Waco Public Schools SEL Leadership committee as
we are not aware of the work that has already been accomplished by the school district.

(B) TECHNICAL LEVEL: The technical level support relates to the web-based platform. Edumetrisis will
support a pilot study for the 2018-2019 school year at no cost to the district and will include all technical
supports. We will follow the exact steps during the pilot stage as if this was a full implementation.

For example, upon signing of the DATA SHARING AGREEMENT (see Appendix) Edumetrisis’ IT
department will communicate with the school’s IT department and request three CSV files to be
delivered through a secure means so that we can upload the data.

The data files consist of:


(a) SET UP SCHOOLS: This step establishes the school names and key contacts in each school. The screen
below Illustrates the information needed to manually build the background of the school while the
figure that follows is a screenshot of the excel-type file we use to import all district buildings.
(b) SET UP STAFF: Next the BIMAS-2 platform requires that we set up the staff members. This can be
done manually (as the figure below illustrates)

or through an import as shown in the figure that follows.


At the Staff level input window, we also determine the various access levels that individuals can have in
the platform. This translates to access in performing certain tasks such as adding a new student,
teacher, parent, moving students from one classroom to another, manually entering data if needed and
developing Progress Monitoring Plans for students who might be receiving services in Tier II or Tier III
behavior interventions. Brief video clips on how to perform most of these actions exist along with other
resources in www.bimas2resources.com

(C) SET UP STUDENTS: The final step in setting up the BIMAS-2 involves the importing of student
records. This can also be accomplished manually or through a mass import file. The figure below
illustrates the data needed for an individual student record. It includes a variety of background
information for each student so that the report can be generated thereafter. However, to build the
student database only a few variables are needed as illustrated in the import file below.
For an import of many students the following file is required to be uploaded in the BIMAS-2 platform.

(B) UTILIZATION OF DATA: Depending on the need expressed by the school for professional
development in the implementation of comprehensive behavior health services and /or utilization of the
screening data, Edumetrisis will offer the needed support with consultants (i.e mental health
consultants who have implemented Comprehensive Behavior Health Services (CBHS) (i.e Boston Public
Schools) at the start of the BIMAS-2 implementation and assistance throughout the implementation by
the authors of the BIMAS-2. At the district’s wish, data interpretation can go beyond the information
generated by the BIMAS-2 alone. It can include various statistical analyses that the schools’ SEL,
committee along with Edumetrisis, determines appropriate, as well as the generation of reports needed,
for a successful implementation and utilization of the existing data. This level of support will be
determined by the school district’s resources and the wish to utilize the publisher’s resources.

Levels (A), (B) and (C) will occur at no expense to the district.
J. Other Considerations:

1. Provide details on the development of your assessment program including the length of
time it has been in use. Please explain any ongoing work the Vendor is doing to refine the
existing components of the system, refresh the item pool, build new components, etc.

Edumetrisis, LLC is a publisher of web-based behavioral assessment tools. Three years ago,
and after a history of 30 years as an author of psychological and educational tests, Dr.
Bardos, founded Edumetrisis as he, along with the authors of our flagship product, the
Behavior Intervention Monitoring Assessment System felt that traditional powerhouses in
the publishing world were extremely difficult to move forward and adopt new technologies
or adopt quickly and efficiently the feedback given by their customers.

It was 1997 when the three authors of the BIMAS got together from different perspectives
and training, yet with one goal, to develop an instrument that can be used as a preventing
tool by conducting universal screenings in schools and, also to monitor the effectiveness of
behavior interventions and create an accountable environment for the services offered. At
that time, other than our philosophical beliefs we had no allies to support our work in the
private industry, an industry interested primarily in diagnostic not screening/prevention
tools.

Edumetrisis, LLC and its team is comprised by authors, consultants and technology partners
that bring many years of experience and offer through their innovative ideas solutions to
practical problems of the field. Each one separately and collectively is considered an
assessment expert in their respective fields. The vision and mission of the new company is
to offer innovative tools and consultation services, bringing into practice the latest research
available in the field, supporting schools in their efforts to support their students.

Technology is changing the world of educational and psychological assessment. We have


embraced it by being in the forefront of these innovations. We have a partnership with a
young software development company which consist of very experienced individuals
(Woodridge Software- in Golden Colorado) that has built amazing products in the field of
Education and assist us with exceptional customer support. (see Appendix for brief vitas of
our team)

We continue to refine the BIMAS interface, now in its second edition by adding features
that improve its usability as a software tool but more importantly use technology to quickly
and efficiently inform and support our users in their journey of helping children and their
families.
We have an exciting growth plan and development initiatives. We are:
• expanding the age group covered by the BIMAS to preschool ages
• adding SEL reporting features.
• Creating apps to synch additional data with the platform (check in/check out)
• Behavior Observation tools
• In three to four years we will begin research studies to assess the need for updating
the norms of the BIMAS, perhaps with some new items
2. What technological infrastructure is necessary for your assessment to be administered
effectively on a large scale (internet bandwidth, whether a local caching server is necessary,
etc.)? How will you address the needs of the District if there are issues?

Our platform is running efficiently and even with many clients logging in and performing
multiple tasks, it has rarely exceeded 20% of its capacity.

3. Please indicate whether you will provide anonymous digital access to Vendor’s solution
for the designated District staff as part of the proposal evaluation process.

Yes, details will have to be arranged with the IT group.


APPENDIX A. References

Prospective vendors shall provide a list of three (3) current references/contacts in which they have provided
similar services in the last two (2) years. Please include the company/government agency name, contact person,
phone number, complete mailing address and email address if available.

Name of Boston Public Schools Contact Person Andrea Amador, CAGGS,


Organization Name
Annual Contract $50,000.00 Contact Person Title Director Behavioral Health
Value annual services
Contract Start Date January 2016 Contact Person 617 635-9676
Telephone Number
Contract End Date July 2019 Contact Person Email aamador@boston.k12.ma.us
Address

Name of Providence School Department Contact Person Gail Mastropietro, CAGS


Organization Name
Annual Contract $40,000 annual Contact Person Title Social Emotional
Value Learning and Supports
Lead School Psychologist
Contract Start Date August 2017 Contact Person 401-456-9100 ext. 11152
Telephone Number
Contract End Date August 2019 Contact Person Email
Address Gail.Mastropietro@ppsd.org

Name of Duval County Public Schools Contact Person Katrina Taylor


Organization Name
Annual Contract $70, 000 annual Contact Person Title Director, School
Value Behavioral Health

Contract Start Date August 2017 Contact Person (904) 390-2926 Office
Telephone Number
Contract End Date August 2019 Contact Person Email Eunicek@duvalschools.org
Address
Appendix B : DATA SHARING AGREEMENT

TERMS OF USE AGREEMENT


THE TERMS OF USE AGREEMENT (“Agreement”) is entered into between
__________________________________ , hereafter (“the District” or “Client” or “District/Client”) and
Edumetrisis, LLC P.O. Box 336404 Greeley, CO 80633 (“Partner Organization”). Hereafter, each may be
referred to in the singular as, the “Party” or collectively, as the “Parties” in this Agreement.

