ATTACHMENT A
P16-042 Dyslexia Program and Interventions Grade K-2/3
The following describes the scope of service and performance requirements that the selected Vendors will be expected to perform and/or
provide. Please indicate (Y/N) for each requirement, if your firm meets or is willing to meet the requirement. Please describe in detail how
your firm satisfies each of the following requirements, being sure to include examples and screenshots, whenever possible, to demonstrate
your firm's ability to meet the requirements. Failure to respond to any requirement will result in a lower evaluation score.
Criteria
Evidence Based
Research/Validity
Essential Elements in Scope and
Sequence
Requirement
Curriculum is based on findings of
the National Reading Panel
(NICHD,2000)
Curriculum demonstrates
evidence of reliability and validity
for heterogeneous student
samples as well as homogeneous
sub-populations.
Phonemic Awareness – curriculum
provides instruction and practice
that enables student to detect,
segment, blend, and manipulate
sounds in spoken language.
Graphophonemic Knowledge
(Phonics )- Curriculum focused on
the alphabetic principle. Students
are taught that words that carry
meaning are made of sounds and
sounds are written with letters in
the right order. Students practice
blending sounds to make words
and separating words into sounds
for spelling and writing.
Vocabulary- curriculum provides
explicit vocabulary instruction and
Yes/No Response
morphology instruction.
Fluency- curriculum provides
fluency practice at the letter
name, sound, word, phrase,
sentence and discourse level
Comprehension – curriculum
provides opportunities for
language and background
knowledge development and the
use of appropriate
comprehension strategies
Explicit/Systematic/Multisensory Explicit-instruction is direct and
demonstrated by the teacher one
language and print concept at a
time
Error Correction and Feedback
Consumables for student
practice(Guided and
Independent Practice)
Systematic- the organization of
the material follows the order of
the language. The sequence
begins with the easiest concepts
and progress methodically to
more difficult concepts.
Multisensory- Students are
actively engaged in learning
language concepts using their
hands, arms, mouths, eyes, and
whole bodies
Specific error correction
procedures are provided.
Student materials include a
variety of texts including
decodable readers, challenge
readers, and workbooks for
practice.
Training Materials and /or PD
resources
Diagnostics ( placement,
assessments, and progress
monitoring)
The curriculum provides quick
start guides.
The system provides videos for
support of implementation and
scoring
The system provides capacity to
build trainer of trainer
opportunities
The curriculum provides
suggestions for flexible
homogeneous grouping based on
the results of the assessment.
The progress monitoring
instrument is aligned to
intervention in support of RtI
The progress monitoring
instrument is a tool that is reliable
and valid
The progress monitoring
instrument identifies students not
demonstrating progress or making
adequate progress
The progress monitoring
instrument administration is brief.
Technology
The progress monitoring
instrument supports repeated
measures but different forms (one
per week)
The progress monitoring
instrument addresses the
components of reading including
early reading fluency
The system is fully functional on
both Macintosh and PC operating
systems
The system is web-based.
The system is accessible via
industry standard browsers
including the current versions of
Internet Explorer, Safari, and
Firefox
The system meets all FERPA and
HIPAA security requirements