Response to Offeror Questions document.pdf

RFP #26RFP19805

Responses to Written Inquiries

Question 1: Scale & Participation: Can the State Provide estimated ranges for:

Number of participating schools per year Expected number of employer partners Anticipated student participation growth over the 3-year period

Response: The Department of Labor and Regulation (DLR) anticipates variability in participation depending on school interest and readiness. For this reason, applicants should propose scalable approaches. We anticipate growth over the 3-year period. DLR does not have predetermined numbers for employer partners or student participation and is seeking offerors’ recommendations for appropriate scaling strategies.

Question 2: Level of Effort Expectations: Can the state clarify expectations for:

Frequency and format of school coaching (e.g. onsite vs. Virtual) Typical level of engagement per participating school

Response: DLR is intentionally flexible regarding the delivery model for coaching. Offerors should propose a mix of virtual and in-person engagement that they believe will be most effective. The typical level of engagement per school may vary based on readiness, and applicants should outline how they would tailor support across different levels of need.

Question 3: Deliverables & Reporting: What level of detail is expected for:

The statewide “blueprint” deliverable Quarterly reports (narrative vs. Data-driven)

Response: The statewide “blueprint” should be practical, actionable, and aligned with industry best practices. DLR anticipates a combination of narrative explanation and structured frameworks or tools to best assist schools and businesses seeking a similar model in the future. Quarterly reports should include both narrative updates and relevant data metrics. Offerors may propose reporting formats that best reflect their approach.

Question 4: Are there required systems or platforms for data collection and reporting?

Response: At this time, DLR does not require the use of any specific data collection or reporting platform. DLR hopes to establish a communication tool in the future to track efforts and support businesses, schools, related instruction providers, students, and DLR through a future grant award. The agency looks forward to input from the awardee regarding effective data and communication systems. Offerors should describe their preferred data collection and reporting systems, ensuring they can meet DLR’s reporting requirements.

Question 5: Existing Assets & Starting Point: Can the State describe the current maturity level of:

The Start Today SD Toolkit Existing apprenticeship or employer partnerships

Response: The Start Today SD Toolkit is live and in use. Schools use it at varying levels of depth. Apprenticeship and employer partnerships exist statewide but differ widely by region and industry. DLR is seeking support to grow and strengthen these assets.

Question 6: Travel Expectations:

What is the frequency of in-person visits across participating schools and partners?

To what extent are virtual engagements acceptable?

Response: DLR is open to a service model that primarily relies on virtual coaching and engagement, provided it remains high-quality and responsive to school needs. While some in-person visits may still be beneficial, DLR does not require a set frequency of onsite travel. Offerors should propose a balanced approach, with an emphasis on virtual delivery where effective and appropriate. DLR encourages the awardee to capitalize on face-to-face time when other gatherings are taking place.

Question 7: Budget & Staffing Clarification:

Given the scope includes coaching, employer engagement, reporting, and statewide coordination, does the State expect proposals to reflect a single coordinator or a team-based delivery model?

Can the State confirm whether the $93.75/hour cap applies uniformly across all proposed roles?

Response: Offerors may propose either a single-coordinator model or a team-based model and should justify how their structure best meets the project goals. The $93.75/hour rate cap applies to all roles billed under the contract.

Question 8: Can the State confirm whether these services are currently being performed under an existing contract, and if so, whether any transition or knowledge transfer expectations should be included in the proposal? Can the State confirm whether these services are currently being performed under an existing contract, and if so, whether any transition or knowledge transfer expectations should be included in the proposal.

Response: DLR confirms that these specific services have not been performed under a previous contract. As a result, there are no formal transitions or knowledge-transfer expectations. Offerors may include reasonable onboarding or discovery activities in their proposals to ensure they are prepared to deliver the requested services effectively.

Question 9: Can project funds be used to provide incentives or mini-grants to participating high schools to support implementation of Apprenticeship Experience activities?

Response: DLR is open to the possibility of using project funds for incentives to support participating high schools; however this would depend on alignment with allowable cost guidelines and clear justification of how the proposed activities directly support Apprenticeship Experience implementation. Offerors may include this approach in their proposals, but approval will be determined by DLR during contract negotiations and is not guaranteed.

Question 10: Are funds available through this project or possibly another funding source for paid student work experiences, or would those costs need to be included within the offeror’s cost proposal and budget?

Response: DLR does not have additional funding available outside the RFP to support paid student work experiences. While schools or employers typically rely on their own funding sources or partnerships to cover student wages, there may be limited opportunities for individual students who meet eligibility requirements for the WIOA Youth program. These situations are evaluated on a case-by-case basis and cannot be guaranteed or counted on for program-wide planning. Offerors may include wage costs in their proposed budget if they believe it aligns with allowable costs and supports their model, understanding that supplemental funds from DLR are not available.

Question 11: What does a successful, sustainable, statewide apprenticeship model look like in South Dakota by Year 3?

Response: By Year 3, DLR envisions a sustainable model in which schools independently implement apprenticeship experiences with clear processes for student recruitment, placement, and credit alignment. Employer partnerships should be strong and well-established with many employers seeking to develop Registered Apprenticeships as part of their long-term workforce pipeline. A successful model will connect schools and employers effectively and expand high-quality opportunities for students across the state.

Question 12: Does DLR have target benchmarks or expectations for participating schools, students, and employer partners by year?

Response: DLR has general expectations for growth but is seeking offerors’ guidance on reasonable year-over-year targets. Proposals should include suggested benchmarks aligned with the offeror’s implementation model.

Question 13: Can the State provide insight into the most common barriers schools face when implementing apprenticeship or work-based learning programs, such as scheduling, staffing capacity, funding, transportation, or credit alignment challenges?

Response: Schools in South Dakota experience several recurring barriers when implementing apprenticeship or workbased learning programs. Many schools have limited staffing capacity, including challenges identifying a teacher or a coordinator who can manage the program. Schools also face difficulties scheduling enough time within the school day for students to complete apprenticeship hours, and aligning those hours with academic credit can be complex. Funding constraints, particularly for coordination or transportation, can further limit expansion. Another significant barrier is the challenge of finding and securing employer partners, especially in rural areas where options may be limited. DLR is seeking offerors who can help schools navigate these challenges with practical strategies and supportive tools.

Question 14: Can the Start Today SD Toolkit be flexibly utilized based on varying school readiness and implementation capacity levels? If so, does the State have examples or guidance on how schools at different stages of readiness have effectively used the Toolkit?

Response: Yes. The Start Today SD Toolkit is intended to be a flexible resource that schools may use based on their individual readiness and implementation capacity. The Toolkit provides guidance and materials to support apprenticeship planning, but it is not a prescribed curriculum or required sequence. Schools use the toolkit in different ways depending on their needs, and DLR encourages offerors to propose approaches that help schools apply the Toolkit effectively at any stage of readiness.

Question 15: Which industries and employers should be prioritized based on workforce demand and career clusters?

Response: DLR encourages alignment with high-demand industries in South Dakota, including healthcare, manufacturing, agriculture, and Cyber/It. Offerors may propose additional industry priorities based on regional data and employer needs. Resources:

https://sdgoed.com/key-industries/ https://dlr.sd.gov/lmic/menu_hot_careers.aspx

Question 16: Is DLR aware of any funding sources schools can utilize or braid together to sustain programs after the contract ends?

Response: Schools may explore multiple funding sources such as Perkins V, WIOA, local industry or employer partnerships, State Career and Technical Education grants, local education foundation or community foundations, private or philanthropic grants, local business, chamber of commerce, or economic development grants. Offerors may propose additional sustainability strategies or potential funding streams.