Attachment A Vendor Response.xlsx
XLSX spreadsheet 29 KB Posted
- Attached to
- STC HIGH INTENSITY TUTORING SERVICES
- Solicitation number
- 5400026773
- Issued by
- South Carolina
About this file
This is a vendor response template for South Carolina's High Intensity Tutoring Services solicitation. The document is designed as a multi-tab Excel spreadsheet (Attachment A Vendor Response) that requires vendors to demonstrate their qualifications and service offerings across specific evaluation criteria. Vendors must indicate their targeted student populations from Pre-Kindergarten through Grade 12 and specify which instructional content areas they can support, including Reading, Mathematics, Science, Social Studies, and various high school courses such as English I, Algebra I, Biology, Geometry, English II, Algebra II, and Chemistry. The response template is organized into four main sections: Effectiveness, Quality of Instruction/Materials/Resources, Pedagogical Approach, and Program Design and Implementation, with vendors required to provide supporting evidence for each criterion through research data, success stories, pre/post performance analyses, and documentation of previous implementations.
The template requires vendors to address seven additional categories: Ongoing Support and Monitoring and Data. Vendors must demonstrate research-backed evidence of significant learning gains for students not meeting expectations in their subject areas, document tutor qualifications and training expectations, and explain how their services accommodate visual, auditory, and language needs while ensuring multicultural representation. Key requirements include alignment with 2023 South Carolina Reading Standards and current Mathematics Standards, provisions for both in-person and artificial intelligence instruction options, personalized student learning paths based on assessment data, dynamic adjustment of activities based on student performance, and equitable access regardless of internet availability limitations. Vendors must also detail their data reporting capabilities for program evaluation, individual student progress monitoring, and feedback mechanisms for teachers, students, and parents, as well as ongoing support and monitoring systems for tutors and students.
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Other files
| File | Type | Posted |
|---|---|---|
| Amendment #1 Solicitation 5400026773.pdf | ||
| Award Extension #1.pdf | ||
| Attachment C Reporting Template.xlsm | XLSM spreadsheet | |
| 5400026773 Solicitation.pdf | ||
| Attachment B Point of Contact.docx | DOCX document | |
| Amend. #2 Solicitation 5400026773.pdf | ||
| Attachment E Engagement Agreement Sample.pdf | ||
| Amendment #1 Attachment A Vendor Response.xlsx | XLSX spreadsheet |
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Text version
Attachment A Vendor Response Attachment A Vendor Response Solicitation No.
| Vendor Name | Vendor No. |
| Instructions: Vendor must answer each item on the Attachment A Vendor Response. Vendor must provide evidence to support that you meet or exceed each item. Please add websites or attached additional pages as necessary for each section. |
Please highligh in yellow the targeted grade and the instructional content available for each subject.
***This is an overview of the entire Attachment A Vendor Response. The following 4 tabs are established so that you would have more room to submit all of your response to each questions. ***
| Targeted Population(s) | |||
| PK | 6 | ||
| K | 7 | ||
| 1 | 8 | ||
| 2 | 9 | ||
| 3 | 10 | ||
| 4 | 11 | ||
| 5 | 12 | ||
| Instructional content available (check all that apply): | |||
| Reading | Mathematics | Science | Social Studies |
| English I | Algebra I | Biology | Geometry |
| English 2 | Algebra II | Chemistry | US History |
| Other High School Courses Content |
| EFFECTIVENESS |
| Effectiveness - significant learning gains in similar contexts; success stories, pre-post data to demonstrate individual and group growth. |
| Do you meet this criteria? | Provide evidence to suppor your claim. Link evidence for each content area your resource meet. | |||
| Yes | No | |||
| 1 | Research-backed evidence of significant learning gains in reading for students not meeting expectations | |||
| 2 | Research-backed evidence of significant learning gains in mathematics for students not meeting expectations | |||
| 3 | Research-backed evidence of significant learning gains in other content areas. | |||
| 4 | Documented success stories and impact assessments in reading from previous implementations | |||
| 5 | Documented success stories and impact assessments in mathematics from previous implementations | |||
| 6 | Documented success stories and impact assessments from previous implementations in other content areas. | |||
| 7 | Analysis of pre- and post-tutoring performance data | |||
| QUALITY OF INSTRUCTION, MATERIALS AND RESOURCES | ||||
| Quality of Instruction, Materials and REsources -tutor qualifications; training; experience; subject matter expertise specific to targeted age and instructional content; quality of instructional materials; alignment with South Carolina standards; engagement potential of teaching materials |
Do you meet this criteria? Explain and/or Provide Evidence
| Yes | No | ||
| 1 | Do your services include in-person instruction? | ||
| 2 | Do your services include artificial intelligence (AI) instruction? | ||
| 3 | Expectations for reading tutor qualifications and experience | ||
| 4 | Expectations for reading tutor training with vendor’s instructional materials | ||
| 5 | Expectations for mathematics tutor qualifications and experience | ||
| 6 | Expectations for mathematics tutor training with vendor’s instructional materials | ||
| 7 | Expectations for other content area tutor qualifications and experience. | ||
| 8 | Expectations for other content area tutor training withvendor's instructional materials | ||
| 9 | Do instructional materials, strategies and resources require student engagement? | ||
| 10 | Is a personalized path for student experiences created based on assessment criteria (i.e. SC Ready scores or system-based pre-assessment performance)? | ||
| 11 | Are student activities within the system dynamically adjusted based on student performance? | ||
| PEDAGOLICAL APPROACH | |||
| Pedagolical Approach -methodology and process of how instructors approach teaching and learning using a specific curriculum with specific goals in mind. |
Do you meet this criteria? Explain and/or provide evidence.
| Yes | No | ||
| 1 | Is there an expectation for adult interaction with students? | ||
| 2 | Is there an expectation for peer interaction with students for tutoring? | ||
| 3 | Do activities promote student agency (meaningful and relevant content with choice)? | ||
| PROGRAM DESIGN AND IMPLEMENTATION | |||
| Program Design and Implemtation - Programs should be well designed with a clear set of goals and objectives that are strengths based, data informed, and results oriented. |
Do you meet this criteria? Explain and/ or provide evidence
| Yes | No | ||
| 1 | Alignment with 2023 SC Reading Standards Who did the alignment and has anyone in SC confirmed alignment? | ||
| 2 | Alignment with most current SC Mathematics Standards and what year are they aligned? | ||
| 3 | Alignment with most current Standards for High School Courses | ||
| 4 | Equitability of access. Are there any limitations to access internet availability, must be accessed from school etc. | ||
| 5 | Accommodations for visual needs | ||
| 6 | Accommodations for auditory needs | ||
| 7 | Accommodations for language needs (multi-lingual) | ||
| 8 | Multi-cultural representation | ||
| ONGOING SUPPORT AND MONITORING | |||
| Ongoing, Support and Monitoring - the continuous process of reviewing and analysing students after the establishment of a tutorings relationship to make sure that they are consistent with the expected growth. |
Do you meet this criteria? Explain and/or provide evidence
| Yes | No | ||
| 1 | Ongoing support for tutors | ||
| 2 | Ongoing monitoring of tutors | ||
| 3 | Progress monitoring resources for students | ||
| 4 | Feedback mechanisms for teachers | ||
| 5 | Feedback mechanisms for students | ||
| 6 | Feedback mechanisms for parents | ||
| DATA | |||
| Data -containing usage, by individual, subgroup and cohort growth, identification of additional support and accountability and responsibility. |
Do you meet this criteria? Explain and/or provide evidence
| Yes | No | ||
| 1 | For program evaluation - What does usage and impact data look like? | ||
| 2 | For student progress monitoring - What does data look like for monitoring student growth by individual subgroup and cohort? | ||
| 3 | For teachers - What does data for teachers look like for the purpose of monitoring student growth and identification of need for additional support? | ||
| 4 | For parents- What does data for parents look like for the purpose of monitoring student growth and identificaiton of need for additional support? | ||
| 5 | For students - What does data for student look like for the purpose of goal-setting and personal responsibility/accountability? |
1. Start Up Attachment A Vendor Response Solicitation No.
| Vendor Name | Vendor No. | ||||
| Targeted Population(s) | Please highligh in yellow to indicate which targeted population you are willing to work tutor. | ||||
| PK | 6 | ||||
| K | 7 | ||||
| 1 | 8 | ||||
| 2 | 9 | ||||
| 3 | 10 | ||||
| 4 | 11 | ||||
| 5 | 12 | ||||
| Instructional content available (check all that apply): | Please highlight in yellow to indicate which courses do you have instructional content available? | ||||
| Reading | Mathematics | Science | Social Studies | ||
| English I | Algebra I | Biology | Geometry | ||
| English 2 | Algebra II | Chemistry | US History | ||
| Other High School Course Content |
| EFFECTIVENESS |
| Effectiveness - significant learning gains in similar contexts; success stories, pre-post data to demonstrate individual and group growth. |
| Do you meet this criteria? | Provide evidence to suppor your claim. Link evidence for each content area your resource meet. | ||
| Yes | No | ||
| Research-backed evidence of significant learning gains in reading for students not meeting expectations | |||
| Research-backed evidence of significant learning gains in mathematics for students not meeting expectations | |||
| Research-backed evidence of significant learning gains in other content areas. | |||
| Documented success stories and impact assessments in reading from previous implementations | |||
| Documented success stories and impact assessments in mathematics from previous implementations | |||
| Documented success stories and impact assessments from previous implementations in other content areas. | |||