WHEREAS, Partner Organization acknowledges and understands that the District is required to
safeguard the privacy of its students’ educational records in a manner consistent with the mandates of
the Family Educational Rights and Privacy Act (“FERPA”), 20 U.S.C. § 1232g and the applicable regulations
promulgated thereunder.

WHEREAS, the Family Educational Rights and Privacy Act (“FERPA”) (20 U.S.C. § 1232g; 34 CFR
Part 99) (as amended and revised from time to time, including any regulations or successor statute)
prohibits the unauthorized disclosure of personally identifiable information (PII) contained in students’
education records to anyone without the express written consent of the student or the student’s
representative.

WHEREAS, FERPA has regulatory exceptions to the general rule of confidentiality and non-
disclosure of individually-identifiable data and information to allow its disclosure and use by organizations
acting as school officials under certain circumstances. 20 U.S.C. § 1232g(b)(1)(F) and 34 C.F.R. §
99.31(a)(1)(i)(B).

WHEREAS, should Partner Organization be identified as satisfying the criteria associated with one
or more recognized FERPA exceptions, the District, may disclose the requested data to Partner
Organization, provided the purpose, scope and duration are clearly set forth in writing and satisfy the
terms and conditions of this Agreement.

WHEREAS, Partner Organization will provide to the District, and/or its participating schools on
behalf of the District, specified services the District could otherwise use its employees to perform, Partner
Organization acknowledges that for the purposes of this Agreement it will be designated as a “school
official” with “legitimate educational interests” as those terms have been interpreted and defined under
FERPA and similar privacy laws and regulations, and Partner Organization agrees to abide by FERPA and
those laws while performing its service for the District.

WHEREAS, the services Partner Organization will provide described here:

Edumetrisis, LLC will make available to the District/Client the use of it’s web-based platform
known as BIMAS-2 (Behavior Intervention Monitoring Assessment System-2) to perform universal
screenings and progress monitoring of student behavior during the period identified in the invoice
provided to the client. Unless renewed, use and access of the BIMAS-2 platform will be terminated on
the last day of this contract. A certification of destruction/return of data information will be provided to
the District/client 30 days following the termination of the licensing period. Student performance data
on the BIMAS-2 platform will be exported and be made available to the District/client upon written
request. If the District/client wishes to continue the use of the services thereafter, this Agreement will
remain in effect till notice of Termination (see Section IV (F) below is applied.

WHEREAS, Partner Organization represents it has the knowledge, skill and the resources
necessary to provide and maintain a data management system that is sufficiently secure and encrypted
to protect, maintain and keep the provided data and information confidential.

NOW, THEREFORE, the Parties enter into these Terms of Use governing the disclosure of
personally identifiable student information and provision of services described herein.

SECTION I

DEFINITIONS

A. “Confidential Information” is all non-public data, however documented, containing or based, in


whole or in part, on reference materials, sketches, drawings, memoranda, disks, documentation and
records belonging to either party (and any derivative works thereof or modifications thereto) is and will
remain the exclusive property of that party. Neither party shall possess or assert any lien or other right
against or to Confidential Information of the other party. Without prior written permission, no
Confidential Information of either party, or any part thereof, may be disclosed, sold, assigned, leased,
shared or otherwise distributed to third parties by the other party or commercially exploited by or on
behalf of the other party, or its employees or agents.
B. “Disclosure” means to permit access to or the release, transfer, or other communication of
information contained in a record by any means, including oral, written, or electronic, to any party except
the party identified as the party that provided or created the record.
C. “District Information” means any record and all information, in any form, recorded in any way,
including, but not limited to, hand writing, print, computer media, video or audio tape, film, microfilm,
and microfiche and includes paper and electronic student education record information, or employee
record information, furnished or made available directly or indirectly by the District or otherwise obtained
from the District in connection with the Partner Organization’s services and/or any agreement, including
all information of the District, or any District affiliate to which it has had or will have access to, whether it
is in oral, written, graphic or machine-readable form.
D. "Educational agency or institution" means any public or private agency or institution to which
funds have been made available by grant, cooperative agreement, contract, sub-grant, or subcontract or
are provided to, and may be paid by those students for educational purposes, and any program if it
provides educational services or instruction, or both, or is authorized to direct and control public
elementary or secondary, or postsecondary educational institutions.
E. “Education program” means any program that is principally engaged in the provision of education,
including, but not limited to, childhood, elementary, secondary education, postsecondary education,
special education, job training, career and technical education, and adult education, and any program that
is administered by an educational agency or institution.
F. "Personally Identifiable Information" includes but is not limited to (a) student’s name; (b) name
of the student’s parent or other family members; (c) address of the student or student’s family; (d) a
personal identifier, such as the student’s social security number, student number, or biometric record;
and (e) other indirect personal identifiers, such as the student’s date of birth, place of birth, and mother’s
maiden name; (f) Other information that, alone or in combination, is linked or linkable to a specific student
that would allow a reasonable person in the school community, who does not have personal knowledge
of the relevant circumstances, to identify the student with reasonable certainty; or (g) “medical
information” as may be defined in state law; “protected health information” as that term is defined in the
Health Insurance Portability and Accountability Act, 45 CFR Part 160.103; (h) nonpublic personal
information as that term is defined in the Gramm-Leach-Bliley Financial Modernization Act of 1999, 15
USC 6809; (i) credit and debit card numbers and/or access codes and other cardholder data and sensitive
authentication data as those terms are defined in the Payment Card Industry Data Security Standards; (j)
other financial account numbers, access codes, driver’s license numbers; (k) and state- or federal-
identification numbers such as passport, visa or state identity card numbers.
G. "Record" means any information recorded in any way, including, but not limited to, hand writing,
print, computer media, video or audio tape, film, microfilm, and microfiche.
H. “Services” means any goods or services acquired by the District, including computer software,
mobile applications (apps), and web-based tools accessed by students and/or their parents via the
Internet and used as part of a school activity.
I. “Student,” except as otherwise specifically provided in this part, means any individual who is or
has been in attendance at an educational agency or institution and regarding whom the agency or
institution maintains education records.
J. “User” means the individuals authorized to access and use the Services provided under this
Agreement.

