1-RFP CCSD-10526 Math 6-8 Curriculum Adoption SY25-26.docx (2).pdf

REQUEST FOR PROPOSAL

SECONDARY MATH CURRICULUM/TEXTBOOK ADOPTION (6-8)

Solicitation #CCSD-10526

This Request for Proposals (RFP), having been determined to be the appropriate procurement method to provide the best value to the Cache County School District (“CCSD” or “District”).

The RFP is designed to provide interested offerors with sufficient basic information to submit proposals meeting minimum requirements but is not intended to limit a proposal's content or exclude any relevant or essential data. Offerors are at liberty and are encouraged to expand upon the specifications to evidence service capability under any agreement.

From the issue date of this RFP until an Offeror is awarded a contract and the award is published, offerors are prohibited from any communication regarding this RFP with the RFP evaluation committee members, CCSD Board of Education members, CCSD employees, or associated individuals. Failure to comply with this requirement may result in disqualification.

This RFP is issued in accordance with State of Utah Procurement Code, Utah Code Annotated (UCA) Chapter 63G-6a, and applicable Rules found in the Utah Administrative Code (UAC). If any provision of this RFP conflicts with the UCA or UAC, the UCA or UAC will take precedence.

I. PURPOSE OF REQUEST FOR PROPOSAL (RFP)

Cache County School District (CCSD) is seeking to adopt a comprehensive Secondary Mathematics curriculum for grades 6-8 for our 4 middle schools. The goal in this adoption cycle is to provide up-to-date, research-based, relevant, and appropriate materials that will effectively support teaching and learning practices in our secondary classrooms and also offer teachers and all students greater access to relevant digital resources/tools.

Moreover, through the curriculum adoption process, the District aims to advance the Board of Education’s mission, vision, and values by:

1. Focusing on Students: Ensuring the curriculum provides a student-focused, equitable, and well-rounded experience that challenges and engages all learners in a safe and nurturing environment.

2. Building Community: Fostering collaboration among students, educators, families, and the wider community by offering resources that support shared learning goals and meaningful relationships.

3. Developing Character: Providing content and instructional resources that encourage the development of strong character, ethics, and integrity.

4. Striving for Excellence: Implementing a curriculum that supports measurable growth, progress, and achievement, and promotes a culture of excellence and lifelong learning for all students.

The purpose of the RFP is to solicit complete proposals in accordance with the Proposal Response Format listed in the RFP from agencies with expertise in providing high-quality, standards-aligned primary curricular resources for large public-school districts. The selection and implementation of a primary curriculum is a complex process as it will serve a broad range of stakeholders. Therefore, experience with successful management of similar projects is integral to this project’s success.

This RFP is designed to provide interested parties with sufficient basic information to submit proposals meeting minimum requirements, but it is not intended to limit a proposal’s content or exclude any relevant or essential information. Respondents are at liberty and are encouraged to expand upon the specifications as to provide further evidence of service capability under any proposed agreement. Proposals will be evaluated against the requirements in this RFP; some requirements will be scored and some will be evaluated on a pass/fail basis, as described in the Proposed Evaluation section. Emphasis will be placed on alignment to the Utah State Board of Education Core Standards (USBE) for Secondary Mathematics, research/evidence base for instructional strategies/resources, quality of supporting texts, support for improved mathematical practices, integration of other content areas, complimentary digital resources, data privacy, set-up costs, initial training, and ongoing support.

CCSD reserves the right to reject all proposals or waive any non-statutory informality. CCSD further reserves the right to make the contract award deemed by the CCSD Board of Education to be in the best interest of the district regardless of the selection committee’s evaluation and scoring. The Board's decision to accept or reject the contract will be final. Upon completion of the curriculum adoption process and selection, CCSD will assume ownership of all materials provided as part of the proposal and will assume full responsibility for student record management in all related digital systems.

Respondents are strongly encouraged to carefully read the entire request for proposal. It is anticipated that this RFP will result in a contract award to a single contractor.

CCSD will not be liable for any costs proposers may incur in the preparation or presentation of this proposal.

