Att C Vendor Worksheet Returnable 2022.docx

RFQ S-58100-000001924 - Dyslexia-Related Training Opportunities Att C

ATTACHMENT C – VENDOR WORKSHEET (RETURNABLE)

Vendor: _________________________________________ Title of Training Opportunity: _______________________ Focus Area of Training:

· Understanding and Recognizing Dyslexia

· Foundational Skills in Reading

· Intensifying Instruction

Directions: For each of the sections listed below, provide notes to the reviewers in the space provided regarding where in the training materials specific content that addresses each criteria can be found. Please be as explicit as possible, citing slide numbers in presentations, specific pages in the training manual, sections of handouts, page numbers from a text, clips of video footage, etc. Screen shots of content may also be helpful to the review team. Space is provided to include additional comments to the review team following each of the main sections if needed. The information provided on this worksheet will help ensure that reviewers do not overlook critical content when searching for evidence that each of the required criteria has been met.

4. Lead Trainer Credentials

Lead Trainer Credentials:

The lead trainer is qualified to present the training opportunity.

Scoring Values:

Y = Present and sufficient – Criteria Met O = Present, but not sufficient N = No evidence found

· The lead trainer’s education and certification demonstrates a strong research-based, expert level of knowledge on teaching the foundational skills of reading to students at risk for reading difficulties, including dyslexia.

Evidence:

· The lead trainer has experience presenting professional development opportunities related to the target areas for the proposed training opportunity.

Comments:

16. Components of Understanding and Recognizing Dyslexia

Components of Understanding and Recognizing Dyslexia:

Each of the following components is addressed in the training:

• Definition of Dyslexia

• Prevalence of Dyslexia/Common Co-Morbid Exceptionalities

• Neurological Aspects of Dyslexia

• Typical Reading Development

• Indicators of Dyslexia by Age/Grade Level

• Overview of Screening/Assessment for Dyslexia

• Power of Early Intervention

• Overview of Accommodations/Assistive Technology

• Common Dyslexia Myths/Misconceptions

Scoring Values:

Y = Present and sufficient – Criteria Met O = Present, but not sufficient N = No evidence found

· Presentation includes the NICHD/IDA definition of dyslexia, or a similar definition that captures the main tenets of the NICHD/IDA definition.

· Presentation includes accurate information regarding the prevalence of dyslexia and includes information regarding common co-morbid exceptionalities such as ADHD, speech/language difficulties, and dysgraphia.

· Presentation includes accurate information regarding differences in the anatomy and function of the brain of children with dyslexia and how these differences affect reading.

· Presentation includes a summary of typical reading development.

· Presentation includes warning signs/characteristics of dyslexia by age or grade level.

· Presentation provides an overview on screening for dyslexia and highlights the importance of measures of phonological processing and alphabetic understanding.

· Presentation highlights the effectiveness of early intervention in the prevention of reading difficulties.

· Presentation includes an overview of how accommodations/assistive technology may be used to appropriately support students with dyslexia.

· Presentation includes common myths and misconceptions regarding dyslexia and provides accurate information to dispel the myths.

Comments:

17. Components of Instruction

Components of Instruction:

Training addresses the following components:

Phonological Awareness Phonics Spelling Fluency Vocabulary – optional Reading Comprehension - optional

Scoring Values:

Y = Present and sufficient – Criteria Met O = Present, but not sufficient N = No evidence found

Phonological Awareness:

Foundational Skills in Reading:

· Identify, pronounce, classify, and compare the consonant and vowel phonemes of English.

· Understand the goal of any phonological teaching activity.

· Know the progression of phonological skill development (i.e., rhyme, syllable, onset-rime, phoneme differentiation).

Evidence:

· Identify the differences among various phonological manipulations, including identifying, matching, blending, segmenting, substituting, and deleting sounds.

Evidence:

· Demonstrate instructional activities that identify, match, blend, segment, substitute, and delete sounds.

Evidence:

· Design and justify the implementation of activities that match a student’s developmental level of phonological skill.

Intensifying Instruction:

· Teach articulatory features of phonemes.

Evidence:

· Direct students’ attention to speech sounds during reading instruction using a mirror, discussion of articulatory features, etc.

Evidence:

· Use minimally contrasting pairs of sounds and words in instruction.

Evidence:

· Support instruction with manipulative materials and movement.

Phonics:

Foundational Skills in Reading:

· Know how to order phonics concepts from easier to more difficult.

Evidence:

· Define grapheme.

Evidence:

· Accurately map graphemes to phonemes in English words.

Evidence:

· Know the difference between “high frequency” and “irregular” words.

Evidence:

· Know the routines of a complete lesson format, from the introduction of a word recognition concept to fluent application in meaningful reading and writing.

Evidence:

· Explicitly and effectively teach concepts of word recognition and phonics; apply concepts to reading single words, phrases, and connected text.

Evidence:

· Plan and effectively teach all steps in a decoding lesson, including single-word reading and connected text that is read accurately, fluently, and with appropriate intonation and expression.

Evidence:

Intensifying Instruction:

· Understand research-based adaptations of instruction for students with weaknesses in working memory, attention, executive function, or processing speed.

Evidence:

· Adapt the pace, format, content, strategy, or emphasis on instruction according to students’ pattern of response.

Evidence:

Spelling:

Foundational Skills in Reading:

· Understand the historical influences on English spelling patterns, especially Anglo-Saxon, Latin, and Greek.