SECTION II

STUDENT DATA, INFORMATION & RECORDS

A. Purpose. Partner Organization, by providing certain institutional services and functions on behalf
of the District, may require access to a student’s educational records to effectively deliver its services.
Partner Organization further agrees to be under the direct control of the District with respect to the
maintenance of student educational records relating to the governance, use and re-disclosure of
personally identifiable information, which will be in accordance with, and contingent upon compliance
with the Family Educational Rights and Privacy Act (“FERPA”) and its implementing regulations. (34 C.F.R.
§ 99.30, et seq.).
B. Requested Data. In order to perform the service(s) described herein, the Partner Organization
will collect and/or utilize the following information:

Names of school(s), Staff members and Student information. Three import CSV files will be
made available to the District’s BIMAS-2administrator who will decide what information will be
included in the BIMAS-2platform. Some information such as names and emails are necessary for
the platform to operate

C. Qualified FERPA Exception. Partner Organization understands and agrees that the purpose and
contemplated use of the data and information disclosed by the District is solely to provide the educational
services for, or on behalf of the District described herein. The Partner Organization shall be designated a
“school official” according to FERPA and District/Client Policy, as an organization to which the District has
outsourced institutional services or functions for which the District would otherwise utilize its own
employees. The Partner Organization acknowledges that it is under the direct control of the District for
the purposes of use and maintenance of education records disclosed pursuant to this Agreement, and
that the Partner Organization agrees to comply with the applicable provisions of FERPA in order to
safeguard the confidentiality of student information. 20 U.S.C. § 1232g(b)(1)(F) and 34 C.F.R. §
99.31(a)(1)(i)(B)
D. Ownership of Data and Information. The disclosure of personally identifiable information from
education records to Partner Organization is not an assignment of ownership of the personally identifiable
information or records to Partner Organization. The District retains ownership of all such records.
Personally identifiable information from education records may only be re-disclosed by Partner
Organization to a third-party with the prior written approval of the District, in accordance with this
Agreement or in compliance with FERPA and its regulations.
E. Coordination with Partner Organization Authorized Representative(s). During the term of this
Agreement, Partner Organization will fully coordinate all of its services provided hereunder with the
District through its designated authorized representative.
1. The authorized representative signatory below has authority to bind Partner Organization to
the terms and conditions of this Agreement.
2. The authorized representative signatory shall also be responsible for requiring Partner
Organization personnel and other authorized representatives of Partner Organization accessing
information from District records to execute affidavits of nondisclosure or other documentation indicating
that each person will be held accountable for the proper management, use and protection of all
information and records provided to him or her.
F. Limited Disclosure, Access and Use. Partner Organization will abide by any and all conditions
imposed by the District on the disclosure of information derived from and provided by the District, and
agrees to manage and maintain it in accordance with the applicable federal and state privacy laws.
1. Partner Organization and its officers, employees, and agents receiving education record
information from the District agrees to hold information in strict confidence and use the information only
for the limited purpose for which the disclosure was made.
2. Partner Organization affirms that its services will be conducted in a manner that does not
disclose the information to anyone who is not an authorized representative of Partner Organization.
3. Partner Organization agrees not to use the information for any purpose other than the
purposes for which the disclosure was sought from the District and made to Partner Organization.
4. The approval to use the information from education records for one purpose does not confer
approval to use the data for another or different purpose.
5. Upon termination, cancellation, expiration or other conclusion of this Agreement, Partner
Organization shall return all personally identifiable student information to the District or, if return is not
feasible, destroy any and all such information. Partner may destroy the information when it is no longer
needed for purposes for which it was disclosed or as authorized in this Agreement but prior to
termination, cancellation, expiration or other conclusion of this Agreement. Partner Organization shall
confirm the date that any information was returned or destroyed by delivering to the District the
certificate attached hereto.
G. Reporting of Unauthorized Disclosures of Data and Information.
1. Partner Organization shall, within five business days of discovery, report to the District any
use or disclosure of information not authorized by this Agreement or in writing by the District (a “Breach”).
Partner Organization’s written report shall identify (i) the nature of the breach, (ii) what information was
used or disclosed, (iii) who or what was the cause of the breach, (iv) what Partner Organization has done
or shall do to mitigate any deleterious effect of the breach, and (v) what corrective action Partner
Organization has taken or shall take to prevent future similar unauthorized use or disclosure. Partner
Organization shall provide such other information, including a written report, as reasonably requested by
the District.
2. If the District reasonably determines that Partner Organization has breached a material
condition of this Agreement, the District may request Partner Organization to submit within five business
(5) days from the discovery a written report shall identify (i) the nature of the breach, (ii) what information
was used or disclosed, (iii) who or what was the cause of the breach, (iv) what Partner Organization has
done or shall do to mitigate any deleterious effect of the breach, and (v) what corrective action
Organization has taken or shall take to prevent future similar unauthorized use or disclosure. Partner
Organization shall provide such other information, including a written report, as reasonably requested by
the District.
3. Alternatively, the District may immediately terminate this Agreement with Partner
Organization, if, in its sole discretion, determines it is not possible to repair or correct the discovered
breach. Under either option described in paragraphs 1 or 2, above, the District agrees to provide written
notice Partner Organization.

H. Remedies, Penalties. The failure to comply with the requirements of FERPA could subject Partner
Organization and any third party to all allowable penalties assessable against Partner Organization under
state and federal law. Partner Organization acknowledges and agrees that due to the unique nature of
the Information, there may be no adequate remedy at law for any breach of its obligations hereunder,
that any such breach will result in irreparable harm to the District, and therefore, that upon any such
breach or threatened breach, the District shall be entitled to seek appropriate equitable relief including
specific performance and any additional remedies the law may allow, including injunctive relief. In the
event the Family Policy Compliance Office of the U.S. Department of Education determines that Partner
Organization improperly disclosed personally identifiable information obtained from the District’s
education records, the District may not allow Partner Organization access to the District’s education
records for at least five years.
I. Other Use of Information. This Agreement does not contemplate the use of information for any
purpose other than for the provision of services identified herein. For any other purposes (studies,
surveys, etc.), the Parties must enter into separate terms governing the release of information.

