Exhibit_1_-_Technical_Response.pdf

SOLICITATION NO. EV00000955

STATEWIDE CONTRACT SW1075M

Exhibit #1

Literacy and Mathematics Statewide Screener and Diagnostic Technical Response

All proposals may not exceed 40 pages in length (including appendices).

If a proposal exceeds 40 pages only the first 40 will be evaluated.

Bidders must respond to each section listed below to demonstrate understanding and experience with the requirements in sections 1.1 through 2.2.

1.1 Goals

Bidders must provide a valid and reliable screening instrument for students in kindergarten through fifth grade, with the ability to also provide screening through grades beyond the elementary, to identify students with reading deficiencies and characteristics of dyslexia, to identify students with mathematics deficiencies and characteristics of dyscalculia, and to provide actionable data aligned to Multi- Tiered Systems of Support (MTSS) for instructional decision-making, as required by SB 1778 and SB 1360.

1.2 Scope of Work

The early literacy and math screening instruments must:

• Be used to identify students in kindergarten through third grade who may be at risk for reading difficulties, including characteristics of dyslexia.

• Be used to identify students in second through fifth grade who may be at risk for math difficulties, including characteristics of dyscalculia.

• Be valid and reliable for the intended purpose of screening early literacy skills

• Be valid and reliable for the intended purpose of screening math skills and deficiencies

• Provide data to support the identification of reading and math deficiencies

• Provide the average administration time for each screening assessment by grade level. Administration times shall reflect the standard conditions under which the screening instrument achieves validity and reliability coefficients.

• Be appropriate for use in a universal screening context through middle grades

• Provide results that can be transmitted in a timely manner to teachers, administrators, and parents and legal guardians of students

• Be capable of integration into reading and math curriculum in kindergarten through grade 5.

• Support state-configurable annual benchmark thresholds, allowing the State Board of Education, in consultation with OEQA, to annually define and set benchmark scores that are predictive of future performance on the Oklahoma State Testing Program in grade 3 – Oklahoma’s official summative assessment

• Vendor shall collaborate with the Oklahoma State Department of Education to design, develop, and maintain a reporting feature that captures and reports all required components of the Student Literacy Intervention Plan (SLIP) as required by the Oklahoma Strong Readers Act and subsequent state guidance.

• Vendor shall collaborate with the Oklahoma State Department of Education to design, develop, and maintain a reporting feature that captures and reports all required components of the Individualized Math Intervention Plan (IMIP) is required by the Oklahoma Math Achievement and Proficiency Act and subsequent state guidance.

1.3 Evaluation Focus Areas

Evaluation will include:

• Identification Accuracy – The extent to which screening instruments accurately identifies students who may have characteristics of dyslexia and students with reading and math deficiencies

• Validity and Reliability – Evidence that screening instruments are valid and reliable for the intended purpose of early literacy and math screening.

Preference is given to externally or independently-produced validity and reliability evidence.

• Concurrent validity – The extent that the screener assessments demonstrate strong concurrent validity, with results that are strongly correlated with Oklahoma state test performance in Grade 3. Preference is given to externally or independently-produced evidence.

• Instructional Relevance – The degree to which results support the identification of reading deficiencies and inform instructional decision-making

• Alignment to Evidence-Based Reading Instruction – Alignment with the Science of Reading and foundational literacy skills

• Universal Screening Applicability – Appropriateness for use in screening all students in kindergarten through third grade

• Statewide Applicability – Ability to be implemented consistently across districts with varying capacity and context

• Ease of Administration and Use – The extent to which the instrument can be implemented with fidelity by educators and with minimal disruption to instruction

• Data Accessibility and Integration – The ability for the Oklahoma State Department of Education and the Oklahoma Office of Educational Quality and Accountability to securely access, extract, and analyze student-level and aggregate data directly from the vendor's system, including compatibility with state data systems and reporting requirements

• Reporting Timeliness – The timeliness with which screening results are made available to teachers, administrators, and parents and legal guardians of students

• Administration Timeliness – The timeliness with which the administration of screening is completed

• Curriculum Integration – The degree to which the screening instrument can be integrated into reading and math curriculum

• Math Deficiency Identification – The ability of the instrument to identify students at risk for math deficiency, as required by statute

1.4 Deliverables

Bidders must provide a comprehensive early literacy screening system that includes the following deliverables:

A. Screening Administration

• The early literacy and math screening instruments must support administration to students three times per academic year — at the beginning, middle, and end of each school year, consistent with SB 1778 §1210.508C(A) and SB 1360 70 O.S. § 1210.901.