Evidence:

· Recognize and explain the influences of phonological, orthographic, and morphemic knowledge on spelling.

Evidence:

· Recognize and explain common orthographic rules and patterns in English.

Evidence:

· Identify students’ levels of spelling development and orthographic knowledge.

Evidence:

· Explicitly and effectively teach concepts related to spelling.

Evidence:

· Identify, explain and categorize the six basic syllable types in English spelling.

Evidence:

· Apply syllable division principles.

Evidence:

Intensifying Instruction:

· Select materials and/or create lessons that address students’ skill levels.

Evidence:

· Analyze a student’s spelling errors to determine his or her instructional needs.

Evidence:

Fluency:

Foundational Skills in Reading:

· Understand the role of fluency in word recognition, oral reading, silent reading, comprehension of written discourse, and motivation to read.

Evidence:

· Determine reasonable expectations for reading fluency at various stages in reading development using research-based guidelines and appropriate state and local standards and benchmarks.

Evidence:

· Define text at a student’s frustration, instructional, and independent reading level.

Evidence:

· Know sources of activities for building fluency in component reading skills.

Evidence:

· Know which instructional activities and approaches are most likely to improve fluency outcomes.

Evidence:

· Design lesson plans that incorporate fluency-building activities into instruction at sub-word and word levels.

Evidence:

· Design lesson plans with a variety of techniques to build reading fluency, such as repeated readings of passages, alternate oral reading with a partner, reading with a tape, or rereading the same passage up to three times.

Comments:

19. Practice/Application of Skills

The training opportunity includes the opportunity for participants to practice or apply strategies learned during the training session.

Scoring Values:

O = Present, but not sufficient N = No evidence found

· The Response clearly describes how the training incorporates frequent opportunities for participants to practice the application of skills/strategies.

(Response to item #19 in Attachment A should clearly address practice/application of skills.)

· There is evidence of application activities in the training materials.

Comments:

20. Assessment to Inform Instruction

Assessment to Inform Instruction:

The training opportunity includes the use of data to help guide instructional decision-making.

Scoring Values:

O = Present, but not sufficient N = No evidence found

Foundational Skills in Reading:

· Understand the principles of progress monitoring and the use of graphs to indicate progress.

Evidence:

· Accurately interpret progress-monitoring graphs to decide whether or not a student is making adequate progress.

Evidence:

· Using screening, informal diagnostic, and progress monitoring assessment, determine which students need a fluency-oriented approach to instruction.

Evidence:

· Assess students’ fluency rate and determine reasonable expectations for reading fluency using research-based guidelines and appropriate state and local standards and benchmarks.

Evidence:

· Match students with appropriate texts as informed by fluency rate to promote ample independent oral and silent reading.

Evidence:

Intensifying Instruction:

· Know the range of skills typically assessed by informal diagnostic surveys of phonological skills, decoding skills, oral reading skills, and spelling.

Evidence:

· Accurately interpret scores from informal diagnostic surveys to describe a student’s instructional needs.

Evidence:

· Use diagnostic teaching practices to individualize instruction on a day-to-day basis.

Comments:

21. Demonstration of Mastery

Demonstration of Mastery: The training provides an opportunity for participants to demonstrate mastery of the content presented.

Scoring Values:

O = Present, but not sufficient N = No evidence found

· The Response clearly describes how participants will be asked to demonstrate mastery of the content. This may include various formats such as written posttests, online quizzes, teaching demonstrations, etc.

(The response to item #21 in Attachment A should clearly address mastery of content.)

Comments:

22. Certificate of Completion

Certificate of Completion:

a. indicate the standards that will be addressed in the training;

b. briefly describe how the content of the training addresses the standards; and

c. include an example of a certificate of completion

Scoring Values:

O = Present, but not sufficient N = No evidence found

· The Vendor identified at least one of the Oregon Standards for Professional Learning (https://learningforward.org/standards-for-professional-learning) that was addressed in the training:

• learning communities

• resources

• learning designs

• outcomes

• leadership

• data

• implementation (Item # 22a in Attachment A must list at least one standard that is addressed.)

· The Response identifies the standard(s) that will be addressed in the training opportunity and clearly details how the content of the training addresses the standard.

(Item #22b in Attachment A must describe how the content of the training addresses the standard(s) listed in #22a.)

· An Example of a Certificate of Completion is provided and includes all of the information below:

• name of the training organization

• title of the training

• focus area of the training (URD, FSR, or II)

• name of participant

• hours of training completed

• date(s) of the training

• the Oregon Standards(s) for Professional Learning that were addressed (An example of a Certificate of Completion is provided for item #22c in Attachment A that includes ALL of the required information.)

Comments:

23. Training Materials

Training Materials:

• Training Agenda/Outline/Syllabus

• PowerPoint Presentation

• Training Manual

• Reference List

• Hand Outs

Scoring Values:

O = Present, but not sufficient N = No evidence found

· The materials state the purpose, objectives, and outcomes of the training.

· The materials submitted provide sufficient detail to demonstrate that the criteria for the dyslexia-related training opportunities are met.

· The material is presented in a clear, sequential manner.

· The materials only include evidence-based practices.

· Overall, the content of the materials is consistent with the Knowledge and Practice Standards of the International Dyslexia Association (IDA), and does not include information that contradicts the standards.

Comments: