Attachment-D_Specifications.docx

ATTACHMENT D: SPECIFICATIONS

Attachment D provides specific details about the State’s required and desirable specifications for the requested products and services and to solicit detailed information from responders regarding their ability to meet these specifications.

There are two parts to this Attachment:

· Part 1: Directions and Overview

· Part 2: Specifications Part 1: Directions and Overview.

You must use this form when responding to this solicitation. You may provide supplemental information with your response, but failure to use this form to respond may result in the State rejecting your response. You may add lines, pages, or additional information to this attachment as necessary.

Part 2: Specifications requests information about your screening tool and customer service. Respond to each item as requested. Responses to some of these items are required. If a response is required, the section is identified with an (R) for required. For each item marked as required, responder must respond to the required specification and responder or responder’s screening tool must be able to comply with the required specification to be considered for an award. Proposal submissions must contain sufficient detail and documentation to demonstrate the responder’s ability to meet the requirement. A pass/fail criteria will be used for all of these required specifications. Any responder that fails to respond to a required specification or cannot meet the required specification will be rejected. If all responders are unable to meet a required specification, the State reserves the right to delete the specification. Responders are encouraged to communicate with the solicitation contact person, Kaleigh Stevens, by the Question and Answer period cutoff date, if they cannot meet a required specification. See Section 1, “How to Ask Questions.”

NOTE: Do not include any information about pricing on this form. Use Attachment F: Price Schedule, attached to the solicitation, for all price information.

Part 2: Specifications

Basic Tool Information.

What is the name of the tool being submitted for review? Response:

Provide the URL. Response:

Is this tool being submitted for review as a stand-alone tool or in combination with other tools from the publisher? Check only one, and provide additional responses as applicable.

☐Stand-Alone: One tool with an administration and technical manual that can be reviewed with one rubric.

☐A combination of multiple tools from the publisher: A set of tools with multiple administration and technical manuals that would need to be reviewed with multiple rubrics and used in combination to meet READ Act requirements.

☐ The recommended multiple tools are not required to meet Minnesota K-3 literacy screening requirements that are detailed in specifications marked with an (R) in Sections 1-11.

If selected, a response below is required. Describe the publisher-recommended combination of assessment tools for literacy screening in grades K–3 and explain how the combination supports effective screening. Identify which tool fully meets Minnesota K–3 literacy screening requirements and explain how any additional tool(s) enhance the schools’ ability to identify students’ literacy needs beyond Minnesota’s minimum requirements.

Response:

☐A combination of tools will be needed to meet Minnesota K-3 literacy screening requirements that are detailed in specifications marked with an (R) in Sections 1-11.

If selected, a response below is required. Provide details about the combination of tools required to meet Minnesota K-3 literacy screening requirements. Discuss all tools necessary to meet Minnesota’s minimum requirements.

Response:

Will more than one license per student be required to meet Minnesota K–3 literacy screening requirements? ☐ Yes ☐ No If so, will you bundle the multiple licenses into a single, per-student package for the State’s contract users? ☐ Yes ☐ No

(R) Select all grade levels for which you are submitting this tool (At least one grade is required) ☐Kindergarten ☐Grade 1 ☐Grade 2 ☐Grade 3

(R) What skills does this tool, or do these tools, measure? (Check all that apply).

☐Rapid Automatized Naming (RAN) (Required if tool submitted for use in Kindergarten) ☐Phonemic Awareness (Required if tool submitted for use in Kindergarten or Grade 1) ☐Letter Sounds (Required if tool submitted for use in Kindergarten) ☐Decoding (with Real Words) (Optional) ☐Decoding (with Nonsense Words) (Required if tool submitted for use in Grades K, 1, 2 or 3) ☐Reading Fluency (Rate and Accuracy) (Required if tool submitted for use in Grades 1, 2 or 3) ☐Oral Language* (Preferred in Grades K, 1, and 2, but is not required) ☐Listening Comprehension (Preferred in Grades K, 1, and 2, but not required) ☐Reading Comprehension (Preferred in Grades 2 and 3, but not required) ☐Vocabulary (Preferred in Grades 2 and 3, but not required) ☐Encoding (Spelling) (Preferred in Grades 2 and 3, but not required) ☐Morphological Awareness (Preferred in Grades 2 and 3, but not required) ☐Reading (with Real Words) (Optional) ☐Other Relevant Literacy Skill 1 (if selected, response required): Click or tap here to enter text. (Optional) ☐Other Relevant Literacy Skill 2 (if selected, response required): Click or tap here to enter text. (Optional)