• The screening system must enable identification of students at risk for reading and math deficiencies and support progress monitoring throughout the school year

• The system must support state-configurable annual benchmark thresholds.

The State Board of Education, in consultation with OEQA, must be able to annually define and reset benchmark scores on the instrument that are predictive of future performance on the Oklahoma School Testing Program (OSTP). The vendor must demonstrate how benchmark thresholds can be updated by state administrators without requiring a new instrument procurement.

B. Literacy Skill Coverage

The early literacy screening system must include assessment of the following foundational literacy skills:

• Phonological awareness

• Sound-symbol recognition

• Alphabet knowledge

• Rapid automatized naming

• Decoding and encoding skills

• Oral reading accuracy and fluency

• Vocabulary

• Reading comprehension

C. Math Skill Coverage

The mathematics screening system must include assessment of the acquisition of mathematical proficiency, which is a combination of:

• Real-world problem-solving skills

• Procedural fluency

• Conceptual understanding

• Productive dispositions

• Math deficiency risk indicators, sufficient to identify students at risk for math deficiency and monitor math progress throughout the school year

D. Diagnostic and Instructional Support

• The system must provide actionable data aligned to the delivery of Multi- Tiered System of Supports (MTSS)

• The system must include or be linked to a diagnostic assessment to support deeper analysis of student needs

• Diagnostic tools must support instructional planning for students:

o Demonstrating reading deficiencies o Performing at or above-grade-level proficiency

E. Predictive and Norming Capabilities

Screening instruments must demonstrate the ability to:

• Accurately predict student performance on the Oklahoma School Testing Program (OSTP) in grade 3.

• Provide norm-referenced data beyond grade-level benchmarks to support identification of advanced and at-risk learners

• Be normed beyond elementary grades (not limited to K–3 or K–6 norming)

F. Accessibility and Student Populations

• The system must be appropriate for use with:

o Students with disabilities o English Learners

• The vendor must describe accommodations and accessibility features that support valid and reliable results across student populations

G. Data Management System

The screening system must include a data management platform that:

• Provides student-level, classroom-level, school-level, and district-level profiles

• Student, classroom, school, and district profiles must identify the instructional point of need and reading achievement level for each student, as required by statute

• Supports data analysis for instructional decision-making

• Allows for secure data access and reporting

The ability to report student-level data directly to the State Department of Education and OEQA is a statutory pass/fail threshold requirement under SB 1778 and SB 1360. Proposals that do not demonstrate this capability will be deemed non-responsive and will not be evaluated further. This is not a scored criterion — it is a prerequisite for participation.

H. Administration Requirements

• The assessment(s) must be administered in a manner that ensures valid and reliable results

• The vendor must provide evidence supporting each requirement, including technical manuals, research studies, implementation examples, and a sandbox account.

2. Vendor Qualification

2.1 Required Qualifications

Bidders must demonstrate the following:

1. Assessment Validity and Reliability

• Demonstrated evidence that the proposed screening instruments are valid and reliable for identifying students with math and reading deficiencies and characteristics of dyslexia, with preference given to externally- or independently-produced research results.

• Availability of technical documentation, including norming studies and validation research

2. Screening Administration Time

• Average time to administer the screening instrument is indicated for reading and math by grade level. Indicated administration times reflect the standard conditions under which the assessment achieves its reported validity and reliability.