II. BACKGROUND

CCSD has a 6-8 grade student enrollment of approximately 4,559 students. The CCSD currently operates 3 middle schools, opening two additional middle schools and transferring one of the current middle schools to an elementary school for the 26-27 school year for a total of 4 middle schools. CCSD has approximately 36 math teachers in grades 6-8, with approximately 12 teachers at each grade level. CCSD offices are located at 84 E 2400 N, North Logan, UT 84332.

III. ISSUING OFFICE AND RFP REFERENCE NUMBER

The District’s Purchasing Department is the issuing office for this document and all subsequent addenda relating to it, on behalf of the CCSD Teaching and Learning Department. The reference number for the transaction is

Solicitation #CCSD-10526. This number must be referred to on all proposals, correspondence, and documentation relating to the RFP.

NOTICE: Wherever the term bid, bidder, bidding or quote appears in this solicitation or reference is made to a bid, bidder, bidding, or quote, it shall be interpreted to mean offeror, as defined in 63G-6a-103(53). RFP, or Request for Proposals, as defined in 63G-6a-103(72) and the procurement shall be conducted subject to the provisions of 63G-6a-701-707.5.

IV. LENGTH OF CONTRACT

The Contract resulting from this RFP will be for a period of five (5) years. The contract may be renewed on an annual basis for up to five (5) additional years if agreed upon by both parties.

CCSD reserves the right to review contract(s) on a regular basis regarding performance and cost analysis and may negotiate price and service elements during the terms of the contract.

V. TERMINATION RIGHTS

Any agreement resulting from this RFP may be terminated, without cause, or for any reason, by CCSD upon ninety (90) days written notice to the Contractor, without prejudice to any other right or remedy the CCSD may have. Failure of the Contractor to adhere to any of the performance requirements of any agreement resulting from this RFP shall be cause for immediate termination. Any agreement resulting from this RFP may be terminated for any reason by the Contractor upon ninety (90) days written notice to CCSD.

Termination for cause may include, but is not limited to, failure to perform services in accordance with contract terms, failure to adhere to established laws, through no fault of CCSD. If, through any cause, the Contractor shall fail to fulfill in a timely and proper manner its obligations under this contract, or if the Contractor shall violate any of the covenants or agreements thereof, CCSD may, upon written notice to the Contractor, terminate the right of the Contractor to proceed under this contract with such part or parts thereof as to which there has been a default, and may hold the Contractor liable for any damages caused by reason of such default and termination.

VI. PRICE GUARANTEE PERIOD

All pricing must be guaranteed for the entire term of the contract.

VII. STANDARD CONTRACT TERMS AND CONDITIONS

Any contract resulting from this RFP will include but not be limited to the District’s Standard Terms and Conditions (see Attachment A) and the FERPA Student Level Data Protection Standard Terms and Conditions (see Attachment B). Exceptions and or additions to the Terms and Conditions are strongly discouraged.

Exceptions and additions to the Terms and Conditions must be submitted with the proposal response.

Exceptions, additions, service level agreements, etc. submitted after the date and time for receipt of proposals will not be considered. Website URLs, or information on website URLs must not be requested in the RFP document and must not be submitted with a proposal. URLs provided with a proposal may result in that proposal being rejected as non-responsive. URLs are also prohibited from any language included in the final contract document. This restriction does not apply to District-provided links included in this RFP (e.g., U3P submission portal or state guidance) or to URLs for the digital access codes provided with the proposal.

The District retains the right to refuse to negotiate on exceptions should the exceptions be excessive or not in the best interest of the District. Negotiations could result in excessive costs to the District or could adversely impact existing time constraints.

If negotiations are required, the contractor must provide all documents in MS Word format for redline editing.

The contractor must provide the name, contact information, and access to the person(s) that will be directly involved in legal negotiations.

VIII. ELIGIBILITY REQUIREMENT-USBE RECOMMENDED INSTRUCTIONAL MATERIALS

To be eligible for consideration under this Request for Proposals, all offerors must be identified as “Recommended Primary” for grades 6–8 mathematics in the Utah State Board of Education (USBE) Recommended Instructional Materials System (RIMS) at the time of proposal submission.