SECTION III

CONFIDENTIALITY
A. Partner Organization agrees to maintain the confidentiality of business, employment, operational
and other information provided by District to Partner Organization hereunder, provided such information
is marked or otherwise identified by District as confidential or proprietary or is of a nature that Partner
Organization knows or should know is confidential or proprietary (also referred to herein as “Proprietary
Information”), and will only use it in carrying out its rights and obligations under this Agreement.
B. Both parties agree to restrict access to the Proprietary Information of the other only to authorized
representatives who (i) require access in the course of their assigned duties and responsibilities in
connection with this Agreement, and (ii) have been informed of the provisions set forth in this Section.
The confidentiality obligations of the parties regarding the Proprietary Information of the other shall not
apply to any material or information that (i) is or becomes a part of the public domain through no act or
omission by the receiving party, (ii) is independently developed by employees of the receiving party
without use or reference to the Proprietary Information of the other party, (iii) is disclosed to the receiving
party by a third party that, to the receiving party’s knowledge, was not bound by a confidentiality
obligation to the other party, (iv) is demanded by a lawful order from any court or anybody empowered
to issue such an order, or (v), is requested by operation of law.

C. This Agreement may include services that require Partner Organization to collect and analyze
student, classroom, school-level, and employment related data. These services include, but are not limited
to: Evaluation Services, Distance Consulting, Baseline Analysis, and Summative Analysis (collectively,
“Evaluation Services”). In order for Partner Organization to provide these services the District must agree
to make reasonable effort to collect and submit all requested data in a timely manner.
D. Notwithstanding anything herein to the contrary and only to the extent consistent with the
Confidentiality Laws, District hereby grants to Partner Organization a non-exclusive, royalty-free,
nontransferable, revocable, limited license during the Term or any Renewal Term of this Agreement to
collect, access and use District Information provided Partner Organization: (1) collects, accesses and uses
District Information only as necessary and solely for meeting Partner Organization’s performance
obligations under this Agreement; (2) collects, accesses and uses District Information in a manner that
does not permit personal identification of “parents” or “students” or “employees” by individuals other
than Partner Organization’s employees and contractors who have necessary and legitimate interests in
the District Information for meeting Partner Organization’s performance obligations under this
Agreement; (3) keeps records of any Partner Organization disclosures of District Information, including
the names of the parties to which Partner Organization may have disclosed District Information and the
legitimate interests under this Agreement or the Confidentiality Laws which such parties requested or
obtained the District Information from Partner Organization; (4) destroys the District Information when it
is no longer needed by Partner Organization for meeting its performance obligations under this
Agreement; and (5) otherwise complies with the Confidentiality Laws.
E. Partner Organization will indemnify, defend and hold harmless District and District’s affiliates,
officers, directors, and employees from and against any third-party claims, demands, causes of action,
judgments, damages, liabilities, costs and expenses (including reasonable attorney’s fees) arising from or
relating to Partner Organization’s or any of Partner Organization’s employees, agents, contractors, or
representatives unauthorized use, misuse, or illegal use of District Information or De-identified
Information or any breach of this Agreement by Partner Organization. The District and any indemnified
party shall cooperate and comply with the reasonable requests of Partner Organization in connection with
the defense of any such claim. The receipt or providing such assistance is not a waiver of any alleged
breach nor does the acceptance of such assistance constitute a waiver of any such breach by the District.
Partner Organization shall control the defense and settlement of any such claim.

SECTION IV
GENERAL TERMS AND CONDITIONS

A. Examination of Records.
1. Partner Organization will keep true and complete records of any and all data received,
exchanged and shared between and amongst its employees, agents, subcontractors and volunteers
pursuant to this Agreement.
2. Partner Organization will establish and maintain a system of record keeping satisfactory to
the District and the District’s authorized representative and, upon reasonable request, provide access to
such records either during regular business, at any reasonable mutually agreed upon time.
3. Partner Organization agrees that it will keep and preserve all business records and reports
created during the course of this Agreement for at least three (3) years from the date of receipt under
this Agreement, except that personally identifiable student information shall be returned or destroyed in
accordance with the provisions of Section II.G.5 of this Agreement.
B. Dispute Resolution. If either District or Partner Organization believes in good faith that the other
party has failed to perform, provide requested information, or has failed to satisfactorily meet any
objective set forth by this Agreement or has otherwise not fulfilled commitments made under this
Agreement (“Breach”), then within thirty (30) days from the date the breach occurred, the aggrieved party
shall send written notification to the party who has allegedly breached its obligations identifying the
allegations and/or reasons the aggrieved party believes the non-performing party has breached this
Agreement. Upon receipt of written notice, the alleged non-performing party shall have ten (10) business
days, or such additional time as may be agreed to in writing between the parties, to correct or cure the
alleged breach or to notify the aggrieved party that the alleged breach of this Agreement has not occurred.
Upon finding that the breaching party failed to cure or respond in writing within the agreed upon
timeframe, the non-breaching, aggrieved party shall be entitled to terminate this Agreement and pursue
any and all remedies available at law or in equity.
C. Modification. This Agreement shall only be modified in writing signed by duly authorized
representatives of both Partner Organization and the District. All requests for modifications should be
directed to the authorized representative of the District and Partner Organization.
D. Notice. Any notice this Agreement requires must be in writing and will be effective only if sent by
certified U.S. mail, return receipt requested, or via electronic mail, to an authorized representative at
Partner Organization’s address provided in this Agreement, which is as follows:

Partner Organization: District/Client:

