27TALAM1 - Attachment A - Final.docx

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Attachment A

Alternate ID #: 27TALAM1 COMMBUYS Bid #: BD-27-1026-DOE02-DOE01-133774

World Languages Advisory Teams Facilitation & Framework Implementation Support

Background:

The Office of Language Acquisition (OLA) is dedicated to promoting linguistically sustaining practices and programs that align with the Department's Educational Vision, ensuring equitable language development for all students. In 2021, the MA Board of Elementary and Secondary Education adopted a new World Languages Curriculum Framework to replace the 1999 Foreign Languages Curriculum Framework. Taking advice from the field and seeking to align the standards to the ACTFL World Readiness Standards for Language Learners as well as curriculum frameworks from other many other states, DESE chose to categorize content standards by ACTFL proficiency levels rather than by grade level. When the content standards were released for public comment in 2020, the public expressed concern that it was difficult to identify end-of-course outcomes with such a system, prompting the Department to respond by proposing to develop a resource on outcomes for varied course types, program types, and languages, similar to resources now provided by Ohio (Proficiency Level Target Charts) and North Carolina (Unpacking Documents).

To address these needs, the Department has worked to refine the implementation of the 2021 World Languages (WL) Framework, focusing on proficiency-based outcomes. To aid in this effort, the Department has established the World Languages Advisory Team(WLAT). Starting in FY2025, DESE launched the WLAT to focus on collecting and analyzing proficiency data from districts that have implemented the World Languages Curriculum Framework. This advisory team was tasked with 1) analyzing existing Proficiency Level Target Documents; 2) implementing proficiency-based assessments to identify actual outcomes in their world languages program; 3) convening and engaging with the statewide WLAT as well as locally-developed advisory teams to analyze data and discuss local programmatic goals and challenges; and 4) contributing data, feedback, and expertise to a variety of statewide resources which will minimally include a course outcomes matrix (or matrices), a programmatic practices manual for world languages (including foundational, heritage, and dual language world language programs), and a roadmap to the MA State Seal of Biliteracy. This multi-year commitment ensures that the WLAT, will collect several years’ worth of proficiency-based data and advise the Department as to rigorous and appropriate outcomes for a broad variety of world language courses and programs.

Since the launch of the World Languages Advisory Team in FY2025, participating districts have engaged in two years of collaborative work to advance implementation of the 2021 Massachusetts World Languages Curriculum Framework. During this time, districts have collected and analyzed course-level proficiency assessment data, convened local advisory teams representing diverse stakeholders to examine program outcomes and priorities, and participated in statewide discussions on topics including proficiency-based assessment, program models, stakeholder engagement, access and equity, curriculum and instruction, and pathways to the Massachusetts State Seal of Biliteracy. The Department has identified emerging themes, best practices, and implementation challenges that will inform the development of a statewide programmatic practices manual and resources. The remaining years of this initiative will build upon this foundation by continuing data collection, expanding discussion of programmatic best practices, and translating these findings into a programmatic practices manual and tools for districts across the Commonwealth.

To support this work, DESE has allocated competitive grant funding through the Proficiency-based Outcomes in Languages Other than English (FC189) initiative. This funding will help framework-aligned districts gather data related to proficiency assessments, such as those which are approved for the Seal of Biliteracy, most likely the AAPPL and STAMP assessments. This funding will support teams of districts which include, but are not limited to:

· WL programs which begin in elementary school

· WL programs which start in middle school

· WL programs which start in high school

· HL programs

· Dual Language programs

· Vocational programs The data which these districts bring to and analyze at the WLAT meetings will inform the development of the Proficiency Level Course Outcomes resource for various program types.

The Department has decided to collaborate with external vendors, working alongside the WLAT, to facilitate the advisory team meetings and to develop comprehensive implementation resources based on data-driven insights. These partnerships aim to ensure that all programs align with the 2021 World Languages Framework and advance proficiency for students from diverse linguistic backgrounds, preparing them for the State Seal of Biliteracy.

Scope of Service:

Deliverable # 1: Facilitation of World Languages Advisory Team Meetings (27 & 28) The Department seeks to contract with a qualified vendor to continue a multi-year contract to plan agendas for, facilitate, and document learnings from the meetings of the World Languages Advisory Team (WLAT) and, in collaboration with DESE, develop a programmatic practices manual which to include proficiency outcomes or levels for World Language courses that reflects the WL proficiency data collected by and experiences of WLAT members and information gleaned from meetings of the WLAT. Note that DESE will assume all responsibility for recruiting and selecting WLAT members.

