Att A Training Opportunities Returnable 2022.doc

RFP [###-####-##] – [RFP title]

ATTACHMENT H – OMWESB OUTREACH PLAN

RFQ S-58100-00001924 - Dyslexia-Related Training Opportunities Att A

ATTACHMENT A –

Training opportunities (RETURNABLE) Vendor Legal Name: USERADDRESS \* MERGEFORMAT Address:

Company home page URL:

Primary Contact Name: USERADDRESS \* MERGEFORMAT Phone number:

Email:

Brief description of your company:

Contact Information to Be Posted Online for Potential Training Participants:

Company home page/training information URL:

Email:

Dyslexia-Related Training Opportunities Attributes

The Agency is requesting the following key pieces of information from interested Vendors with regard to dyslexia-related training opportunities.

Please describe the characteristics of the dyslexia-related training opportunity in the following categories and in the order listed below. It will aid the committee in the review of your submission.

Basic Training Information:

1. Title of Training

2. Focus Area of Training (Check one, two, or all three of the areas as appropriate):

Understanding and Recognizing Dyslexia

Using Evidence-Based Practices to Systematically and Explicitly Teach the Foundational Skills in Reading

Intensifying Instruction to Meet the Needs of Students with Severe Reading Difficulties, Including Dyslexia

3. Brief description/overview of Training

4. Name and credentials of Lead Trainer or Trainers (attach bio or vita for each)

5. Accreditation status (if applicable)

6. Length of training:

a. Total hours for completion.

b. Number of hours per session.

c. Total number of sessions/days.

7. Training date(s)

8. Is the Trainer willing to schedule training dates based on district needs?

9. Training location

10. Is the Trainer willing to travel to an Oregon school district or Education Service District to provide the training? If yes, what areas of the state is the trainer willing to travel (e.g., Portland metro area, Central Oregon, Eastern Oregon, Southern Oregon, Oregon coast, etc.)?

11. Cost

a. Registration cost per teacher.

b. Is a discount provided for multiple teachers from a district attending?

c. Are training materials included in the registration fee? (yes/no) If no, what materials must participants purchase? What is the cost of these materials?

12. Maximum number of participants

13. Does the training offer teachers any type of accreditation? (Not required.)

14. Format of training (Place a check to indicate the type of training format.)

Online – Synchronous

Online – Asynchronous

Online – Hybrid – Blend of Synchronous and Asynchronous

Face-to-Face

15. For online training:

a. Is there required software necessary to complete the online training? Please describe.

b. What strategies will be used to increase engagement from online participants?

c. If content is part of a learning management system, please provide access to the system for four users. This can be one generic log-in that can be used across individuals or four individual log-ins.

Understanding and Recognizing Dyslexia:

(This section is only applicable for Vendors who offer this content area in their training)

16. Each of the components below is required in an Understanding and Recognizing Dyslexia training opportunity. Place a check to indicate that each component is addressed in the training.

Definition of Dyslexia (including characteristics of, strengths and weaknesses)

Prevalence of Dyslexia/Common Co-morbid Exceptionalities

Neurological Aspects of Dyslexia (including issues with RAN, executive function, working memory, etc.)

Typical Reading Development

Indicators of Dyslexia by Age/Grade Level

Overview of Screening/Assessment for Dyslexia

Power of Early Intervention/Ability of Effective Intervention to Normalize the Brain

Overview of Accommodations/Assistive Technology

Common Dyslexia Myths/Misconceptions

Evidence-Based Practices to Systematically and Explicitly Teach the Foundational Skills in Reading/Intensifying Instruction to Meet the Needs of Students with Severe Reading Difficulties, Including Dyslexia:

The following four items (Questions 17-20) are only applicable for training opportunities that focus on using evidence-based practices to systematically and explicitly teach the foundational skills in reading and intensifying instruction to meet the needs of students with severe reading difficulties, including dyslexia.

17. Addressing each of the top four components listed below is required for trainings that focus on using evidence-based practices to systematically and explicitly teach the foundational skills in reading and intensifying instruction to meet the needs of students with severe reading difficulties, including dyslexia. (Place a check to indicate the component(s) addressed in the training. Shaded areas are not required, but may be included.)

Phonological Awareness

Phonics

Spelling

Fluency

Vocabulary

Reading Comprehension

18. Format for application of strategies in the classroom:

(Check the appropriate format(s).)

Whole class

Small group

One-on-one

19. Training opportunities that focus on instruction must include the opportunity for participants to practice or apply strategies learned during the training session. Describe how the training incorporates opportunities for participants to practice the application of skills/strategies. What percentage of training time is dedicated to application/practice?

20. A teacher’s ability to interpret assessments accurately is essential to planning effective instruction. The training must include the use of data to help guide instructional decision making. Briefly describe how the use of data is incorporated in the content of the training. If the training targets intensifying instruction to meet the needs of students with severe reading difficulties, does the training include the use of diagnostic teaching as a means to intensify the instruction?

All Training Opportunities:

21. All training opportunities must provide an opportunity for participants to demonstrate mastery of the content presented. Describe how your training will allow participants to demonstrate mastery of content (e.g., posttest, online quiz, teaching demonstration, etc.).

22. All training opportunities must provide a certificate of completion* to participants that documents:

· name of the training organization;

· title of the training;

· focus area of the training (Understanding and Recognizing Dyslexia, Foundational Skills in Reading and/or Intensifying Instruction);

· name of participant;

· hours of training completed;

· date(s) of the training; and

· the Oregon Standard(s) for Professional Learning (https://learningforward.org/standards-for-professional-learning) that were addressed in the training:

· learning communities

· resources

· learning designs

· outcomes

· leadership

· data

· implementation

A training opportunity must address one or more of the above Oregon Standards for Professional Learning. In the Response:

a. indicate the standard(s) that will be addressed in the training;

b. briefly describe how the content of the training addresses the standard(s); and

c. include an example of a certificate of completion.

Note: The only exception is training that is included as part of a certification or endorsement awarded through a program at an institute of higher education.

Is this training part of a certification or endorsement program at an institute of higher education?

Yes _____

No _____ Intellectual Property

Please indicate if there is restricted use of the intellectual property for classroom use by the teachers who complete the training.

Signature Vendor certifies that all contents of the RFQ are truthful and accurate and have been prepared independently from all other Vendors, and without collusion, fraud, or other dishonesty.

Name of Authorized Representative:

Title:

COMMENTS \* FirstCap \* MERGEFORMAT February 2022