Edumetrisis, LLC
1441 40th Avenue
Greeley, CO 80634
Help@edumetrisis.com
(970) 573-5602
Att: Achilles N. Bardos, Ph.D. Att: (full name) __________________________
E. Term. The effective date begins on the next business day that follows after each authorized
representatives of Partner Organization and the District executes this Agreement and it shall expires at
the time Partner Organization no longer provides its services or is terminated in accordance with this, and
its Program Agreement; provided, however, a lapse or stoppage of services by Partner Organization as a
result of the District’s school year ending that timely resumes with the commencement of the next District
school year, shall not be construed or interpreted as the termination of this Agreement; furthermore, at
the beginning of each school year, upon re-execution by each authorized representative of the District
and Partner Organization, the parties mutually agree this Agreement is revived according to the same, or
any amended terms and conditions contained herein.
F. Termination. A party may terminate this Agreement upon sending a thirty (30) day written
notification with brief description of the reason for the termination to the other party. Termination shall
be effective upon the date it is received.
G. Compliance with Federal and State Confidentiality, and Privacy Laws. Partner Organization and
the District agree and understand this Agreement must be in compliance with, which for the purposes of
illustration, includes but is not limited to: the Colorado Open Records Act (“Act”), C.R.S. 24-72-101 et. seq.
and all applicable federal privacy and confidentiality laws; the Family Educational Rights and Privacy Act
(FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99); Protection of Pupil Rights Amendment (“PPRA”) (20 U.S.C. §
1232h; 34 CFR Part 98), all of them which may be in effect or amended from time to time, including any
successor statute and its implementing regulations and rules. In the event of a conflict between this
Agreement and the Confidentiality Laws, the Confidentiality Laws shall control. In the event of a conflict
between FERPA and all other Confidentiality Laws, FERPA will control absent clear statutory authority on
controlling law. In the event of conflict or uncertainty interpreting controlling law regarding the collection,
access, use, or disclosure of District Information, a party will resolve the uncertainty or conflict in favor of
prohibiting the collection, access, use, or disclosure of District Information.
H. Compliance with District/Client Policies. Partner Organization agrees to comply with the
applicable written District/Client policies, which hereafter by this reference are incorporated into and
enforceable under this Agreement.
I. Liability. Partner Organization will be responsible for the negligent acts and omissions of its
officers, agents, employees and representatives with respect to its obligations under this Agreement and
the Use of BIMAS-2: Terms and Conditions (see Attachment 2).
J. Governing Law and Jurisdiction. In the event that any disputes arise from this Agreement, the
parties agree to submit such disputes to the state or federal courts located within the City and Weld
County of Greeley, Colorado, and such court shall have exclusive jurisdiction over the disputes. The parties
agree that Colorado law will govern such disputes that arise from this Agreement, without regard to rules
regarding conflicts of law.
K. Survival of Certain Provisions. The terms and conditions of this Agreement and any exhibits and
attachments that by reasonable implication contemplate continued performance, rights, or compliance
beyond expiration or termination of the Agreement survive the Agreement and will continue to be
enforceable.
L. No Agency Created. Partner Organization agrees and understands that no authority exists
through this Agreement permitting Partner Organization to enter into any third party contract, assume
any obligation, or makes any representation to third parties on behalf of, or which may bind the District.
M. No Construction Against Drafting Party. The parties and their respective counsel have had the
opportunity to review the Agreement, and the Agreement will not be construed against any party merely
because the Agreement or any provisions thereof were prepared by a particular party.
N. Authorized Representative. Partner Organization certifies that the individual signing below on its
behalf is fully authorized to do so, is fully authorized to bind and commit Partner Organization to the
obligations set forth herein, and that no other consents or authorizations are needed to bind Partner
Organization to the terms of this Agreement.
O. Contract Documents. This Agreement consists of the following attachments which are
incorporated herein and made a part hereof by reference which are found after the signature page.

[remainder of page intentionally left black]


Partner Organization hereby signifies its acceptance of the terms and conditions of this Agreement.

Signed:

__________________________________________
[District/Client Signatory]

__________________________________________
[Title of Signatory]

__________________________________________

Date

Signed:

__________________________________________

[Edumetrisis, LLC Representative]

Owner -CEO

_______________________________________

[Position]

Date: __________________________________________
Attachment 1

Certification of Destruction\Return of District Information

I\We, __________________________, as the authorized representative(s) of the Partner Organization

[Edumetrisis, LLC) do hereby acknowledge and certify under penalty of perjury that [check one]:

_____ (a) the private and confidential student information provided by the District as part of the Data

Sharing and Confidentiality Agreement in accordance with federal and state law was destroyed

______ (b) the private and confidential student information provided by the District as part of the Data

Sharing and Confidentiality Agreement in accordance with federal and state law has been returned.

Print Name: ______________________________________________ Date: ____________

Title: _____________________________________________________________________

Partner Organization /Agency: _________________________________________________

Signature:_______________________________________________________________
Attachment 2

Use of BIMAS-2: Terms and Conditions

Neither the BIMAS-2site nor the BIMAS-2Test/platform constitutes a psychological or


medical/psychiatric advice

The "BIMAS-2 Site" and the contents of the BIMAS-2 Site including its behavior rating scales available
and delivered through the BIMAS-2 platform, the results generated by the BIMAS-2 rating forms,
information which appears on the Edumetrisis, LLC site in regards to BIMAS-2such as articles of scholarly
publications, and other material contained in the site are provided to you for informational purposes
only. You should seek the appropriate professional advice, diagnosis, and/or treatment for any and all
psychoeducational and/or medical/psychiatric conditions you think you may have, whether as a result of
completing the BIMAS-2 Test or otherwise, and call 911 or seek the attention of a professional if you
experience thoughts and feelings of hurting yourself or others.

Disclaimer of warranties; limited liability of BIMAS-2

Because use of the BIMAS-2 platform requires the transmission of some of your personal data as a
process of becoming a member and through responses to the BIMAS-2 Test via media connections
beyond the control and supervision of BIMAS-2, BIMAS-2 cannot and will not assume any liability for or
relating to the delay, failure, interruption, corruption or loss of any data transmitted in connection with
use of the BIMAS-2 platform and/or the BIMAS-2 Test.

The BIMAS-2 platform, the BIMAS-2 Test and the results received as a result of the use of both are
provided to you on an "as is basis," "where is".

BIMAS-2 makes no warranty as to the BIMAS-2 platform, the BIMAS-2 test, the operation of the
BIMAS-2 platform, or to any services provided by BIMAS-2 through the BIMAS-2 platform, whether
expressed or implied, including but not limited to, implied warranties of merchantability,
infringement, satisfactory quality, accuracy and fitness for a particular purpose and all warranties
arising from course of dealing or usage of trade. in no event whatsoever will BIMAS-2 or any of its
subcontractors or licensors be liable to licensee or any third party (whether based in contract, tort,
strict liability or other theory) for any indirect, incidental, special or consequential damages arising
out of the use of or inability to use the BIMAS-2 platform, the BIMAS-2 test or any portion thereof,
including but not limited to, the loss of use of the BIMAS-2 platform, the BIMAS-2 test, inaccurate
results, loss of profits or damages stemming from loss or corruption of data or data being rendered
inaccurate, the cost of recovering any data, including, without limitation, claims related to diagnostic
accuracy and/or medical malpractice or personal injury), even if BIMAS-2 has been advised of the
possibility of such damages.

Edumetrisis and its officers, directors, shareholders and affiliates hereby expressly disclaim any
representation or warranty related to the accuracy, reliability, completeness, currentness, or
timeliness of the BIMAS-2 platform, the BIMAS-2 test, articles provided to you through the
edumetrisis or BIMAS-2 platform, links that may appear on the BIMAS-2 site and other materials that
may be made available to you from time-to-time on the edumetrisis site and BIMAS-2 platform.
Children's privacy

Edumetrisis believes that protecting the privacy of children is important. Although the content on the
BIMAS-2 platform and the Test may be used by a parent or guardian and some children who are
completing the BIMAS-2 self-rating form, the BIMAS-2 platform should not be used in any other means
other the ones published and intended by the BIMAS-2 Test.