* Oral Language is defined in Minnesota Statutes, Section 120B.119, Subdivision 10: "Oral language," also called " expressive language" and "receptive language," includes speaking and listening, and consists of five components: phonology, morphology, syntax, semantics, and pragmatics. Oral language also includes sign language, in which speaking and listening skills are defined as expressive and receptive skills, and consists of phonology, including sign language phonological awareness, morphology, syntax, semantics, and pragmatics.

(R) For the grade levels selected in 1.5, does the tool include distinct subtests that measure the required skills selected in 1.6? ☐ Yes ☐ No

(R) For individually administered subtests the State requires that the total combined time for all required subtests be 15 minutes or less per student. If the tool is individually administered, can all required subtests selected in 1.6 be completed in 15 minutes or less for each grade level selected in 1.5? ☐ Yes ☐ No ☐ N/A (tool not administered individually) Is this an adaptive assessment tool? ☐ Yes ☐ No If so, answer the following:

How is the initial starting point determined for students when taking this adaptive assessment?

Response:

In an adaptive format, how does the tool ensure that foundational skills (e.g., RAN, phonemic awareness, letter-sound knowledge, decoding, and fluency) are consistently assessed for all students?

Response:

If so, list the other languages available:

Note that, at this time, MDE is not reviewing tools only available in non-English languages.

Does the tool manual provide guidance for use with multilingual learners? ☐ Yes ☐ No Provide details about any group(s) of multilingual learners for whom this assessment may not produce valid scores (e.g., English Learners with a WIDA ACCESS score below 2, students in immersion programs not provided literacy instruction in English).

Response:

Does the tool produce scores that (1) provide data on mastery of foundational reading skills, (2) use criteria referenced standards, or (3) are not solely determined through norm-referencing? ☐ Yes ☐ No If so, describe the scores and method used to determine mastery.

Response:

The State desires to move to a test-out or mastery-based screening exemption model, or a model where a district can discontinue the administration of a subtest for any students who demonstrate mastery of the assessed skill. The State envisions this to be a model whereby a student who scores at ceiling or at the highest benchmark level on a subtest for two or more consecutive screening periods is considered to have mastered the underlying skill. At that point, the student is no longer required to complete the subtest in future universal screenings. Does your tool provide scores that allow districts to determine if a student has mastered a skill and no longer needs to continue to be screened in that skill area? ☐ Yes ☐ No If so, describe the scores and how mastery is displayed in student reports.

Response:

Screening Tool Data.

(R) The READ Act requires student screening data to be submitted to MDE as part of district Local Literacy Plans. Do you have a process for securely submitting student screening data to MDE? ☐ Yes ☐ No What data submission processes do you support? (Choose all that apply, the first two are required) ☐ (R) The Contractor can securely submit data to MDE on behalf of the district no later than July 15 each year, but preferably by June 30 each year.

☐ (R) Student data can be downloaded in a spreadsheet format from the Contractor dashboard and submitted to MDE.

☐Other (if selected, response required): Click or tap here to enter text.

(R) How is student data reported? (Check all that apply, the first two are required) ☐ (R) Individual subtest scores are reported for each student.

☐ (R) Subtest score rank or risk level is reported for each subtest for each student.

☐ Composite scores are reported.

☐A composite score rank or risk level is reported for each student.

☐A student report, appropriate for families, can be generated to facilitate home-school communication.

☐Other (if selected, response required): Click or tap here to enter text.

What composite scores are provided? List each composite score name and the subtests included in that score.

