1-MCSD Executive Functioning Curriculum RFP .docx

Request for Proposal (RFP) Elementary & Secondary Special Education Executive Functioning Curriculum

Introduction

Murray City School District (“MCSD” or “District”) is soliciting competitive proposals from qualified curriculum publishers and providers for a comprehensive, evidence-informed executive functioning curriculum for elementary, middle school, and high school students receiving special education services.

The selected curriculum will be implemented by special education teachers and appropriately qualified related-service providers to support the delivery of specially designed instruction (“SDI”) for students whose IEP teams have identified skill gaps in executive functioning.

The District seeks a developmentally sequenced curriculum that provides explicit instruction, modeling, guided practice, independent application, generalization, and progress monitoring in executive functioning skills affecting students’ access to, participation in, and progress in the general education curriculum.

The curriculum must demonstrate clear conceptual alignment with the executive functioning constructs measured by the Behavior Rating Inventory of Executive Function, Second Edition (“BRIEF2”). The curriculum and its progress-monitoring tools must remain distinct from the administration, scoring, or interpretation of the BRIEF2.

Background Information

MCSD provides special education and related services to eligible students across elementary and secondary settings. District special education teachers and related-service providers support students with disabilities who demonstrate skill gaps in executive functioning that adversely affect educational performance, independence, participation, or progress.

Executive functioning needs may affect a student’s ability to initiate tasks, retain and use information, regulate behavior and emotions, adjust to changes, organize materials, plan and complete assignments, monitor performance, and generalize skills across educational environments.

The District seeks a consistent, vertically aligned curriculum that may be individualized and incorporated into a student’s specially designed instruction when determined appropriate by the student’s IEP team. The curriculum may be delivered individually or in small groups and should support application across classrooms, school routines, transition activities, and other educational settings.

The selected curriculum will serve as an instructional resource. It will not independently determine special education eligibility, establish the existence of a disability, prescribe IEP goals or service minutes, replace individualized evaluation, or predetermine placement or services.

The purpose of this procurement is to obtain a curriculum that equips special education teachers and qualified related-service providers with systematic, evidence-informed instructional materials for addressing individual executive functioning needs identified through the evaluation and IEP processes.

The District’s intended outcomes include:

· Improved consistency and quality of executive functioning SDI across schools;

· Increased student independence and self-awareness;

· Improved initiation, planning, organization, flexibility, regulation, working memory, and self-monitoring;

· Increased generalization of skills across people, tasks, and educational settings; and

· Meaningful data that IEP teams can use to monitor progress and adjust instruction.

Scope of Work

The proposed curriculum shall support the delivery of specially designed instruction by allowing educators to adapt the content, methodology, or delivery of instruction to address the unique executive functioning needs of an individual student.

The curriculum shall:

1. Provide explicit, systematic instruction rather than relying solely on accommodations, reminders, worksheets, or general study-skills activities;

2. Identify prerequisite skills and provide multiple entry points based on student need rather than grade level alone;

3. Include modeling, guided practice, corrective feedback, independent practice, and planned generalization;

4. Allow providers to adjust pacing, prompting, instructional intensity, group size, examples, and response formats;

5. Include methods for gradually fading adult prompts and increasing student independence;

6. Connect skills to authentic educational demands, including classroom assignments, transitions, organization, homework, long-term projects, social problem solving, and postsecondary preparation;

7. Provide strategies that can be communicated to general education teachers, families, and other staff to support generalization without transferring responsibility for SDI away from qualified personnel; and

8. Include tools for documenting implementation and student response to instruction.

Role of related-service providers The curriculum must be suitable for use by special education teachers and by related-service providers acting within their professional scope of practice, qualifications, District assignment, and the requirements of the student’s IEP.

Offerors shall identify:

· Recommended provider qualifications;

· Required or recommended training;

· Components appropriate for different professional disciplines;

· Any clinical, assessment, or licensure limitations;

· Whether implementation requires certification from the publisher; and

· The level of supervision or coaching recommended for implementation fidelity.

IEP application requirements The curriculum should assist qualified personnel in connecting executive functioning needs identified through evaluation and present levels of academic achievement and functional performance to:

· Observable and measurable skill targets;

· Individualized instructional strategies;

· Appropriate accommodations and supports;

· Opportunities for practice and generalization; and

· Methods for measuring progress toward IEP goals.

Sample goals, objectives, and service-delivery examples may be provided as instructional resources but must be clearly identified as examples requiring individualization by the IEP team.

Progress-monitoring requirements The curriculum shall include progress-monitoring tools that qualified providers can administer at baseline and at reasonable intervals throughout instruction. The tools should permit providers and IEP teams to determine whether the student is acquiring, applying, maintaining, and generalizing the targeted executive functioning skills.