Use of the BIMAS-2 Platform and the BIMAS-2 Test

Use of the BIMAS-2 Platform and the BIMAS-2 Test are governed by these Terms and Conditions.

The BIMAS-2 platform, the BIMAS-2 Test and many or all of the other materials provided to you on the
Edumetrisis site and BIMAS-2platform are protected by the laws of the United States and foreign
countries regarding copyrights, trademarks and/or service marks. All rights, title and interest in and to
the BIMAS-2 platform and the BIMAS-2 Test shall remain solely with Edumetrisis or its affiliates. Any use
of the BIMAS-2 platform, the BIMAS-2 Test and/or the materials made available to you on the
Edumetrisis site and BIMAS-2 platform not expressly permitted by these Terms and Conditions is a
breach of these Terms and Conditions and may violate copyright, trademark, and other laws.
Edumetrisis reserves the right to alter, change or modify without notice the BIMAS-2 platform and/or
the BIMAS-2 Test.

In the event you should violate any of these Terms and Conditions, your license to use the BIMAS-2
platform and the BIMAS-2 Test shall automatically and immediately terminate and you will be required
to immediately destroy any copies you have made of any portion of the BIMAS-2 Test or its other
materials.

Submission of personal information

Enrolling to be a member/user of the BIMAS-2 platform and/or taking the BIMAS-2 Test will require you
to submit personal information to BIMAS-2. Your submission of such personal information, and BIMAS-
2's use of such personal information, is governed by the terms of BIMAS-2's Privacy Policy. In the event
of an inconsistency between this Agreement and the BIMAS-2 Privacy Policy, these Terms and
Conditions of shall control.

Issuance and use of your BIMAS-2 password

Upon becoming a member of the BIMAS-2 platform you will be issued a unique password which will
enable you to access certain portions of the BIMAS-2platform and the BIMAS-2 Test. Your password will
also allow you to provide and store certain information on the BIMAS-2 platform and its database. Once
you have been issued a password for the BIMAS-2 Site you shall be solely responsible for taking all
reasonable steps to ensure that no unauthorized person shall gain access to your BIMAS-2 password.
You shall be solely responsible for the safekeeping of your password, authorizing use of your password,
contacting Edumetrisis immediately upon learning of a misappropriation of your password and/or your
request to deactivate your password. You grant BIMAS-2 and all other persons or entities involved in the
operation of the BIMAS-2 platform the right to transmit, monitor, retrieve, store, and use your
information in connection with the operation of the BIMAS-2 platform.
BIMAS-2 membership services

In the event you choose to subscribe to the BIMAS-2 platform and/or pay for and/or take the BIMAS-
2Test (collectively, the "Subscription Services"), you will be required to submit personal information to
Edumetrisis, LLC and the BIMAS-2 platform. BIMAS-2 does not intend, not has BIMAS-2 intentionally
designed the Subscription Services to attract children of any age. Responsibility for the proper use of the
BIMAS-2 platform by children up to age of 18yrs old completing the Self-rating form of the BIMAS-2
rests with the educational system or agency that subscribes to the BIMAS-2 Services.

In the event you should chose to purchase the BIMAS-2 Test you will be required to provide a valid
credit card number at the time you purchase the BIMAS-2 Test. You agree to pay any and all charges
resulting from you purchase of the BIMAS-2 Test and by providing information regarding your credit
card, you represent and warrant that you are the authorized user of the credit card. Any charges that
you agree to pay are exclusive of any and all applicable sales and other taxes that may be imposed by
any state or locality. You agree that BIMAS-2 may submit information regarding your credit card and
related personally identifiable information to BIMAS-2's service provider(s) solely for their use in
charging you for the purchase of the BIMAS-2 Test. BIMAS-2 reserves the right to modify the pricing of
the BIMAS-2 Test from time-to-time with or without notice. Payments will also be accepted through an
invoicing mechanism, with all terms described above for the purchase with a credit card been
applicable.

Links to other sites and advertisements

Edumetrisis may provide links to third-party web sites on its site and the BIMAS-2 platform. Edumetrisis,
LLC shall not be responsible for the content provided through third-party sites linked from time-to-time
to the BIMAS-2 Site and does not make any representations regarding their content, accuracy or non-
infringement. You agree that your use of third-party websites is at your own risk and subject to the
terms and conditions of use for such sites.

Indemnity

You agree to defend, indemnify, and hold harmless Edumetrisis, LLC its officers, directors, shareholders,
agents, licensors, suppliers, successors and assigns and affiliates harmless from and against any claims,
actions or demands, liabilities and settlements including without limitation, reasonable attorney's and
accounting fees, resulting from, or alleged to result from, your violation of these Terms and Conditions.

General

Exclusive jurisdiction for any dispute between you and Edumetrisis, LLC or in any way relating to your
use of the BIMAS-2 platform and/or the BIMAS-2 Test, shall be solely and exclusively in the state and
federal courts of Weld County, Colorado. You agree and expressly consent to the exercise of personal
jurisdiction in the state and federal courts located in Weld County, of the State of Colorado in
connection with any such dispute.

These Terms and Conditions and the rights, obligations, liabilities, and responsibilities of the parties
hereto, shall be governed and interpreted in accordance with the laws of the State of Colorado, without
reference to the conflicts of laws principles of that or any other jurisdiction. The invalidity of any
provision of these Terms and Conditions by any court having competent jurisdiction, the invalidity of
such provision shall not affect the validity of the remaining provisions of these Terms and Conditions,
which shall remain in full force and effect.

All notices required to be sent hereunder will be in writing and will be deemed to have been given when
mailed by first class mail, postage prepaid, certified or registered, return receipt requested, or by
nationally recognized overnight courier, to the parties at the addresses first set forth below, or at such
other address as the applicable party may designate in writing.

The waiver by either party of any default or breach of these Terms and Conditions will not constitute a
waiver of any other or subsequent default or breach. No act, delay or omission on the part of either
party will be deemed a waiver unless expressly made in writing.

This Terms and Conditions constitute the complete agreement between the parties and supersedes all
prior or contemporaneous agreements or representations, written or oral, concerning the use of the
BIMAS-2 platform and the BIMAS-2 Test. This Agreement may not be modified or amended except in a
writing signed by a duly authorized representative of each party, and no other act, document, usage or
custom will be deemed to amend or modify this Agreement.

Pricing: The BIMAS-2 platform is delivered in two formats, the basic format and the premium format.
The pricing for the basic version is posted publicly in Edumetrisis, LLC site with per student license cost
and volume discount pricing. Th premium format which includes synching features with a client’s
database is to be negotiated separately.

