1-WK2663-TCSE-TeachTown Curriculum Program for Special Education Sole Source Document.pdf

Department/School Contact Information Department/Division Name: Teaching and Learning

Contact Person and Title: Tiffany Hall, Executive Director

E-mail Address: Tiffany.Hall@slcschools.org Telephone Number: 801-578-8406 Does the requestor or anyone at the requesting department/school have any personal, financial, or fiduciary relationship with the proposed vendor? No

Item or Service

Description of procurement item to be purchased: K-12 comprehensive curriculum program aligned to DLM

Estimated value of the contract/purchase order: $234,600 Y1 / approx.$71,500 Y2-5

Freight Cost (F.O.B. Destination, Freight Prepaid): $6,000 Y1 / approx. $1,800 Y2-5

Contract

1. Insert requested term of contract: 5 and renewal options: 5 (The standard contract term is five (5) years. If the requested term will be longer than five years, written justification is required.)

2. The Department/School may not make the procurement until the solicitation process is completed and a contract is written and signed by the Department/School, the vendor, and the Purchasing Department.

Purchase Order 1. If the total purchase will be greater than $1,000.00 the Department/School may not make the procurement until after the solicitation process is completed, the PO is signed by the Purchasing Department, and the PO is delivered to both the Department/School and the vendor.

Vendor Information

Vendor Name: Jigsaw Learning LLC/TeachTown Vendor Contact Person: Lorena Hernandez | Kimberly Johnson ( Sr. VP Business Operations) Vendor E-mail Address: lhernandez@teachtown.com | Contracts@teachtown.com Vendor Telephone Number: 1-800-283-0165 Vendor Ordering Address: 2 Constitution Way, Woburn, MA 01801 Vendor Remittance Address: PO Box 83210, Woburn, MA 01813 All items in the above section are required.

Complete the following if no vendor number exists in BusinessPLUS (IFAS):

Vendor Federal Tax ID# (TIN): (9 Digits): 30-0796510

Type of Vendor: For-Profit Corporation

CHECK THE BOX THAT IDENTIFIES WHY A CONTRACT/PURCHASE ORDER SHOULD BE AWARDED

WITHOUT ENGAGING IN A STANDARD PROCUREMENT PROCESS:

There is only one source for the procurement item. Complete section A

Transitional costs are a significant consideration in selecting a procurement item and the results of a cost-benefit analysis demonstrate that transitional costs are unreasonable or cost-prohibitive, and that the award of a contract without engaging in a standard procurement process is in the best interest of the procurement unit

Complete section B

The award of a contract is under circumstances, described in Utah Administrative Code R33-8, that make awarding the contract through a standard procurement process impractical and not in the best interest of the procurement unit.

Complete section C mailto:Tiffany.Hall@slcschools.org https://us-6787.email-composer-webhooks.gong.io/email-tracking/clicked?email-info-token=eyJhbGciOiJIUzI1NiJ9.eyJjb21wYW55SWQiOiI0Njk5NjU1ODAwMzM1MjE5OTczIiwiZHJhZnRJZCI6InIxNDYzMzAwODQ5NTAwNDE2Mjc3IiwibGlua1VybCI6Imh0dHBzOi8vdXJsZGVmZW5zZS5wcm9vZnBvaW50LmNvbS92Mi91cmw_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.w-uuwZnaPIYV4kAgYBfHtRfqFTPSFmbO8dhGnIwdDKM https://us-6787.email-composer-webhooks.gong.io/email-tracking/clicked?email-info-token=eyJhbGciOiJIUzI1NiJ9.eyJjb21wYW55SWQiOiI0Njk5NjU1ODAwMzM1MjE5OTczIiwiZHJhZnRJZCI6InIxNDYzMzAwODQ5NTAwNDE2Mjc3IiwibGlua1VybCI6Im1haWx0bzpDb250cmFjdHNAdGVhY2h0b3duLmNvbSIsImxpbmtUZXh0IjoiQ29udHJhY3RzQHRlYWNodG93bi5jb20iLCJ0ZW1wbGF0ZUlkIjoiIiwiZXhwIjoxNzY0ODY5MDI2LCJpYXQiOjE3NjMwNTQ2MjYsImp0aSI6IkJXMEs2Z3hqU2hreCJ9.ug1AYfM804JITz7X0ugTDuE1dEcrNlSMfiGnxvtIn24

SECTION A: ONLY ONE SOURCE

1. What is unique about this procurement item to justify an award of contract without engaging in a standard procurement process? (Explain in detail why the service or product is only available from a single supplier.)

Identified District Needs

SLCSD identified a need for a curriculum program to support K-12 students with significant cognitive disabilities.

Key needs include: (1) alignment to DLM Essential Elements; (2) instruction in core areas and transition skills;

(3) embedded differentiation (4) an integrated student data collection system (5) AI-supported IEP goal development for teachers writing IEPs that is tied to specific student data and needs; and (6) extended school year (ESY) programming that is connected to learning from the previous and for the subsequent school year.

After significant research, the Special Education department determined that TeachTown meets these needs, and because of the specialized nature of this program and the lack of equivalent alternatives that provide this level of integration and alignment, that is it a unique program.

TeachTown Curriculum

TeachTown is a comprehensive instructional program specifically designed to meet the needs of students with significant cognitive disabilities, often representing approximately one percent of the total student population.

These students are typically served through Essential Elements instruction aligned with alternate academic achievement standards. TeachTown provides curriculum for English, math, history and science as well as preschool and transition, social-emotional skills. The four main core areas that have been created to either stand alone in instruction or taught in a coherent cross-curricular unit. It provides multi-modality opportunities to provide access to all learners.

TeachTown is uniquely positioned to meet the instructional, compliance, and data-driven needs of this student population in ways that are not replicable by other programs. The specialized nature of this curriculum, combined with its alignment to federal and state accountability systems, necessitates its selection as a sole-source provider.

Alignment to Alternate Standards and Accountability Systems

TeachTown is specifically aligned to the Dynamic Learning Maps (DLM) Essential Elements, which are the alternate academic standards connected to the Utah Core Standards for students with significant cognitive disabilities. This alignment is critical, as it ensures that instruction is directly connected to the expectations measured through statewide alternate assessments.

Unlike general education or intervention curricula that may require significant adaptation, TeachTown is purpose-built for this population. It provides pre-aligned lessons, assessments, and learning progressions that directly support student growth within the DLM framework. This reduces the burden on teachers to retrofit materials and ensures fidelity of implementation across classrooms and schools.

K–12 Scope Across Content Areas

TeachTown offers a fully integrated, K–12 curriculum spanning all core academic areas, including English Language Arts, Mathematics, Science, Social Studies, Social Skills, Health, and Transition. This breadth is highly unusual among programs designed for students with significant cognitive disabilities, as many available options focus on isolated content areas or skill sets.

The inclusion of transition and life skills programming is particularly important at the secondary level, where students are preparing for post-secondary outcomes. TeachTown embeds these skills within the broader academic framework, supporting compliance with IDEA requirements for transition planning while maintaining academic rigor.

Because TeachTown provides a unified system across grade levels and content areas, it promotes instructional coherence and consistency for students who often benefit from predictable structures and routines. It also allows educators to work within a single platform rather than managing multiple disconnected tools.

Differentiated Instruction Within Each Grade and Content Area

A defining feature of TeachTown is its built-in differentiation. Within each grade level and subject, the program provides three levels of instruction to support a range of learner needs. This allows teachers to personalize instruction for students who may have diverse cognitive, communication, and adaptive profiles, even within the same classroom. TeachTown’s structure ensures that all students can access standards-based instruction at an appropriate level of complexity without requiring extensive modification by the teacher.

Integrated Data Collection and Progress Monitoring

TeachTown includes a robust data collection and progress monitoring system that is directly tied to instructional standards. As students engage with lessons, the system captures performance data that can be used to inform instruction, monitor progress toward goals, and support compliance with IEP requirements.

This integrated data system eliminates the need for separate data tracking tools, reducing teacher workload and increasing accuracy. It also allows for real-time instructional adjustments, ensuring that teaching is responsive to student performance.

Importantly, the system supports documentation aligned with both instructional standards and individualized student goals, which is critical for demonstrating compliance during audits, monitoring, or due process proceedings.

AI-Supported IEP Goal Development

TeachTown includes an innovative AI-supported feature that assists educators in developing individualized IEP goals based on student performance data. This functionality analyzes student progress within the platform and suggests goal areas and measurable objectives aligned to standards.

This feature enhances both the efficiency and quality of IEP development. It supports educators in writing goals that are data-informed, standards-aligned, and appropriately ambitious, while also reducing the time required to develop individualized plans.

No other comparable program currently offers this level of integration between instructional delivery, data collection, and IEP goal development within a single system.

Extended School Year (ESY) and Year-Round Continuity

TeachTown includes modules specifically designed for Extended School Year (ESY) services, allowing districts to provide consistent, standards-aligned instruction during summer programming. This is a critical feature for students with significant cognitive disabilities, who often require continuous learning opportunities to maintain and build skills.

The availability of ESY-aligned materials within the same platform ensures continuity of instruction and reduces the need for teachers to develop separate summer curricula. It also supports compliance with IDEA requirements related to regression and recoupment.

Implementation Efficiency and Professional Support

TeachTown provides a comprehensive implementation model, including professional learning, onboarding support, and ongoing resources for educators. This ensures that teachers can effectively use the platform and maintain fidelity of implementation.

Because the program integrates curriculum, assessment, and data systems, it reduces the need for multiple purchases, trainings, and platforms. This results in greater efficiency at both the classroom and district levels.

2. Could the procurement item be reasonably modified to allow for competition?

The item cannot be modified without reducing the ability to meet the district’s identified needs.

3. Explain the market research performed.

Over the last two years, the Special Education team has reviewed 1% curriculum advertised at state and national conferences, discussed at state-level meetings, and used by other surrounding districts in Utah. We have also conducted research online to look at any advertised programs for essential elements/1% curriculum programs meeting our key needs outlined in (1).

4. What research have you conducted to ensure the requested procurement item is not available on an existing district or state cooperative contract?

We have checked the USBE RIMS data base, which does not list any programs specific to content or transition support for 1% classrooms. Nothing appears on the state cooperative contract list for a comprehensive SpEd curriculum.

5. If there is only one source for the procurement item, list the names of other similar vendors contacted, contact person, and a summary of their response.

IXL provides support for four content areas (math, ELA, Social Students, Science) but the math is AGA and not aligned to Utah’s integrated core. Additionally, it does not include ESY or transition support.

Positive Action supports SEL skill development, but not core instruction.

Let’s Go Learn supports reading and math diagnostics but not a full learning program.

There are a variety of other programs that support one area, such as math or transition, but not all areas in a comprehensive manner.

SECTION B: TRANSITIONAL COSTS – If you have selected Section B you must also complete Attachment A – Cost Benefit Analysis

1. Describe the existing equipment, technology, software, accessories, replacement parts, or service, hereafter referred to as equipment; include the original purchase price and date of purchase for the existing equipment.

2. Please supply the following:

a. Procurement method that was used to purchase the existing equipment/service? (IFB, RFP, Sole Source):

b. Bid number, P.O. number, Requisition number, or sole source number for the existing equipment/service:

c. Contract number for the existing equipment/service:

3. Complete “Attachment A - Cost-Benefit Analysis”, as required by Utah Procurement Code §63G-6a-802 that demonstrates transitional costs are unreasonable or cost-prohibitive.

SECTION C: STANDARD PROCUREMENT PROCESS IMPRACTICABLE

1.

Cite the applicable rule from Utah Administrative Code R33-8 that provides awarding the contract through a standard procurement process as impractical and not in the best interest of the procurement unit under the circumstances; including any supporting documentation.

2. Please supply the following, if applicable:

a. Procurement method that was used to purchase the existing equipment? (IFB, RFP, Sole Source):

b. Bid number, P.O. #, Requisition #, or sole source number for the existing equipment/services:

c. Contract number for the existing equipment/services

Administration Approval:

Authorized Department/School Administrator Date https://www.ixl.com/?partner=google&campaign=18271805246&adGroup=139603704134&gad_source=1&gad_campaignid=18271805246&gbraid=0AAAAADp4qSI6qHCA6afdke62lQ2-hgz4l&gclid=EAIaIQobChMI4Jv25fO2kwMVrCFECB0AvDRYEAAYBCAAEgJE_fD_BwE https://www.positiveaction.net/special-education-curriculum https://www.letsgolearn.com/challenges/special-education/

Recommend Award: Final Approval by Purchasing Director:

SLCSD Purchasing Agent Date Tyler Barnes, Asst. Director of Purchasing (or designee) Date

Salt Lake City School District Purchasing Department 995 West Beardsley Place, Salt Lake City, UT 84119 Phone: 801-974-8368 Fax: 801-974-8375 www.slcschools.org

ATTACHMENT A – COST BENEFIT ANALYSIS

Utah Code Annotated §63G-6a-802 (Utah Procurement Code) anticipates instances where the cost to transition from a product or services is unreasonable or cost-prohibitive. These costs are referred to as transitional costs by definition.

Transitional costs means the costs of changing from an existing provider of a procurement item to another provider of that procurement item; or from an existing type of procurement item to another type; includes training costs; conversion costs;

compatibility costs; costs associated with system downtime; disruption of service costs; staff time necessary to implement the change; installation costs; and ancillary software, hardware, equipment, or construction costs; and does not include the costs of preparing for or engaging in a procurement process; or contract negotiation or drafting costs.

Because there are vendors who “could” compete for the product or service (this request is not a sole source) if not for the transitional costs, the law requires additional details to support the determination in the form of a cost benefit analysis. The purpose is to flush out the figures to support the determination. This form is to be completed for all proposed contracts/purchases where transitional costs (Section B) are cited for not competing the opportunity. The form must be completed in its entirety and be submitted with the main form above.

Original Purchase of Current Product/Service

Continuation with Current Provider

(no transition costs)

Costs to Transition to New Product/Service

Acquisition Price

Training Costs

Implementation Costs

Conversion Costs

Compatibility Costs

System Downtime Costs

Staff Time

Other Cost

Total

Comments to support the figures provided.

http://www.slcschools.org/

THIS SECTION TO BE FILLED OUT BY SLCSD PURCHASING DEPARTMENT

The public notice period shall be (Check the box that applies):

a. If the cost of the procurement exceeds $50,000 then the publication of the notice must be made in accordance with Section 63G-6a-112.

b.

Procurements under $50,000.00 are not required to be published, but may be published at the discretion of the SLCSD Director of Purchasing Published: Not Published:

c. Publication is not required for a procurement pursuant to a trial use contract.

d.

Publication is waived for an award of contract without engaging in a standard procurement process procurement:

For any procurement item identified in Utah Administrative Code R33-8-101(7)(b)(i-viii);

For award to a specific supplier, service provider, or contractor is a condition of a donation that will fund the full cost of the supply, service, or construction item;

For other circumstances as determined in writing by the chief procurement officer or head of a procurement unity with independent procurement authority.

The Terms and Conditions that will be attached to the awarded agency contract/purchase order:

District Contract: Goods Services IT for DTS only Att. B IT Non-DTS (include DTS Exception Form, if applicable) Purchase Order: Goods Services IT for DTS only Att. B IT Non-DTS (include DTS Exception Form, if applicable)

For Purchasing Department Use After the Public Posting Period: Agent: Wendy Kemp Notice#: WK2663-TCSE-SS

Commodity Code(s):

# of Vendors Sent To:

Additional Research & Comments:

Summary of Contest(s) Received & Determination:

TeachTown Curriculum Program for Special Education