Offerors shall provide documentation verifying their “Recommended Primary” status in the USBE RIMS database as part of the Technical Proposal. Documentation may include a screenshot or official confirmation from the USBE RIMS system clearly identifying the product name, grade levels, subject area, and recommendation status.

Proposals submitted by offerors that are not listed as “Recommended Primary” in the USBE RIMS database for the applicable grade levels and subject area will be deemed non-responsive and will not be evaluated further.

IX. DETAILED SCOPE OF WORK

The desired outcome for this adoption cycle is to provide up-to-date, research-based, relevant, and appropriate materials that will effectively support teaching and learning practices in our middle school classrooms and will offer all teachers and students greater access to relevant digital resources/tools.

The following list of requirements, although extensive, is not exhaustive and is intended to provide interested parties with sufficient basic information to submit proposals meeting minimum requirements but is not intended to limit a proposal’s content or exclude any relevant or essential information. Moreover, the Committee members will be expected to use their knowledge of CCSD’s learning communities’ needs and classroom requirements as they evaluate the curricular resources in relation to the selection criteria.

Curricular/Design Requirements - Tab 2

1. Utah Core Standards for Secondary Mathematics Alignment

● Instructional materials in all formats, including digital and online materials, are required to be accompanied by documentation of alignment to the P12 draft Utah Core Standards for Secondary Mathematics. All items should be aligned by page number, URL or section, and sent in a pdf file as part of the submitted proposal. These documents should be formatted in such a way that reviewers may easily scrutinize alignments during the course of the evaluation meetings.

● Publishers are allowed to enlist an independent reviewer to prepare the alignments.

● Credentials for the aligners must also be included with the submitted alignments.

● Curriculum materials must have a clear and documented research base.

2. Secondary Mathematics Curricula

a. Criteria for Text Selection Mathematical Content and Emphasis

● The mathematics is aligned to the learning expectations of the draft P-12 Utah Core Standards for Secondary Mathematics, including the mathematical skills.

● Objectives in instructional materials are clearly stated with measurable outcomes.

● Materials lead students to develop conceptual understanding, procedural skills, fluency (accuracy, flexibility, efficiency), and application.

● Materials must demonstrate authentic connections between content standards and mathematical skills.

● Materials are developmentally appropriate with a balance of number sense and skill development, conceptual understanding, and mathematical processes.

● Information is mathematically accurate, represents current research in mathematics, and includes real-world applications.

● Materials provide scaffolding for teachers to facilitate student mathematical discourse and inquiry-based learning.

https://drive.google.com/file/d/1jyqeBksOUzc0E3YesFmSEFohWS3keh99/view?usp=drive_link https://drive.google.com/file/d/1jyqeBksOUzc0E3YesFmSEFohWS3keh99/view?usp=drive_link https://drive.google.com/file/d/1jyqeBksOUzc0E3YesFmSEFohWS3keh99/view?usp=drive_link

● Contextual problems engage students and, where appropriate, give rise to mathematical ideas.

● Materials maintain high rigorous expectations for all students.

● Materials have targeted and comprehensive interventions and extensions.

● Materials have a wide range of activities to accommodate various developmental levels at a reasonable pace and depth of coverage.

● Materials facilitate a wide range of teacher and student activities that reflect various modalities and individual needs of students.

● Material includes a wide variety of pedagogical strategies for flexible grouping and instruction.

● Materials regularly and systematically build in the time, resources, and suggestions required for adapting instruction to allow teachers to guide all students to meet grade-level standards (e.g., alternative teaching approaches, pacing, instructional delivery options, suggestions for addressing common student difficulties, remediation strategies).

● Materials provide opportunities for students to learn and show proficiency in multiple modalities.

● Materials provide ample opportunities for students to engage with modeling problems.

● Materials explicitly attend to the specialized language of mathematics and include mathematical models.

● Materials contain support for parents/families.

b. Physical Qualities

● Materials are available in electronic and hard copy formats and are not consumable.

● Materials include opportunities for hands-on interaction.