Facilitation of this team requires four virtual (Zoom or similar platform) meetings per year of 2-3 hours in length with an estimated 30 WLAT members. The final year (FY28) may require fewer (but no fewer than 2) WLAT meetings. The vendor will be responsible for:

· In collaboration with DESE, developing an agenda for each meeting which includes time participant discussion

· Sending Zoom invitations for each meeting at least two weeks prior to the meeting and a follow-up reminder approximately 48 hours prior to the meeting.

· Presenting content and discussion questions at each meeting

· Taking thorough notes of the meetings

· Summarizing Advisory Team feedback at each meeting

· Providing DESE with a detailed summary of each meeting

· Providing any participant materials for each meeting (e.g., team member surveys, outlines, handouts, etc.)

· Developing, implementing, and analyzing meeting evaluations; and

· Providing follow-up emails for the participants.

The vendor will collaborate with DESE to develop and implement topics and prompts to be covered in those meetings. Topics will minimally include:

· Supporting districts to collect proficiency data

· Data should be at the course level, not student level

· Examples

· Students in Grade 8, level 3 Chinese in a 6-12 program World Languages program earned the following (mean, median, mode) scores on (AAPPL, STAMP, other) proficiency assessments indicating students at this level in this program demonstrate (ACTFL Proficiency Level) of proficiency.

· Students in Grade 10, level 2 Portuguese of a 9-12 Heritage Languages program earned the following (mean, median, mode) scores on (AAPPL, STAMP, other) proficiency assessments indicating students at this level in this program demonstrate (ACTFL Proficiency Level) of proficiency.

· Supporting districts to facilitate local teams comprised of varied and diverse stakeholders to analyze data received.

· Inquiring as to districts’ current proficiency targets, for example:

· Do they currently have proficiency targets for their individual WL courses?

· What are those targets?

· How did they arrive at those targets?

· To what extent are the viewpoints of parents, students, and community partners reflected in those targets?

· To what extent does student assessment data support the validity of the targets?

· Analyzing the Ohio and North Carolina documents to determine the extent to which they align with the Advisory Team’s findings

· Seeking to find programmatic best practices and challenges to address in a forthcoming programmatic practices manual

In addition to these tasks, the vendor will annually provide a summary of the year’s work of the World Languages Advisory Team, which shall include the qualitative findings of the discussions held throughout the year and a summary of the districts’ data analyses.

World Languages Advisory Team meetings are tentatively scheduled for:

· December 4, 2026

· January 29, 2027

· March 26, 2027

· May 21, 2027

Key Notes for Timeline:

· Drafts of meeting agendas are due to DESE 2 weeks prior to the meetings.

· Meeting notes and summaries are due to DESE within one week of the meeting.

· Annual Summary is due 6/30 of each year

Deliverable #2: Develop a Best Practices Manual for MA World Languages Programs (FY28) At the conclusion of 3 years of conversations and data collection with the World Languages Advisory Team (including two years with the former vendor), the selected vendor will engage in a fourth and final year of work to develop a Best Practices Manual for MA WL Programs. The manual will be organized around the Course Outcomes matrices developed through this initiative and will translate the findings of the advisory team into practical tools for districts. The manual may include:

· A description of world language program models – to minimally include foundational world language, heritage world language, and world language immersion (one-way dual language) programs;

· A matrix (or a series of matrices), similar to those developed by the Ohio Department of Education (ODE) or North Carolina Department of Public Instruction (NCDPI) which indicates the target proficiency-level outcome for World Languages courses. The matrix should indicate outcomes for varied program types (Heritage, Vocational, Dual Language Immersion (DLI), K-12, 6-12, 9-12, etc.) and should account for difficulty of language. Like the ODE and NCDPI documents, the matrices should identify the proficiency level of each mode/skill of a language at varied Levels of instruction.

· Support for vendor-purchased and locally developed world language proficiency assessments;

· Best practices for designing equitable student pathways through world language programs, including student placement, progression, articulation, acceleration, and multiple entry points for diverse learner populations;

· Best practices for ensuring equitable access to world language programs for English learners, students with disabilities, heritage language learners, and other historically underserved student populations, including compliance with federal and state civil rights requirements;

· A roadmap to the State Seal of Biliteracy, showing how districts may leverage their WL programs to support all students to acquire Intermediate High or higher levels of proficiency.

· A description and / or identification of best practices in WL curriculum and instruction

· Support for educator capacity-building through professional learning

· A description of best practices in community and stakeholder engagement, including parents, community members, and institutions of higher education;

· Support for ensuring program sustainability and growth

· A concise, publication-ready Guidance document, derived from the Programmatic Practices Manual, that communicates the Department's recommendations for world language programs and is suitable for use as official Department guidance.

