Attachment_A.docx
DOCX document 61 KB Posted
- Attached to
- MTSS coaching - RFI
- Solicitation number
- EV00000951
- Issued by
- Oklahoma
About this file
This is a Request for Information (RFI) document issued by the Oklahoma State Department of Education (OSDE) seeking information from qualified suppliers regarding Multi-Tiered System of Supports (MTSS) coaching services. The RFI (Solicitation No. EV00000951) is for informational and planning purposes only and does not constitute a competitive bidding process or contractual relationship. OSDE seeks to identify potential coaching suppliers capable of providing MTSS services aligned to the OKMTSS framework for Oklahoma public school districts. Information gathered will inform the development of an approved MTSS coaching supplier list to be posted on the OSDE website as a reference resource for districts. Approved suppliers will be listed with their name and contact information. The RFI requires no specific response deadline or award date, as this is a planning tool rather than a procurement action.
Supplier responses must address three categories of requirements: Foundational Requirements (alignment to OKMTSS framework, capacity across multiple districts and geographies, personnel qualifications, past performance, capacity building methods, data literacy practices, professional development scope, progress reporting, and coordination with OSDE); Coaching and Service Delivery Requirements (organizational MTSS experience, districts served by size and state, relevant demographics experience, Oklahoma-specific experience, organizational structure, coach credentials, caseload information, staff turnover rates, coaching model alignment, differentiation approach, multi-level coaching capability, outcome data, fidelity tools, professional development samples, technology platforms, and subcontractor information); and Compliance Requirements (EDGAR and 2 CFR Part 200 compliance, federal program experience, documentation capabilities, audit readiness, data privacy and FERPA compliance). Pricing information must include hourly rates for various coaching activities, tiered pricing options based on district size, multi-district cohort pricing availability, and travel and expense billing practices.
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| File | Type | Posted |
|---|---|---|
| Agency_Bid_Instructions.docx | DOCX document | |
| omes-form-cp011.docx | DOCX document |
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Attachment A
AGENCY SOLICITATIONS
SOLICITATION NO. EV00000951
This Request for Information (RFI) is issued for informational and planning purposes. It is not a competitive process and is not associated with bidding or proposal submission. The Oklahoma State Department of Education (OSDE) is gathering information only, and responses will be used to inform future planning efforts. This RFI does not result in the selection or approval of any supplier for service delivery.
I. PURPOSE
The Oklahoma State Department of Education (OSDE) is seeking information from qualified suppliers regarding Multi-Tiered System of Supports (MTSS) coaching. The purpose of the RFI is to identify potential suppliers that can provide Multi-Tiered System of Supports (MTSS) coaching services aligned to the OKMTSS framework for Oklahoma public school districts. Information gathered will support OSDE’s development of a list of approved MTSS coaching suppliers for consideration by the State Board of Education.
Information about suppliers that are approved will be posted as a table on the OSDE website for districts’ reference. Information from this application will be used to complete that table. The table’s headings will include the supplier’s name and contact information.
This RFI creates no contractual relationship between the State Board, OSDE and/or suppliers.
II. Solicitation Specifications Solicitation Criterion:
Responses will be reviewed for information purposes only, based on the following: Comment by George Chang: Might consider grouping 1.1 - 1.2 into categories like:
1. Foundational Requirements
2. Coaching Service Delivery Requirements
3. Compliance Requirements
| 1. | Foundational Requirements |
| 2. | Coaching and Service Delivery Requirements |
| 3. | Compliance Requirements |
Scope and Description: The supplier is to state in its response any experience it has with each Foundational Requirement, each Coaching and Service Delivery Requirement, and each Compliance Requirement, and provide detailed information on how their services address these elements.
| 1. | The Supplier Response is asked to provide information describing how the vendor addresses the following Foundational Requirements: | |||
| 1.1. | Alignment – Demonstrate alignment of proposed services to the OKMTSS framework and applicable state and federal education standards. | |||
| 1.2. | Capacity – Demonstrate the ability to supply and sustain the required coaching services across multiple districts of varying size and geographic areas both on site and via remote modalities | |||
| 1.3. | Capacity – Specify the capacity of the supplier by size of school and the number of each (e.g., 50 small, 10 medium, 1 large). | |||
| 1.4. | Highly Qualified Personnel – Provide qualifications and credentials of proposed coaching personnel – Resumes or credential summaries for proposed lead coaches and any supporting staff. | |||
| 1.5. | Past Performance – Demonstrate experience delivering MTSS coaching to K-12 school districts and indication of size and sustainability of the coaching experience. | Comment by Alexa Hudak: And indication of size and sustainability of the coaching experience. | ||
| 1.6. | Past Performance – OKMTSS Framework Implementation Support – Provide structured, ongoing coaching to district leadership teams and campus instructional staff in the design, implementation, and continuous improvement of the OKMTSS framework and district’s academic and behavioral goals. Include a sample scope of deliverables showing what a typical three-year engagement looks like for a district. | Comment by Alexa Hudak: ? | ||
| 1.7. | Capacity Building – Demonstrate evidence-based methods to develop internal district and campus capacity so that MTSS systems are sustainable beyond the period of the coaching engagement. | Comment by Alexa Hudak: Demonstrate evidence-based methods to.... | ||
| 1.8. | Data Literacy and Decision Making – Provide information regarding the evidence-based practices used to coach district and campus teams in the use of universal screening tools, progress monitoring data, and data-driven problem-solving. | Comment by Alexa Hudak: Provide information regarding the evidence-based practices used to.... | ||