● Materials are presented in a way that is easy to read and implement.

● All materials can be easily updated and adapted to match the core standards without additional costs.

● Mathematical representations in diagrams, graphs, and tables are accurate and labeled correctly.

● Layout is consistent; chapters/units are arranged logically; and allow access through multiple modalities.

● Materials are easy to navigate and provide a useful table of contents, glossary, supplemental pages, and index.

c. Student Materials

● Materials contain examples, explanations, and/or online resources, with interactive format available.

● Materials should include a balance of hands-on activities, inquiry lessons, direct concept lessons, process skills instruction, and application.

● Materials are developmentally appropriate and engaging to students.

● Materials are free from bias in their portrayal of ethnic groups, gender, age, disabilities, cultures, religion, political affiliation, etc.

● Materials contain accommodations for students at different skill levels, multilingual learners, and cultural diversity.

d. Key Criteria for Questions and Tasks

● Scaffolds enable all students to experience rather than avoid the complexity of mathematics, software tools, curricula, and other resources designed to help students learn.

● Designed for whole-group, small-group, and individual instruction cultivates student responsibility and independence.

● Questions and tasks promote 21st-Century skills (i.e., critical thinking, problem solving, creativity and innovation, collaboration, communication, self-direction, visual learning, data and information literacy, and global and cultural awareness) as learning standards for all students across all levels.

● Tasks and assessments of student learning are designed to provide evidence of students’ proficiency in the content and mathematical skills standards.

● Teacher materials include anticipated student thinking and common misconceptions, as well as suggestions for teacher responses to anticipated correct and incorrect student thinking.

3. Multilingual Learners

● Materials provide appropriate levels and types of scaffolding, differentiation, intervention, and support for a broad range of learners with gradual removal of supports, when needed, to allow students to demonstrate their mathematical understanding independently.

● Materials should make it possible for students to learn math vocabulary using student-friendly definitions.

● Support for Multilingual Learners and other special populations is thoughtful and helps those students meet the same standards as all other students. The language in which problems are posed is carefully considered.

● Design of lessons attends to the needs of a variety of learners (e.g., using multiple representations, deconstructing/reconstructing the language of problems, suggestions for addressing common student difficulties).

● Materials are available in Spanish, as well as other languages, and/or can be edited for translation.

4. Digital Curricula & Resources

● Print materials use multimedia and technology to deepen mathematical understanding.

● Robust and dynamic selection of relevant digital resources available.

● Engage students in meaningful learning experiences using innovative and exciting online content and visual representations.

● Digital diagnostic assessments are available to help meet individual student needs and differentiation in the classroom.

● Teachers have online access to all grade levels 6-8.

● Digital resources enhance and/or extend classroom instructional practices.

● Digital resources provide access to individualized, applicable, and cost-effective curricular materials using vast stores of available digital content.

● Ability for the building administrator and class teacher to manipulate the curriculum offered.

● Digital tools regularly and systematically offer assessment opportunities that genuinely measure progress, as well as proficiency of grade-level standards.

● Digital assessment items dynamically regenerate problem sets, ensuring that each student receives unique values within the same problem type. This feature must be available for both practice and assessments to promote academic integrity and discourage answer-sharing.

● Digital curriculum can be adjusted to provide personalized learning opportunities.

● Digital textbook resources can easily be viewed online, downloaded, and printed.

● Digital practice provides targeted and specific feedback to students and teachers.

● Digital materials are available in other languages and/or can be edited for translation.

Digital/IT Requirements - Tab 3 Reviewed in Stage 1 Only as Pass/Fail

IT Pass/Fail Rubric provided as Attachment E

1. Usability

● User-friendly access (e.g., Single Sign-On) and account provisioning/access management (Active

Directory Integration, LDAP, SAML, Clever).

● Seamless integration with Canvas.

● Digital resources/tools should be compatible with the CCSD’s student information system.

● Digital resources/tools must be web-based and device-agnostic.

● Administrators can easily manage school, teacher, and student accounts (i.e., delete accounts, change usernames, move schools, be assigned to more than one school).