| Analysis of pre- and post-tutoring performance data |
2. Instructions Attachment A Vendor Response Solicitation No.
| Vendor Name | Vendor No. |
| QUALITY OF INSTRUCTION, MATERIALS AND RESOURCES | |
| Quality of Instruction, Materials and REsources -tutor qualifications; training; experience; subject matter expertise specific to targeted age and instructional content; quality of instructional materials; alignment with South Carolina standards; engagement potential of teaching materials |
Do you meet this criteria? Explain and/or Provide Evidence
| Yes | No | |
| Do your services include in-person instruction? | ||
| Do your services include artificial intelligence (AI) instruction? | ||
| Expectations for reading tutor qualifications and experience | ||
| Expectations for reading tutor training with vendor’s instructional materials | ||
| Expectations for mathematics tutor qualifications and experience | ||
| Expectations for mathematics tutor training with vendor’s instructional materials | ||
| Expectations for other content area tutor qualifications and experience. | ||
| Expectations for other content area tutor training withvendor's instructional materials | ||
| Do instructional materials, strategies and resources require student engagement? | ||
| Is a personalized path for student experiences created based on assessment criteria (i.e. SC Ready scores or system-based pre-assessment performance)? | ||
| Are student activities within the system dynamically adjusted based on student performance? |
3. Implementation Attachment A Vendor Response Solicitation No.
| Vendor Name | Vendor No. |
| PEDAGOLICAL APPROACH | |
| Pedagolical Approach -methodology and process of how instructors approach teaching and learning using a specific curriculum with specific goals in mind. |
Do you meet this criteria? Explain and/or provide evidence.
| Yes | No | |
| Is there an expectation for adult interaction with students? | ||
| Is there an expectation for peer interaction with students for tutoring? | ||
| Do activities promote student agency (meaningful and relevant content with choice)? |
| PROGRAM DESIGN AND IMPLEMENTATION |
| Program Design and Implemtation - Programs should be well designed with a clear set of goals and objectives that are strengths based, data informed, and results oriented. |
Do you meet this criteria? Explain and/ or provide evidence
| Yes | No | |
| Alignment with 2023 SC Reading Standards Who did the alignment and has anyone in SC confirmed alignment? | ||
| Alignment with most current SC Mathematics Standards and what year are they aligned? | ||
| Alignment with most current Standards for High School Courses | ||
| Equitability of access. Are there any limitations to access internet availability, must be accessed from school etc. | ||
| Accommodations for visual needs | ||
| Accommodations for auditory needs | ||
| Accommodations for language needs (multi-lingual) | ||
| Multi-cultural representation |
4. Support and Data Attachment A Vendor Response Solicitation No.
| Vendor Name | Vendor No. |
| ONGOING SUPPORT AND MONITORING | |
| Ongoing, Support and Monitoring - the continuous process of reviewing and analysing students after the establishment of a tutorings relationship to make sure that they are consistent with the expected growth. |
Do you meet this criteria? Explain and/or provide evidence
| Yes | No | |
| Ongoing support for tutors | ||
| Ongoing monitoring of tutors | ||
| Progress monitoring resources for students | ||
| Feedback mechanisms for teachers | ||
| Feedback mechanisms for students | ||
| Feedback mechanisms for parents | ||
| DATA | ||
| Data -containing usage, by individual, subgroup and cohort growth, identification of additional support and accountability and responsibility. |
Do you meet this criteria? Explain and/or provide evidence
| Yes | No | |
| For program evaluation - What does usage and impact data look like? | ||
| For student progress monitoring - What does data look like for monitoring student growth by individual subgroup and cohort? | ||
| For teachers - What does data for teachers look like for the purpose of monitoring student growth and identification of need for additional support? | ||
| For parents- What does data for parents look like for the purpose of monitoring student growth and identificaiton of need for additional support? | ||
| For students - What does data for student look like for the purpose of goal-setting and personal responsibility/accountability? |
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