Progress-monitoring measures should include, as appropriate:

· Direct measures of curriculum-taught skills;

· Structured provider observations;

· Student self-assessment and reflection;

· Performance-based activities;

· Measures across settings or instructional tasks;

· Implementation-fidelity information; and

· Clear guidance for adjusting instruction based on results.

Curriculum-based measures shall not be represented as substitutes for the BRIEF2, a comprehensive special education evaluation, or other standardized assessment instruments.

Professional learning requirements The selected offeror shall provide professional learning that enables special education teachers and related-service providers to:

· Understand the curriculum’s executive functioning framework;

· Connect curriculum content to the BRIEF2-related constructs;

· Select lessons based on individual student needs;

· Deliver lessons as explicit and individualized SDI;

· Differentiate instruction across disability-related needs;

· Collect and interpret progress-monitoring information;

· Promote generalization while fading adult support;

· Collaborate with general education teachers and families;

· Monitor implementation fidelity; and

· Distinguish instruction, accommodation, intervention, related services, and assessment.

Proposal Requirements

The offeror warrants that all proposed student-facing materials comply with applicable Utah instructional-material laws, District policy, and Utah State Board of Education rules. The offeror shall provide complete materials for District review before implementation and shall promptly disclose any material changes made during the contract term.

Selection through this procurement does not replace any curriculum-review, instructional-material adoption, public-review, or governing-board approval required by District policy or law.

The offeror must demonstrate that the proposed curriculum is designed or readily adaptable for individualized specially designed instruction delivered by special education teachers and appropriately qualified related-service providers. A general social-emotional learning, study-skills, counseling, or classroom-management program that does not include explicit executive functioning instruction and individual progress monitoring will not satisfy this requirement.

Vendors must submit a proposal that includes the following elements:

· Cover Letter: Introduction to the vendor, company background, and summary of qualifications.

· Curriculum Description: Detailed description of the curriculum, including learning objectives, instructional design, alignment with evidence-based standards, and how the curriculum fits into the Scope of Work listed above.

· Implementation Support: Description of training, technical support, and ongoing assistance for staff.

· Timeline: Estimated timeline for implementation, training, and support.

· Cost Proposal: Detailed breakdown of costs, including curriculum materials, training, support, and any additional fees.

· References: Contact information for at least three educational clients who have successfully implemented the proposed curriculum.

Evaluation Criteria:

The evaluation committee will consist of Elementary and Secondary Curriculum Directors, Director of Special Education, and additional Stakeholders to be determined.

Proposals will be evaluated based on the following criteria:

Timeline

Proposal deadline

Review of proposals

Vendor Selection and Notification

Contract start date Thursday, November 19, 2026, 11:00 am

November 30 – December 3, 2026

Friday, December 4, 2026 (Final approval dependent upon school board)

Monday, January 4, 2027

Submission Instructions

Proposals must be received no later than 11:00 am MST on Thursday, November 19, 2026. Late proposals will not be accepted except as permitted by applicable law and District procurement policy.

Proposals shall be submitted through U3P/Bonfire platform. The proposal shall contain separate technical and cost submissions. Cost information shall not appear in the technical proposal.

All questions concerning this RFP shall be submitted in writing to Scott Taggart, Director of Support Services, sntaggart@murrayschools.org by Thursday, November 12, 2026 at 11:00am MST. Offerors may not communicate about this procurement with evaluation committee members, District employees, Board members, or consultants except through the authorized procurement process.

Material interpretations, corrections, or changes to this RFP will be issued through a written addendum. Offerors are responsible for acknowledging all addenda.

The highest scoring responsive and responsible Offeror who meets the stated RFP requirements shall be awarded the contract.

This RFP is for a one-year contract, renewable annually subject to appropriations and renewable for up to five years. MCSD reserves the right to modify the RFP. The supplier must be able to do business in the state of Utah and abide by all laws associated with required compliance such as FERPA and data privacy.

Utah law states that proposals may not be opened before the deadline and generally protects proposal contents during the evaluation process. Utah Code §63G-6a-704.

Check A

· District right to reject proposals or cancel the solicitation

· No reimbursement of proposal costs

· Public-records treatment and GRAMA

· Confidential/proprietary-information designation

· Contract terms and renewal options

· Funding and nonappropriation

· Price protection

· Insurance

· Indemnification, subject to Utah governmental-immunity limitations

· Governing law and venue

· Independent-contractor status

· Nondiscrimination

· Accessibility

· Student data privacy and security

· FERPA compliance

· Intellectual property and reproduction rights

· Background checks, if vendor staff will have student contact

· Prohibition on assignment without approval

· Subcontractor disclosure

· Records retention and audit rights

· Termination for cause and convenience

· Transition assistance at contract termination

· Warranty that materials comply with law and do not infringe copyrights

· Compliance monitoring

· Order of precedence among RFP, proposal, and final contract

· Identification of proposal exceptions image1.png