● Please include technical support contact information so CCSD can determine specific compatibility.

2. Student Data Privacy

● All digital/electronic/online resources and tools meet all Federal and State student data privacy requirements. Information about Federal and State requirements can be accessed by following the link:

https://schools.utah.gov/studentdataprivacy

Professional/Service Requirements - Tab 4

Reviewed in Stage 1 Only

1. Training, Service and Support

● Agency has knowledgeable and capable curriculum deployment/implementation specialists who will guide our district employees through the implementation process.

● Agency provides reasonably detailed trainings for teachers and administrators.

● Agency’s customer support is available 24/7 via phone, email, or online support portal with a guaranteed response of one business day after receiving notice of issue.

● Agency offers initial on-site training, training of trainers, and refresher trainings as necessary.

● Digital resources/tools guaranteed accessibility at all times, unless notified.

● Digital resources/tools guaranteed uptime bug fixing policy.

● Agency has knowledgeable client support staff who are available to personally take calls and provide immediate assistance.

● Agency offers an online client community that provides collaboration and communication opportunities for sharing ideas, information, best practices, and other resources.

● Agency provides webinars, instruction videos, and online resources to provide teachers support in implementing the curriculum.

● Agency provides additional support/training when changes are made to the user interface.

● Training for Teachers:

○ Half day in-person or virtual training for pilot teachers in the spring 2026.

○ Comprehensive half-day training for all teachers in August 2026, with enough trainers for each grade level.

○ Facilitated online training (live and ongoing)

○ Online modules or webinars to be accessed at any time

○ Other dates to be determined based on teachers’ needs

2. Evidence of Performance

● Agency has a broad client base of districts of various sizes, with different requirements and unique needs.

● Agency exhibits a strong, steady client retention rate within the K-12 public school market that proves its success in providing high levels of value and service to its clients.

● Service provider can present multiple references from districts of similar size and requirements as CCSD.

● Provide the names of any other school districts and grade levels in the State of Utah using these materials. Also provide the time frames in which this curriculum was utilized https://schools.utah.gov/studentdataprivacy

X. ANTICIPATED SOLICITATION TIMELINE

Event Date Release RFP January 5, 2026

Questions Deadline January 20, 2026 - 4:00pm (MDT)

RFP Due January 26, 2026 - 1:00pm (MDT) Evaluation Period January 27, 2026 - February 10, 2026 Vendor Presentations (if needed) *reserve date* February 18, 2026 Final Committee Evaluation Made February 27, 2026 Public Comment Period March 2 - 27, 2026 Board of Education Award of Contract April 23, 2026 Contract Negotiations/Creation April 24, 2026

XI. QUESTIONS

All questions, or clarifications regarding the solicitation shall be submitted through the Utah Public Procurement Place (U3P). https://utah.bonfirehub.com/portal/?tab=openOpportunities and are subject to the deadline for submitting questions before January 20, 2026, 4:00pm (MDT).

It is the responsibility of each respondent to ensure that its submission includes the information requested in any addenda. If any proposer detects any discrepancy, conflict or other error in these documents, they shall notify in writing through the (U3P) website and request clarification or modification of the RFP documents. Clarifications, interpretations, and answers will be posted on (U3P) and are considered addenda to the original request. The final date for issuance of the addenda will be five (5) days prior to the due date of the proposal. Proposers are cautioned not to consider verbal modifications and are responsible for checking back periodically (U3P) for any addenda.

In the event that it becomes necessary for CCSD to revise any part of the RFP, an addenda will be added through (U3P).

XII. PROPOSAL RESPONSE FORMAT

All proposals must include a technical proposal and cost proposal. Formats for both documents follow:

A. Technical Proposal Format

Hard copies are to be tabbed by section

Tab 1. Executive Summary The one or two page executive summary is to briefly describe the offeror's proposal. This summary should highlight the major features of the proposal. It must indicate any requirements that cannot be met by the offeror. The reader should be able to determine the essence of the proposal by reading the executive summary. Protected information requests should be identified in this section.