Reports and additional services: The BIMAS-2 platform and its functions are sold on “ as is” basis along
with its free technical support. Additional reports and functions customizable per client’s request, (if
possible), will be honored and invoiced at a rate of $150.00 per hour. Examples include all functions that
will require additional programming to alter the data base of a client’s existing data structure in the
platform such as (but not limited): to merging or splitting data between schools existing in the database
within the BIMAS-2 platform. All additional functions to be negotiated between the customer and
Edumetrisis and invoiced separately.

Questions or comments regarding the BIMAS-2 platform or the BIMAS-2 Test, praises or any
occurrences of malfunctioning of the BIMAS-2 Site and/or the BIMAS-2 Test, should be submitted to
Edumetrisis, LLC 1441 40th Avenue, Greeley, Colorado 80634.
1

Appendix C. OUR TEAM


Edumetrisis, LLC, the vendor of this proposal employees and involves a number of individuals
for the delivery of their services.
Achilles N. Bardos, Ph.D.
Dr. Achilles Bardos is co-author of the Behavior Intervention Monitoring Assessment System
(BIMAS) and founder of Edumetrisis, LLC. Dr. Bardos earned his doctorate from The Ohio
State University in School psychology, Measurement and Program Evaluation. He is a Professor
in the Department of School Psychology at the University of Northern Colorado. Dr. Bardos’
teaching and research interests include educational and psychological assessment, program
evaluation, and web-based applications in psychology and education. He has published many
articles and book chapters, and presented over 200 papers and workshops at national and
international conferences. Most notably his workshops during the last 10 years involved matters
of school based mental health services and the monitoring and evaluation of prevention
programs.

Dr. Bardos also holds an honorary appointment as Senior Research Scientist with the Devereux
Foundation, where he assisted with the development of the Devereux Scales of Mental
Disorders™ (DSMD™; Naglieri, LeBuffe, & Pfeiffer, 1994), the Devereux Behavior Rating
Scale–School Form™ (Devereux–School Form™; Naglieri, LeBuffe, & Pfeiffer, 1993), the
Devereux Early Childhood Assessment (DECA; LeBuffe & Naglieri, 1999), and most recently,
the Devereux Early Childhood Assessment-Clinical Form (DECA-C; LeBuffe & Naglieri, 2003).
Dr. Bardos also co-authored a number of psychological and educational tests such as: the Draw
A Person: Screening Procedure for Emotional Disturbance (Naglieri, McNeish, & Bardos, 1991),
the General Ability Measure for Adults (GAMA®, Naglieri & Bardos, 1997), a non-verbal
intelligence test, and the Basic Achievement Skills Inventory–Comprehensive and Survey
(BASI; Bardos, 2004), a series of self-administered achievement tests that can be used in schools
and other settings such as corrections, public safety, and personnel selection. Currently, Dr.
Bardos is also co-authoring the Reading Competency Inventories (RCI; Bardos & Naglieri, in
press), a series of reading vocabulary tests specially designed to assist with a client’s reading
comprehension skills in personality evaluations.

Theresa S. Stukenborg
Theresa Stukenborg servers as the office manager for Edumetrisis and is responsible for the
management of the office including, scheduling of training workshops, customer support and
marketing. She earned her B.S. in Business Administration from Alfred University, NY and has
extensive experience of over 30 years in the business and educational environments. Notably she
served as the project manager for Datatek, LLC a company she co-founded that conducted
writing assessments for schools (1992-1999). Theresa’s experience also involves office support
and general administrative duties for a number of companies where she performed accounting
2

related duties (bookkeeping, payroll, procurements). In addition, she has worked part time as a
paraprofessional (classroom aid) in a large size charter school. One of her responsibilities over
the years has been as a test coordinator for Advanced Placement, ACT and SAT. the
administration of Colorado’s State academic tests along with the ACT and SAT testing.

TRAINERS/PROFESSIONAL DEVELOPMENT CONSULTANTS


In addition to professional trainings offered by Dr. Bardos, Edumetrisis delivers their
professional training to its customers through its consultants, Dr. James McDougal, Dr. Mary
Cohen, Dr. Melissa Pearrow and Mrs. Elaine Leong. A brief bio is included for each below.
James McDougal, Ph.D.
Dr. James McDougal is co-author and of the Behavior Intervention Monitoring Assessment
System (BIMAS) and trainer/consultant for Edumetrisis, LLC. Dr. McDougal is also an
Associate Professor and Director of the School Psychology Program at the State University of
New York at Oswego. Dr. McDougal teaches courses in assessment and intervention for
academics and behavior. He also consults and supervises field-based practicum and internship
experiences. He is the former Mental Health Coordinator for the Syracuse City School District,
where he integrated mental health services in schools and provided mental health, behavioral,
and academic consultation services for more than 40 schools and programs. Dr. McDougal has
20 years of experience as a practicing school psychologist, and has considerable experience
consulting with students with academic and behavioral problems and conducting staff
development for educators. He has conducted over 200 training seminars at state and national
forums in the areas of academic and behavioral assessment/intervention, and on the
implementation of Response to Intervention (RTI) models in schools to improve the academic,
behavioral, and socio-emotional functioning of students. Dr. McDougal also has a considerable
record of scholarly publications, including two recently released co-authored books entitled A
Practitioner’s Guide to Functional Assessment and Behavior Intervention Planning in the
Schools (McDougal, Chafouleas, & Waterman, 2006), and RTI in Practice: A Practical Guide to
Implementing Effective Evidenced-Based Interventions in Your Schools (McDougal, Graney,
Wright, & Ardoin, 2009). In addition, he has published peer-reviewed articles in School
Psychology Review, School Psychology Quarterly, Psychology in the Schools, the Canadian
Journal of School Psychology, and the Communiqué.

Mary Zortman Cohen, Ph.D.


Dr. Cohen earned her doctorate at Indiana State University, completed her internship at McLean
Hospital and has served as a school psychologist in the Boston Public Schools (BPS) for over 20
years. In her current role, she has been involved in the conceptualization and implementation of
BPS Comprehensive Behavior Health Model (CBHM), a multi-tiered system of support (MTSS)
that aims to create safe and supportive schools. In this capacity, Dr. Zortman Cohen coaches
3

school psychologists, principals and school staff through content coaching and technical
assistance. The work of the CBHM has been featured at numerous local and national
conferences. Dr. Cohen has delivered many trainings and professional workshops in conferences
such as the National Association of School psychologists and for three consecutive years at the
Children’s School Mental Health Conference sponsored by the University of Maryland, Medical
school.

Elaine Leong, M.A.


Mrs. Leong received her graduate degree from Boston College in School Psychology and
Counseling. She worked as a monolingual and bilingual school psychologist providing services
to students from early intervention through high school. In addition, she taught high school
students with moderate and special needs, academic and behavioral needs. Since her retirement
of 5 years ago, she has been working as a consultant and coach with the Boston Public Schools
Behavioral Health department implementing comprehensive behavioral health services focusing
on the changing role of the school psychologist and coaching behavioral health staff, school staff
and administration to adopt system wide positive prevention and intervention practices.

TECHNICAL SUPPORT TEAM- WOODRIDGE SOFTWARE

Edumetrisis has partnered with Woodridge software for the development of its software and the
delivery of technical support. Key personnel of Woodridge are included below with a brief bio.

Kaj Gronholm, CEO. Kaj has 20 years of experience in the software industry, building and
leading 3 companies. He is an expert in cyber security and enterprise data, and is skilled in
understanding customers’ needs and developing new products. Kaj has a degree in Physics/Math
from the University of Texas, and an MBA from the Leeds School of Business at the University
of Colorado.

A copy of Mr. Gronholm’ s vita is included at the end of this section.

Scott Holdeman, VP of Design. Scott has done application and interaction design for over 15
years for companies such as Yahoo!, McKesson (Relay Health), and Local Matters. Scott is a
professional artist. He earned a BFA from Maryland Institute, College of Art and a BA in
Humanities from Michigan State University.

Paul Glauthier, Lead Developer. Paul wrote mapping software that became the basis of
a company that Paul founded and grew until its acquisition by National Geographic.
There, Paul served as the VP of R&D, managing other developers for 12 years. He has a
BS in Symbolic Systems and a Masters in Philosophy, both from Stanford University.
4

Jen McAdams, VP of Operations. Jen was the marketing director at a successful e-commerce
company, ran a business unit that developed software solutions for the travel industry and was a
management consultant for Deloitte Consulting Group. She has an MBA from the Kellogg
School of Management at Northwestern University.

Lorenzo Gallegos, Lead Developer. Lorenzo has served in assorted technical roles for
the Vital Media Network and the Bureau of Reclamation at the US Department of the
Interior. He came to us with expertise in Java, C/C++, Ruby, and several database
engines.
•10/22/2018

INTRODUCING THE

TM

By James L. McDougal, Psy. D., Achilles N. Bardos, Ph.D., & Scott T. Meier, Ph.D.

The BIMAS-2 platform

•1
•10/22/2018

Create the Schools

Build your school Staff

Enter your Students

STEP 1.
Preparing the BIMAS-2
data base
• School information
• Staff information
• School employees
• Outside agencies
• Student records
• Include parent info as well

•2
•10/22/2018

Creating the school list

Creating the school list

•3
•10/22/2018

Creating the STAFF list

Creating the STAFF list

•4
•10/22/2018

Determining User Role

Determine STAFF ACCESS levels

10

•5
•10/22/2018

USER ROLE

Determine STAFF ACCESS levels

12

•6
•10/22/2018

What data do they have access to?

Determine STAFF ACCESS levels

13

What data do they have access to?


Determine STAFF ACCESS levels

14

•7
•10/22/2018

Entering Student data

Entering Student data

•8
•10/22/2018

Importing data

17

STEP 2.
Set-up Universal Assessment
testing windows

•9
•10/22/2018

STEP 2.
Set-up Universal Assessment
testing windows

STEP 2.1
Send User Email Notifications about
Universal Assessment testing windows

•10
•10/22/2018

STEP 3. Let the UA begin….


A teacher receives a BIMAS-2 notification to
verify class roster and/or begin rating

21

Teachers begin the UA screening

•11
•10/22/2018

A teacher’s completed Universal


Assessment

STEP 3. Monitoring the UA Status


– Provide support/encouragement to teaching staff
– Be creative and celebrate completion

24

•12
•10/22/2018

STEP 3. Monitoring the UA Status


District person or (PBS, MTSS, RtI coordinator, etc) can check the
progress of UA
– Provide support/encouragement to teaching staff
– Be creative and celebrate completion

25

STEP 4. Examining the data.

26

•13
•10/22/2018

STEP 4. Examining the data.

27
STEP 4. Examining the data.

Press to reveal
score
comparisons
28

•14
•10/22/2018

STEP 4. Examining the data.

29
STEP 4. Examining the data.

Press on a rating
period to reveal
actual scores

30

•15
•10/22/2018

STEP 4. Examining the data.

PROGRESS MONITORING
MONITORING

32

•16
•10/22/2018

System level data -- district

•What are your hypotheses?


•Action plans? 33

Reports should be filtered


across buildings.
Elementary Schools

High Schools

Middle schools

34

•17
•10/22/2018

BIMAS-Scores for Progress and Outcome


Monitoring
• Type of scores
– % percentages for risk categories
– % percentiles
– T-scores for all 5 scales
• GOAL…
– DESCREASE Behavior Concerns scores
– INCREASE Adaptive behavior scores

35

BIMAS Visual Displays

•18
•10/22/2018

BIMAS Effect size estimates

Reliable Change Index ( RCI)


(Jacobson & Truax, 1991).

• Has a clinically significant change occurred


for a student?
• the RCI formula employs an individual’s pre
and post scores, the pretest standard
deviation for a group of scores, and a
reliability estimate for the test.

•19
•10/22/2018

Is there a significant change?

39

Is there a significant change?

40

•20
•10/22/2018

Progress monitoring
ADMINISTRATIVE FUNCTIONS
• How are we progressing with the Universal Screening
process?

BIMAS-2 Progress Monitoring


across UA periods

BIMAS-2 will be able to maintain data for as many years as the


student attends the school district.
42

•21
•10/22/2018

Building Pm_plans.

•22
•10/22/2018

Building Pm_plans.

•23
•10/22/2018

Building a PM_plan with select BIMAS-2


items

•24
•10/22/2018

THE BIMAS-2 platform


Building PM_plans.

THE BIMAS-2 platform


Building PM_plans.

•25
•10/22/2018

Building PM_plans.
Using a BIMAS-2 SF item
A BIMAS-2 SF item is selected

Scoring criteria and values will


remain the same as in the normative
data.

Building PM_plans.
Using a BIMAS-2 Flex item

A. Define the numerical


values for each of the 5
scoring criteria

B. Describe the level of


concern

52

•26
•10/22/2018

Building a Pm_plan using critical items


from your diagnostic evaluation

1. ___________________________________________________
2. ___________________________________________________
3. ___________________________________________________
4. ___________________________________________________
5. ___________________________________________________
6. ___________________________________________________

53

•27