| 1.9. | Professional Development – Submit a scope and sequence of professional learning to meet the needs of administrators, educators, and other school personnel. | |||
| 1.10. | Progress Reporting – Provide quarterly written progress reports to district leadership documenting coaching activities, implementation status, identified barriers, and recommended next steps. | Comment by Alexa Hudak: How regular? Monthly? Quarterly? | ||
| 1.11. | Coordination – Coordinate with OSDE program staff and district representatives to align coaching activities with the OKMTSS frameworks, state education agency priorities, and any applicable grant deliverables. | Comment by Marlo Lee: This is statewide. Should this be in here? | Comment by George Chang: Yes. Coordination is essential for statewide consistency, alignment with OSDE priorities, and ensuring vendors support district and grant requirements. Even statewide services require structured coordination. | Comment by Alexa Hudak: Yes, you will work with these vendors to ensure they are meeting your CLSD requirements and that they are upholding their RFI deliverables. |
2. The Supplier Response is asked to provide information for each requested element in the Coaching and Service Delivery Requirements:
Organizational Capacity & Experience
| 2.1. | Number of years the organization has specifically focused on MTSS/RTI coaching (as opposed to general educational consulting) |
| 2.2. | Total number of school districts served, broken down by state and district size (rural, suburban, urban) |
| 2.3. | Experience working in districts with demographics similar to those being served (e.g., high poverty, high ELL populations, rural geographies) |
| 2.4. | Experience working within Oklahoma specifically, or with Oklahoma state education priorities |
| 2.5. | Organizational chart showing how the MTSS coaching team is structured internally |
Coach Qualifications & Staffing
| 2.6. | Advanced degrees or certifications specifically related to MTSS, special education, curriculum and instruction, or school psychology |
| 2.7. | Average caseload per coach (number of districts or schools per coach at any given time) |
| 2.8. | Staff turnover rate for coaching personnel over the past three years |
| 2.9. | Process for ensuring continuity of service if a primary coach leaves or is unavailable |
Coaching Model & Approach
| 2.10. | Description of the vendor's proprietary or adopted MTSS framework and how it aligns to nationally recognized models (e.g., PBIS, CASEL, AIR, National Center on Intensive Intervention) |
| 2.11. | Description of how coaching is differentiated based on where a district is in its MTSS implementation (early, developing, advanced) |
| 2.12. | How the vendor balances fidelity to their model with customization to the OKMTSS model |
| 2.13. | Approach to coaching at multiple levels simultaneously (district leadership, campus leadership, and classroom level) |
Data & Outcomes
| 2.14. | Outcome data or case studies demonstrating measurable improvement in student outcomes, MTSS implementation fidelity, or staff capacity in previously served districts |
| 2.15. | Examples of implementation fidelity tools or rubrics the vendor uses to assess district progress |
| 2.16. | Sample progress report or dashboard used to communicate coaching activity and impact to district leadership |
| 2.17. | Description of how the vendor tracks and reports on coaching dosage and participation |
Professional Development
| 2.18. | Sample professional development agenda or training outline used in a similar engagement |
| 2.19. | Whether PD content is proprietary or based on open source/publicly available resources |
| 2.20. | Capacity to provide PD in languages other than English, if applicable |
Technology & Virtual Delivery
| 2.21. | Platforms and tools used to support virtual coaching, remote PD, and asynchronous support |
| 2.22. | Whether the vendor offers a learning management system, resource portal, or online community of practice for district staff |
| 2.23. | Data privacy and security practices, particularly around any student data that may be accessed during coaching |
Subcontractors & Partnerships
| 2.24. | Whether any portion of the work would be subcontracted and to whom |
| 2.25. | Partnerships with universities, regional education service centers, or other organizations that enhance service delivery |
| 2.26. | Any existing state or cooperative purchasing contracts the vendor holds |
Pricing
| 2.27. | Supply hourly rates and roles for professional coaching services, including, without limitation, on-site coaching visits, virtual coaching sessions, professional development facilitation, and data review meetings. |
| 2.28. | Whether tiered pricing is available based on district size, number of schools, or level of implementation support needed |
| 2.29. | Availability of multi-district or cohort pricing if districts are grouped together |
| 2.30. | Travel and expense billing practices and any caps or assumptions built into pricing |
3. The Supplier Response is asked to provide information demonstrating the vendor’s capacity and experience meeting all applicable Compliance Requirements:
Federal Program Compliance
| 3.1 | Confirmation that when federal funds are used, services must comply with EDGAR and 2 CFR Part 200 (Uniform Guidance). |
| 3.2. | Experience delivering services funded by specific federal programs (Title I, Title IV-A, IDEA, ESSER, etc.) |
| 3.3. | Familiarity with 2 C.F.R. Part 200 procurement and documentation requirements |
Documentation & Audit Readiness
| 3.4. | Ability to provide documentation supporting allowable use of funds (invoices, activity logs, deliverable signoffs) | |
| 3.5. | Experience participating in federal program monitoring visits or audits alongside district partners | Comment by Marlo Lee: Mandatory or Non-Mandatory? |
Data Privacy & Security
| 3.6. | Data privacy and security practices, particularly around any student data that may be accessed during coaching |
| 3.7. | Confirmation of compliance with applicable federal and state student data privacy laws, including FERPA. FERPA | Protecting Student Privacy |
| OMES Central Purchasing | October 2025 | Attachment A: Agency Solicitations | Page 1 of 3 |
| OMES Central Purchasing | October 2025 | Attachment A: Agency Solicitations | Page 1 of 2 |
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