The executive summary shall include the name, title, email address, and phone number of the offeror’s designated point of contact who is authorized to respond to questions and requests for clarification during the proposal review process.

Tabs 2- 4 Detailed Response for Scope of Work A complete narrative of the offeror's assessment of the work to be performed, the offeror’s ability and approach, and the resources necessary to fulfill the requirements. This should demonstrate the offeror's https://utah.bonfirehub.com/portal/?tab=openOpportunities understanding of the desired overall performance expectations. Clearly indicate any options or alternatives proposed.

A specific point-by-point response, in the order listed, to each requirement in the RFP

This section should constitute the major portion of the proposal and must contain at least the following information:

Tab 2 Curricular/Design Requirements, sections 1 - 4

1. Utah Core Standards for Secondary Mathematics Alignment

2. Secondary Mathematics Curricula

3. Multilingual Learners

4. Digital Curricula/Resources

Tab 3 Digital/IT Requirements, sections 1 -2 (PASS/FAIL)

1. Usability

2. Student Data Privacy

Tab 4 Professional/Services Requirements, sections 1 -2

1. Training, Service and Support

2. Evidence of Performance

Tab 5. Protected Information

The Government Records Access and Management Act (GRAMA), Utah Code Ann., Subsection 63G-2-305, provides in part that:

the following records are protected if properly classified by a government entity:

(1) trade secrets as defined in Section 13-24-2 if the person submitting the trade secret has provided the governmental entity with the information specified in Section 63G-2-309;

(2) commercial information or non-individual financial information obtained from a person if:

(a) disclosure of the information could reasonably be expected to result in unfair competitive injury to the person submitting the information or would impair the ability of the governmental entity to obtain necessary information in the future;

(b) the person submitting the information has a greater interest in prohibiting access than the public in obtaining access; and

(c the person submitting the information has provided the governmental entity with the information specified in Section 63G-2-309

(6) records, the disclosure of which would impair governmental procurement proceedings or give an unfair advantage to any person proposing to enter into a contract or agreement with a governmental entity, except, subject to Subsections

(1) and (2), that this Subsection (6) does not restrict the right of a person to have access to, after the contract or grant has been awarded and signed by all parties:

(a) a bid proposal, application, or other information submitted to or by a governmental entity in response to:

(ii) a request for proposals . . .

GRAMA provides that trade secrets, commercial information or non-individual financial information may be protected by submitting a Claim of Business Confidentiality.

To protect information under a Claim of Business Confidentiality, the offeror must: provide a written Claim of Business Confidentiality at the time the information (proposal) is provided to the district and include a concise statement of reasons supporting the claim of business confidentiality (Subsection 63G-2-309.

A Claim of Business Confidentiality may be appropriate for information such as client lists and non-public financial statements. Pricing and service elements may not be protected. An entire proposal may not be protected under a Claim of Business Confidentiality. The claim of business confidentiality must be submitted with your proposal on the form which may be accessed at:

http://purchasing.utah.gov/wp-content/uploads/confidentialityclaimform.doc

An entire proposal cannot be identified as “PROTECTED”, “CONFIDENTIAL” or “PROPRIETARY” and may be considered non-responsive if marked as such.

To ensure the information is protected, you must include all protected information in Tab 5 of the proposal response. Any protected information incorporated in other sections of the proposal response may result in release of data at no fault of the District.

All materials submitted become the property of CCSD. Materials may be evaluated by anyone designated by the District as part of the proposal evaluation committee. Materials submitted may be returned only at the District’s option.

B. Cost Proposal Format

The proposal must be set forth in such a way that it will allow the merits of the proposal to be evaluated in conjunction with applicable cost. Please review the Best and Final Offers section below to ensure you properly submit your cost proposal.

XIII. SUBMITTING YOUR PROPOSAL

All submitted proposals will consist of a technical proposal and a cost proposal. These documents must be separate from each other.

Both Technical and Cost Proposals must be received by the posted due date of January 26, 2026, no later than 1:00 pm (MDT). Proposals received after the deadline will be late and ineligible for consideration.

The technical proposal shall be in hard copy format, one (1) original and four (4) identical copies are required.