3. Early Literacy and Math Expertise

• Demonstrated expertise in early literacy assessment aligned to the

Science of Reading

• Evidence that assessment measures foundational literacy skills appropriate for students in kindergarten through third grade

• Demonstrated evidence that the instrument assesses rapid automatized naming (RAN) as a discrete skill area, as required by SB 1778

• Demonstrated expertise in mathematics assessment

4. Experience with K–5 Screening at Scale

• Proven experience implementing literacy and math screening systems across multiple districts, regions, or statewide contexts

• Demonstrated ability to support universal screening and progress monitoring with frequency up to once a week while maintaining valid results

5. Data Systems and Reporting Capacity

• Ability to provide a comprehensive data management system with secure access to student-level and aggregate data

• Capability for the Oklahoma State Department of Education and the

Oklahoma Office of Educational Quality and Accountability to access, extract, and analyze data directly from the vendor system

• Student and class profiles must identify the instructional point of need and reading achievement level for each student

• Demonstrated ability to support state-configurable benchmark thresholds that can be updated annually by state administrators to reflect updated predictive models tied to OSTP performance

6. Implementation and Training Capacity

• Demonstrated ability to provide statewide training, onboarding, and ongoing support for educators and administrators

• Evidence of successful implementation support in prior engagements

7. Accessibility

• Demonstrated ability to provide valid and reliable screening for:

o Students with disabilities o English Learners

• Availability of accommodations and accessibility features

8. Organizational Capacity

• Sufficient staffing, infrastructure, and financial stability to support statewide implementation

• Identification of a qualified project lead and implementation team

9. Predictive Validity Evidence

• Evidence that the early literacy and math screening instruments can predict performance on the Oklahoma School Testing Program in grade 3.

10. Advanced Data Integration

• Ability to integrate with state or district data systems, including automated data transfer or API capabilities

11. Dyslexia Identification Alignment

• Strong alignment to dyslexia screening practices and early identification frameworks

12. Dyscalculia Identification Alignment

• Aligned to identify characteristics of dyscalculia.

2.2 Preferred Qualifications

Preference may be given to Bidders that demonstrate:

1. Ease of Use and Implementation

• Demonstrated ease of administration and clear reporting for educators

2. State-Level or Multi-State Experience

• Experience working with state agencies or large-scale implementations

3. Proposal Submission Guidelines Bidders must submit a complete proposal that addresses all requirements outlined in this Technical Response. Proposals must be clear, concise, and organized in the order listed below.

Proposals must include the following components:

Executive Summary (2 pages)

• Overview of the proposed screening instrument

• Summary of key strengths and differentiators

• Description of how the proposal aligns with statewide implementation goals

Technical Proposal (5 pages)

• Description of the screening instrument, including design and administration

• Evidence of validity and reliability

• Alignment to early literacy research and the Science of Reading

• Description of how the instrument identifies reading deficiencies and characteristics of dyslexia

• Description of how the instrument identified math deficiencies and characteristics of dyscalculia

• Description of literacy skills assessed

• Description of math skills assessed

• Access to a sandbox account

• Description of how the instrument identifies students at risk for math deficiency

• Description of how the vendor supports state-configurable annual benchmark thresholds tied to OSTP predictive performance

Deliverables and System Functionality (5 pages)

• Description of how the proposed system meets all required deliverables outlined in Section 1.4

• Description of assessment administration, reporting, and progress monitoring

• Description of diagnostic tools and instructional supports

Data and Reporting (6 pages)

• Description of the data management system

• Sample reports (student, classroom, school, and district levels)

• Description of data access for the State, including the ability to securely extract and analyze data and compatibility with state and district data systems

• Description of compliance with all applicable federal and state student data privacy laws, including the Family Educational Rights and Privacy Act (FERPA)

• Description of platform and database security protocols, including safeguards to protect against breaches of student data and information

• Sample student profile demonstrating identification of the instructional point of need and reading achievement level

• Description of the timeline and process for reporting results to teachers, administrators, and parents and legal guardians of students after each administration window

Implementation Plan (2 pages)

• Detailed timeline for implementation to include a successful rollout for the

2027-28 school year

• Training and professional development plan

• Ongoing support and technical assistance

• Description of staffing and project management approach

Vendor Qualifications and Experience (1 pages)

• Description of organizational background and experience

• Relevant past projects and references

• Resumes or qualifications of key personnel

Cost Proposal -

• Detailed pricing in accordance with Section 3

• Description of pricing structure, including any tiered or discounted rates

• Identification of any optional costs

Required Assurances (1 page)

• Assurance that all information provided is accurate and complete

• Commitment to comply with all applicable state and federal laws, including student data privacy requirements

Appendices (15 pages)

3. Proposal Submission Guidelines