Composite #1 Name and Subtests Included:

Composite #2 Name and Subtests Included:

Composite #3 Name and Subtests Included:

Composite #4 Name and Subtests Included:

Composite #5 Name and Subtests Included:

(R) The screening tool must collect and store the following data for each student:

· First Name

· Last Name

· Birthdate

· Gender

· 13-digit number field (often known as a state student identifier (SSID or MARSS number) and is a 13-digit number in Minnesota)

· School Name or 3-digit School ID (ID preferred)

· 4-digit District ID Comply: ☐ Yes ☐ No The State prefers that the screening tool also include field(s) for users to input additional data for each student screened. These field(s) should be similarly located within the system and function in a manner consistent with the information fields listed in Section 2.4. The preferred data element is the school district type for each student. The State envisions that these field(s) may be structured in either of the following ways:

· Two fields:

· Up to a four-digit field for the required District ID number, and

· Up to a two-digit field (in Minnesota, this is the District Type).

· One field that will accept up to seven characters including up to a four-digit number, a hyphen, and up to a two-digit number (i.e., 2321-2 or 0222-71).

Does your system have this capability? If so, how would your system structure the informational field(s)? Describe if it would be either one field or two fields, as listed above, or if your system would structure the information field in a different manner.

Response:

(R) The Contractor must agree to obtain a data sharing agreement from each school district ordering from a resulting contract to allow screening tool data to be shared between the Contractor and MDE.

Comply: ☐ Yes ☐ No As part of your proposal, include a copy of your data sharing agreement. Any additional terms proposed, and the data sharing agreement, will be incorporated into any final agreement, as negotiated by the parties.

List any additional data sharing agreement terms that you want added to Exhibit A, Section 9.3, of the Sample Contract.

Response:

Explain your data retention policy. Specifically state how long, in years and months, the data will be retained after a school year ends.

Response:

As part of your proposal, include a copy of your records retention policy. This will be incorporated into any final agreement, as negotiated by the parties.

(R) The State requires the Contractor to provide a data dictionary. The State does not have a sample template for this, but will need the following: a list of all fields in the data set, listed by field name; a description of each field; and the type of data in each field. This will allow MDE to build out a database to house the student data submitted from the tool. Do you currently have a data dictionary for the screening tool data? ☐ Yes ☐ No If not, answer the following:

Are you able to create a data dictionary for the screening tool data by April 30, 2027? ☐ Yes ☐ No If not, state how long, in months from the contract effective date, it will take to create the data dictionary.

Response:

Test Administration and Progress Monitoring.

(R) The READ Act requires screening in grades K-3 in the fall, winter, and spring. Does the tool you proposed allow for fall, winter, and spring screening? ☐ Yes ☐ No How many times per year can the tool be used for screening?

☐3 times (fall/winter/spring) ☐4 times (fall/winter/spring/summer - or other) ☐5 times per Click or tap here to enter text. (if selected, response required) ☐Other (if selected, response required): Click or tap here to enter text.

What is the administration size? (Choose all that apply) ☐One-on-one ☐Small group ☐Whole class What is the administration modality? (Choose all that apply) ☐ In-person, paper ☐ Remote, paper ☐ In-person, computer/tablet ☐ Remote, computer/tablet ☐ Other (if selected, response required): Click or tap here to enter text.

Considering only the measurement of Minnesota required skills, as detailed in item 1.6, what is the administration time for this screening tool for grades K-3.

Kindergarten (Rapid Automatized Naming (RAN), Phonemic Awareness, Letter Sounds, and Decoding (with Nonsense Words)): Click or tap here to enter text.

1st (Phonemic Awareness, Decoding (with Nonsense Words), and Reading Fluency (Rate and Accuracy)): Click or tap here to enter text.

2nd (Decoding (with Nonsense Words) and Reading Fluency (Rate and Accuracy)): Click or tap here to enter text.

3rd (Decoding (with Nonsense Words) and Reading Fluency (Rate and Accuracy)): Click or tap here to enter text.

(R) Can this screening tool be administered by a wide range of staff following standardized administration procedures (e.g., specific licensure, such as reading specialist, speech-language pathologist, or school psychologist, is NOT required)? ☐ Yes ☐ No Does the tool include progress monitoring? ☐ Yes ☐ No If so, how often can the tool be used for progress monitoring? (check all that apply) ☐ Once a week ☐ Every two weeks ☐ Once a month ☐ Every six weeks ☐ Other (if selected, response required): Click or tap here to enter text.

Provide a URL where information about using the tool for progress monitoring can be found.

Response:

Include any other documentation on using the tool for progress monitoring.

Response:

Is this tool currently approved by MDE for READ Act screening in Minnesota? (Choose all that apply) ☐ Yes, in grades K-3 ☐ Yes, in grades 4-12 ☐ No

(R) Rapid Automatized Naming (RAN) Skill, Subtest and Scoring Details (Required if tool submitted for use in Kindergarten) Does the tool measure RAN (Rapid Automatized Naming)? ☐ Yes ☐ No RAN Subtest Administration, Scores, Benchmarks:

Computer/ Tablet Administered

No Yes/ No

Name of RAN subtest. Click or tap here to enter text.

How long does this subtest take to administer in each grade?

Kindergarten: Click or tap here to enter text.

1st: Click or tap here to enter text.

2nd: Click or tap here to enter text.

3rd: Click or tap here to enter text.

(R) Phonemic Awareness Skill, Subtest and Scoring Details (Required if tool submitted for use in Kindergarten or Grade 1) Does the tool measure phonemic awareness? ☐ Yes ☐ No Phonemic Awareness Subtest Administration, Scores, Benchmarks:

Computer/ Tablet Administered

No Yes/ No

Name of phonemic awareness subtest. Click or tap here to enter text.

How long does this subtest take to administer in each grade?

Kindergarten: Click or tap here to enter text.

1st: Click or tap here to enter text.

2nd: Click or tap here to enter text.

3rd: Click or tap here to enter text.

(R) Letter Sounds Skill, Subtest and Scoring Details (Required if tool submitted for use in Kindergarten) Does the tool measure letter sounds? ☐ Yes ☐ No Letter Sounds Subtest Administration, Scores, Benchmarks:

Computer/ Tablet Administered

No Yes/ No

Name of letter sound subtest. Click or tap here to enter text.

How long does this subtest take to administer in each grade?

Kindergarten: Click or tap here to enter text.

1st: Click or tap here to enter text.

2nd: Click or tap here to enter text.

3rd: Click or tap here to enter text.

(R) Decoding Skill, Subtest and Scoring Details Does this tool measure decoding? ☐ Yes ☐ No Is decoding measured with real words? ☐ Yes ☐ No Decoding (with real words) Subtest Administration, Scores, Benchmarks:

Computer/ Tablet Administered

No Yes/ No

Name of decoding (with real words) subtest. Click or tap here to enter text.

How long does this subtest take to administer in each grade?

Kindergarten: Click or tap here to enter text.

1st: Click or tap here to enter text.

2nd: Click or tap here to enter text.

3rd: Click or tap here to enter text.

(R) Is decoding measured with nonsense words? ☐ Yes ☐ No (Required if tool submitted for use in Kindergarten, grades 1, 2, or 3)

(R) Decoding (with nonsense words) Subtest Administration, Scores, Benchmarks:

Computer/ Tablet Administered

No Yes/ No

Name of decoding (with nonsense words) subtest. Click or tap here to enter text.

How long does this subtest take to administer in each grade?

Kindergarten: Click or tap here to enter text.

1st: Click or tap here to enter text.

2nd: Click or tap here to enter text.

3rd: Click or tap here to enter text.

(R) Reading Fluency Skill, Subtest and Scoring Details (Rate and Accuracy required if tool submitted for use in grade 1, 2, or 3) Does this tool measure reading fluency rate and accuracy? ☐ Yes ☐ No Reading Fluency Rate Subtest Administration, Scores, Benchmarks:

Computer/ Tablet Administered

No Yes/ No

Reading Fluency Accuracy Subtest Administration, Scores, Benchmarks:

Computer/ Tablet Administered

No Yes/ No

Name of reading fluency subtest. Click or tap here to enter text.

How long does this subtest take to administer in each grade?

Kindergarten: Click or tap here to enter text.

1st: Click or tap here to enter text.

2nd: Click or tap here to enter text.

3rd: Click or tap here to enter text.

Preferred Skills, Subtests, and Scoring Details Oral Language (Preferred in Kindergarten and grades 1 and 2) Does this tool measure oral language? ☐ Yes ☐ No Oral Language Subtest Administration, Score, Benchmarks:

Computer/ Tablet Administered

No Yes/ No

Name of oral language subtest. Click or tap here to enter text.

How long does this subtest take to administer in each grade?

Kindergarten: Click or tap here to enter text.

1st: Click or tap here to enter text.

2nd: Click or tap here to enter text.

3rd: Click or tap here to enter text.

Listening Comprehension (Preferred in Kindergarten and grades 1 and 2) Does this tool measure listening comprehension? ☐ Yes ☐ No Listening Comprehension Subtest Administration, Score, Benchmarks:

Computer/ Tablet Administered

No Yes/ No

Name of listening comprehension subtest. Click or tap here to enter text.

How long does this subtest take to administer in each grade?

Kindergarten: Click or tap here to enter text.

1st: Click or tap here to enter text.

2nd: Click or tap here to enter text.

3rd: Click or tap here to enter text.

Reading Comprehension (Preferred in grades 2 and 3) Does this tool measure reading comprehension? ☐ Yes ☐ No Reading Comprehension Subtest Administration, Score, Benchmarks:

Computer/ Tablet Administered

No Yes/ No

Name of reading comprehension subtest. Click or tap here to enter text.

How long does this subtest take to administer in each grade?

Kindergarten: Click or tap here to enter text.

1st: Click or tap here to enter text.

2nd: Click or tap here to enter text.

3rd: Click or tap here to enter text.

Vocabulary (Preferred in grades 2 and 3) Does this tool measure vocabulary? ☐ Yes ☐ No Vocabulary Subtest Administration, Score, Benchmarks:

Computer/ Tablet Administered

No Yes/ No

Name of vocabulary subtest. Click or tap here to enter text.

How long does this subtest take to administer in each grade?

Kindergarten: Click or tap here to enter text.

1st: Click or tap here to enter text.

2nd: Click or tap here to enter text.

3rd: Click or tap here to enter text.

Spelling (Encoding) (Preferred in grades 2 and 3) Does this tool measure spelling (encoding)? ☐ Yes ☐ No Spelling Subtest Administration, Score, Benchmarks:

Computer/ Tablet Administered

No Yes/ No

Name of encoding subtest. Click or tap here to enter text.

How long does this subtest take to administer in each grade?

Kindergarten: Click or tap here to enter text.

1st: Click or tap here to enter text.

2nd: Click or tap here to enter text.

3rd: Click or tap here to enter text.

Morphological Awareness (Preferred in grades 2 and 3) Does this tool measure morphological awareness? ☐ Yes ☐ No Morphological Awareness Subtest Administration, Score, Benchmarks:

Computer/ Tablet Administered

No Yes/ No

Name of morphological awareness subtest. Click or tap here to enter text.

How long does this subtest take to administer in each grade?

Kindergarten: Click or tap here to enter text.

1st: Click or tap here to enter text.

2nd: Click or tap here to enter text.

3rd: Click or tap here to enter text.

Other Skills Measured, Subtests, and Scoring Details Word Reading (with Real Words) Does this tool measure word reading with real words? ☐ Yes ☐ No Word Reading Subtest Administration, Score, Benchmarks:

Computer/ Tablet Administered

No Yes/ No

Name of word reading (with real words) subtest. Click or tap here to enter text.

How long does this subtest take to administer in each grade?

Kindergarten: Click or tap here to enter text.

1st: Click or tap here to enter text.

2nd: Click or tap here to enter text.

3rd: Click or tap here to enter text.

Does the tool measure any other relevant literacy skills? ☐ Yes ☐ No If so, list one other literacy skills measured, which will hereinafter be known as “literacy skill 1”. Click or tap here to enter text.

Literacy Skill 1 Literacy Skill 1 Subtest Administration, Score, Benchmarks:

Computer/ Tablet Administered

No Yes/ No

Name of subtest that measures the literacy skill 1. Click or tap here to enter text.

Kindergarten: Click or tap here to enter text.

1st: Click or tap here to enter text.

2nd: Click or tap here to enter text.

3rd: Click or tap here to enter text.

Does the tool measure any other relevant literacy skills? ☐ Yes ☐ No If so, list one other literacy skills measured, which will hereinafter be known as “literacy skill 2”. Click or tap here to enter text.

Literacy Skill 2 Literacy Skill 2 Subtest Administration, Score, Benchmarks:

Computer/ Tablet Administered

No Yes/ No

Name of subtest that measures the literacy skill 2. Click or tap here to enter text.

Kindergarten: Click or tap here to enter text.

1st: Click or tap here to enter text.

2nd: Click or tap here to enter text.

3rd: Click or tap here to enter text.

Documentation Upload or URL Documentation submitted in Section 11 will be reviewed for the following:

· Verification that all required criteria, as indicated by required questions in this specification document, are met thereby ensuring the tool can satisfy the screening requirements of the Minnesota READ Act Minnesota Statutes, Section 120B.12.

· Scoring the tools on an MDE created rubric for specifications detailed in Sections 1-11. The rubric to be used is attached as Attachment E. This review will examine tool uses, ease of administration, and use of scores, measurement of preferred skills, evidence of psychometric rigor (validity, reliability and norm group composition), control of psychometric bias, support for screening multilingual learners, and students in need of accommodations.

(R) You must provide the administration manual for review. Upon request by the State, will you provide a copy of your administration manual or provide a URL to the manual? ☐ Yes ☐ No

(R) You must provide the technical manual for review. Upon request by the State, will you provide a copy of your technical manual or provide the URL to the manual? ☐ Yes ☐ No

(R) Screening tools must demonstrate adequate validity, reliability, and classification accuracy for applicable grades K-3. Multiple types of validity and reliability evidence are required for approval in the State of Minnesota. Samples used in validity and reliability studies must be recent (within the last 15 years required, but more recent preferred) and representative. You must provide documentation demonstrating evidence of validity, reliability, and classification accuracy or provide a URL to such documentation. Upon request by the State, will you provide such documentation? ☐ Yes ☐ No

(R) Does the documentation provide evidence of multiple types of validity? ☐ Yes ☐ No

(R) Is there evidence of external criterion validity? ☐ Yes ☐ No

(R) Were validity studies conducted within the last 15 years? ☐ Yes ☐ No

(R) Does the documentation provide evidence of multiple types of reliability? ☐ Yes ☐ No

(R) Were reliability studies conducted within the last 15 years? ☐ Yes ☐ No

(R) Norming samples must be recent (within the last 15 years required, but more recent preferred), representative of multiple populations, and relevant to Minnesota. You must provide documentation detailing the timing of norm sample data collection and the demographic and regional makeup of the sample, or provide a URL to such documentation. Upon request by the State, will you provide the documentation detailing the timing of norm sample data collection and the demographic and regional makeup of the sample? ☐ Yes ☐ No

(R) Was norming data collected within the past 15 years? ☐ Yes ☐ No

(R) Screening tools must be easy to administer, score, and have easy to use dashboards and/or tool visuals. As part of your proposal, you must include a tool sample or access to a URL to demo the tool being submitted.

Response:

(R) Screening tool scores and reports must be easy to interpret and provide actionable data that teachers can use to identify students at risk of reading difficulties and those not making progress towards grade level foundational reading skills. You must provide a sample student and class level report or access to a URL where the sample reports can be found:

Do you have any other information that you would like to submit for review? If so, attach it as part of your proposal, or provide URLs here:

Screening Tool Changes.

(R) The Contractor must agree to work with MDE upon any change to the Contractor’s screening tool to ensure that the screening tool is still approved by MDE. Any change in Contractor’s screening tool may require a duly executed amendment to any Contract with the State.

Comply: ☐ Yes ☐ No Provide any plans, during the anticipated life of the contract, that you have, including timelines, to change the screening tool or way the screening tool evaluates the reader.

Response:

(R) The Contractor must work directly with the ordering entity to facilitate the use of the screening tool.

Comply: ☐ Yes ☐ No

(R) The Contractor must agree to work with MDE to ensure the screening tool(s) that are minimally acceptable under the READ Act have a specific name as not to confuse ordering entities when selecting a screening tool.

Comply: ☐ Yes ☐ No Tool Availability.

(R) If your tool is computerized, it must be continuously available and accessible, Monday through Friday, 12:01am to 11:59 pm CST, with the exception of scheduled and/or unplanned outages.

Comply: ☐ Yes ☐ No ☐ N/A Are notifications about planned outages or downtime (i.e., when the screening tool will not be available to users) sent? If so, how far in advance are these notifications sent prior to the planned outage or downtime?

Response:

Are notifications about unplanned outage or downtime sent? If so, how quickly are these notifications generated and sent after you are aware of the outage or downtime?

Response:

User Manuals, Users Guides, and Training.

(R) The Contractor must provide access to a user manual and/or user guides for the screening tool at no additional charge to users. Electronic versions are acceptable.

Comply: ☐ Yes ☐ No

(R) Do you offer, or require, any type of training for individuals administering the screening tool? If so, provide more details about this type of training and indicate the training method (e.g., in person, online, prerecorded video).

Response:

Do you offer any type of training for the individual reader using the screening tool? If so, provide more details about this type of training and indicate the training method (e.g., in person, online, prerecorded video).

Response:

Multiple User Functionality. (R) If your tool is computerized, the system used to review the screening tool data must allow a hierarchy of various authorization levels and views, including at a minimum:

· Administrator, which provides more access to the system than a standard user, preferably with the ability to configure access for users from the same ordering entity.

· User, which provides access to the system to enter and view the screening tool data (typically the role used by individuals administering the screening).

Comply: ☐ Yes ☐ No ☐ N/A Screening Tool Capabilities.

Describe the minimum recommended hardware and software, including browsers and system settings, to optimally access and utilize your screening tool(s).

Response:

If you proposed software in Section 16.1, outline how the software is to be installed.

Response:

Can your screening tool(s) be accessed via a smart phone or tablet? If so, is an app required, or can the screening tool(s) be accessed via an internet browser on a smart phone or tablet?

Response:

Customer Service.

Will you provide a dedicated customer service representative(s) who will serve as the single point of contact for order entity account support, questions, or issues about the proposed screening tool(s)?

Response:

Describe your customer support process.

Response:

List the modalities of communication that a user may utilize to contact the customer service representatives for help (e.g., toll-free number, email, online chat).

Response:

Accessibility of Services or Products.

Describe how you ensure your staff and contractors have the knowledge and skills to create accessible digital technology within the scope of the project or services requested within this RFP.

Response:

Describe your approach to ensuring accessibility for your solution (e.g., strategy, tools, design, testing, ongoing validation). Include the following:

· If or how you incorporate accessibility into your development process (e.g., requirements, design, development, testing, maintenance, bug prioritization).

· Your procedure of how you ensure accessibility post implementation (e.g., future enhancements).

Response:

(R) You must provide completed Voluntary Product Accessibility Templates (VPATs®), also known as Accessibility Conformance Reports (ACRs), for your proposed assessments, or provide links to those reports.

If copies of any VPATs® or ACRs are attached, state “See attached VPAT®/ACR” in the response area below.

Response:

Additional Information.

Contractor’s Contact Information. Provide the contact information for the representative responsible for the management of the contract and the representative receiving purchase orders.

Contractor’s Legal Name

Address

Contact Person (Contract)

Email Address

Telephone Number

Contact Person (PO Order)

Email Address

Telephone Number

Contact Person (Solicitation Questions)

Email Address

Telephone Number

Prompt Pay Discount. What prompt pay discounts do you offer? Select all that apply, if “other,” specify terms in the comment section below:

Rev. 9.01.2021 Rev. 9.01.2021 ☐1% in 30 ☐2% in 30 ☐3% in 30 ☐1% in 10, Net 30 ☐2% in 10, Net 30 ☐3% in 10, Net 30 ☐5% in 10, Net 30 ☐Other Click or tap here to enter text.

☐1% in 15, Net 30 ☐2% in 15, Net 30 ☐3% in 15, Net 30 ☐1% in 20, Net 30 ☐2% in 20, Net 30 ☐3% in 20, Net 30 ☐Net 30 ☐None Comments: Click or tap here to enter text.

Delivery. How long after receipt of an order (ARO) will a district get access to the ordered tool? Calendar days, ARO: Click or tap here to enter text.

Rev. 12/19 Page 1 of 17