When submitting your proposal, please allow sufficient time for delivery. The proposal should be sealed and labeled as.

Cache County School District Purchasing Department

TECHNICAL PROPOSAL

Secondary Math 6-8 Solicitation #CCSD-10526 Attn: Karma Leatham

84 E 2400 N North Logan, UT 84341 http://purchasing.utah.gov/wp-content/uploads/confidentialityclaimform.doc

Additional Required Submission Materials

Fifteen (15) digital access codes providing full student and teacher access for evaluation purposes.

One (1) of each grade level 6-8 kits, to include; teacher edition, student edition, and all ancillary materials.

*Materials received after the deadline will be late and ineligible for consideration.

Cost will be evaluated independent from the technical proposal, and as such, is to be submitted separate from the technical proposal. Failure to submit cost separately may result in your proposal being determined non-responsive. Inclusion of any cost or pricing data within the technical proposal may also result in your proposal being determined non-responsive.

The cost proposal (Attachment D) shall be in hard copy format, one (1) original required. When submitting your proposal, please allow sufficient time for delivery. The proposal should be sealed and labeled as.

Cache County School District

Purchasing Department

COST PROPOSAL

Secondary Math 6-8 Solicitation #CCSD-10526 Attn: Karma Leatham

84 E. 2400 N North Logan, UT 84341

NOTICE: By submitting a proposal in response to this RFP, the offeror is acknowledging that the requirements, scope of work, and the evaluation process, outlined in the RFP are fair, equitable, not unduly restrictive, understood and agreed to. Any exceptions to the content of the RFP must be protested to the purchasing agent prior to the closing date and time for submission of the proposal.

XIV. PROPOSAL EVALUATION

The evaluation of proposals will be conducted using a multi-stage review process to ensure efficiency, consistency, and fairness.

Stage 1: An Initial Review Committee, composed of district staff with appropriate instructional, administrative, and technical expertise, will review all submitted proposals for responsiveness and alignment with the requirements and evaluation criteria outlined in this RFP.

As part of this initial review, District Information Technology (IT) staff will evaluate each proposal’s Technology, Integration, and Student Data Privacy requirements on a PASS/FAIL basis to determine minimum technical viability for implementation within CCSD systems.

Any proposal that fails to meet the District’s minimum Technology, Integration, or Student Data Privacy requirements may be deemed non-responsive and eliminated from further consideration, regardless of scores in other evaluation areas.

Proposals that meet all minimum technical requirements will be scored by the Initial Review Committee, and the committee will identify a shortlist of up to two (2) highest-scoring offerors for further consideration.

Stage 2: The Secondary Mathematics Curriculum Adoption Committee is composed of highly qualified teachers, district content specialists, school administrators, and parents. To ensure diverse and representative evaluations, the committee includes members from various schools, grade levels, and backgrounds. This committee will review only the shortlisted proposals identified by the Initial Review Committee.

Members of the Secondary Mathematics Curriculum Adoption Committee will conduct an in-depth review of the shortlisted instructional materials and digital instructional resources in accordance with the Curricular/Design Requirements (Tab 2) and may participate in oral presentations and product discussions, if conducted. As part of its deliberations, the committee will also review the Stage 1 evaluation results related to the Professional/Service Requirements (Tab 4) to inform its final recommendation; however, no additional scoring of Professional/Service Requirements will occur during Stage 2.

Following its review, the Secondary Mathematics Curriculum Adoption Committee will submit a final recommendation to the CCSD Board of Education for consideration.

This structured, multi-level evaluation process ensures that all offerors are evaluated equitably and consistently while allowing for a focused, rigorous review of finalist proposals prior to final selection.

The committee will evaluate proposals against the following weighted criteria. Each area of the evaluation criteria must be addressed in detail in the proposal. All proposals in response to this RFP will be evaluated in a manner consistent with the Utah Procurement Code, rules, policies and the evaluation criteria established in the RFP. The committee’s scoring sheet has been provided as Attachment C.

WEIGHT EVALUATION CRITERIA

30% Cost

60% Curricular/Design Requirements

10% Professional/Service Requirements

Understandability and comprehensiveness of information supplied in this RFP will affect the evaluation of the above criteria.

XV. ORAL PRESENTATION AND PRODUCT DISCUSSION WITH OFFERS

An oral presentation by an offeror to clarify a proposal may be required at the sole discretion of the District.

However, the District may award a contract based on the initial proposals received without discussion with the Offeror. If oral presentations are required, they will be scheduled after the submission of proposals. Oral Presentation and Product Discussion Presentations will be made at the offeror's expense.

XVI. SHORTLIST

Only offerors meeting the minimum technical threshold will be eligible for an oral presentation and product discussion, if the District determines that presentations are needed.

To be eligible, an offeror must have a total score of no less than a three (3) in any of the stated criteria below.

Vendors with a score lower than a three (3) will not be considered further in the evaluation. Among eligible offerors, the District will invite up to two (2) of the highest-ranked offerors to prepare a presentation and or provide additional information prior to the final selection. Eligible offerors will receive an email invitation with presentation instructions and any requests for additional information. PLEASE TAKE NOTE OF ANTICIPATED

TIMELINE SCHEDULE .

Curricular/Design Requirements Shortlist Criteria

● The mathematics is aligned to the learning expectations of the P12 draft Utah Core Standards for Secondary Mathematics Core, including the mathematical skills.

● Materials lead students to develop conceptual understanding, procedural skills, fluency (accuracy, flexibility, efficiency), and application.

● Materials provide scaffolding for teachers to facilitate student mathematical discourse and inquiry-based learning.

● Materials maintain high, rigorous expectations for all students.

● Materials have targeted and comprehensive interventions and extensions.

● Materials facilitate a wide range of teacher and student activities that reflect various modalities and individual needs of students.

● Materials regularly and systematically build in the time, resources, and suggestions required for adapting instruction to allow teachers to guide all students to meet grade-level standards (e.g., alternative teaching approaches, pacing, instructional delivery options, suggestions for addressing common student difficulties, remediation strategies).

● All materials can be easily updated and adapted to match the core standards without additional costs.

● Materials should include a balance of hands-on activities, inquiry lessons, direct concept lessons, explicit skills instruction, and application.

● Materials are developmentally appropriate and engaging to students.

● Materials contain accommodations for students at different skill levels, multilingual learners, and cultural diversity.

● Tasks and assessments of student learning are designed to provide evidence of students’ proficiency in the content and mathematical practice standards.

● Materials are available in Spanish, as well as other languages, and/or can be edited for translation.

● Digital tools regularly and systematically offer assessment opportunities that genuinely measure progress, as well as proficiency of grade-level standards.

● Digital practice provides targeted and specific feedback to students and teachers.

● Agency provides reasonably detailed trainings for teachers and administrators.

● Agency has knowledgeable client support staff who are available to personally take calls and provide immediate assistance.

● Materials are available in electronic and hard copy formats and are not consumable.

● Materials are presented in a way that is easy to read and implement.

● Materials are easy to navigate and provide a useful table of contents, glossary, supplemental pages, and index.

XVII. BEST AND FINAL OFFERS

Vendors should offer their best offer in the original technical and cost proposals. The use of a Best and Final Offer process is regulated by Utah Code 63G-6a-707.5 and will only be used if:

a. no single proposal adequately addresses all the specifications stated in the request for proposals;

a. all proposals are unclear or deficient in one or more respects;

b. all cost proposals exceed the identified budget or the procurement unit's available funding; or

c. two or more proposals receive an identical evaluation score that is the highest score.

It is important to understand this so as not to anticipate that a best and final process will allow for a vendor to “sharpen their pencil” in a subsequent phase.

XVIII. AWARD OF CONTRACT

Award shall be made to the offeror whose proposal is the most advantageous to the District taking into consideration price and the other evaluation factors set forth in this request for proposals.

The District reserves the right to award the contract(s) to a technically qualified lower cost offeror(s) in the event the high scoring offer is determined to not be the best value offered to the District, based on a cost benefit analysis.