· A series of no fewer than 3 slide decks, each appropriate for a one-hour webinar, introducing the manual to World Language leaders

All resources should meet MA’s standard for visual accessibility and web-readiness, comply with ADA standards, and be aligned to the DESE Writing Guide in a style similar to the MA State Seal of Biliteracy Guidance.

Budget:

The budget and deliverable for each fiscal year is identified below. It is the responsibility of the bidder to propose the amount of the annual budget allocated to each deliverable, and to present that budget in the submission

FY2027

Deliverable 1B: WLAT Meeting Facilitation and Documentation

$10,000

FY2028

Deliverable 1A: WLAT Meeting Planning and Preparation

$4,000

Required Qualifications:

· Experience successfully leading virtual focus groups and/or advisory teams of educators, including facilitating meetings, guiding discussions, and effectively documenting feedback;

· Demonstrated commitment to and specific, detailed examples of recognizing and elevating the identities and experiences of students from families and communities which have been historically underserved;

· Current in research in second language acquisition, including Heritage Languages Research;

· Strong knowledge and experience with both the 2021 MA World Languages Curriculum Framework, the ACTFL World Readiness Standards, and additional proficiency-based frameworks;

· Experience in collecting, analyzing, and interpreting educational data, particularly in language proficiency assessments, and assisting school-based partners in doing the same;

· Experience with a wide variety of world language programs and settings including elementary programs, vocational programs, dual language programs, and heritage programs; and

· Demonstrated technical expertise in drafting comprehensive educational guidance and/or support materials for school districts or state agencies.

Preferred Qualifications:

· Strong knowledge of the 2023 Massachusetts Heritage Languages Research Study

· Strong knowledge of the 2025 Heritage Languages Guidance and Heritage Languages Best Practices Manual

Submission Requirements:

1. A narrative of no more than ten pages that includes the following:

a. The bidder’s understanding of the work, potential risks, and strategies to mitigate those risks (Risks may include inconsistent or non-existent use of standards, reliability of information, etc.);

b. The bidder’s experience leading virtual focus groups and/or advisory teams of educators and specific, detailed examples;

c. Evidence of the vendor’s commitment to recognize and elevate the identities and experiences of students from families and communities who have historically been marginalized and specific, detailed examples;

d. The bidder’s practices to stay current in research in second language acquisition, including Heritage Languages research. Include 1-3 detailed examples;

e. The bidder’s knowledge of and experience with the 2021 MA World Languages Curriculum Framework and ACTFL World Readiness Standards, and additional proficiency-based frameworks;

f. The bidder’s knowledge of and experience with experience in collecting, analyzing, and interpreting educational data, particularly in language proficiency assessments;

g. The bidder’s experience with a wide variety of world language programs and settings including elementary programs, vocational programs, DLI programs, and heritage programs. Provide 1-3 specific, detailed examples;

h. The bidder’s ability to facilitate meetings, guide discussions, and document feedback effectively. Provide 1-3 specific, detailed examples;

i. The bidder’s expertise in developing comprehensive educational guidance and/or support materials for school districts; and

j. The bidder’s familiarity with the 2023 Massachusetts Heritage Languages Research Study, the 2025 Massachusetts Heritage Languages Guidance, and the 2025 Massachusetts Heritage Languages Best Practices Manual.

2. A project plan that outlines the bidder’s proposed approach to completing both years of work. The project plan must include:

a. Methods and activities for planning, facilitating, and documenting World Languages Advisory Team meetings;

b. An approach to supporting participating districts in collecting, analyzing, and discussing course-level proficiency data;

c. An approach to synthesizing proficiency data, advisory-team feedback, research, and existing state resources;

d. A development and review process for the Programmatic Practices Manual, course-outcome matrices, Department guidance, and webinar slide decks;

e. A timeline identifying major activities, milestones, draft submissions, review periods, and final deliverables for FY2027 and FY2028;

f. Roles and responsibilities of proposed key staff, including identification of the project lead;

g. Identification of any partners or subcontractors, their responsibilities, and the percentage of services each will provide;

h. Processes for quality assurance, accuracy, accessibility, web-readiness, and alignment with the DESE Writing Guide; and

i. Strategies for completing all deliverables within the required timeframe and available budget.

3. A work sample of educational guidance that provides one recent example of a guidance document, manual, toolkit, or comparable implementation resource developed for a government agency, school district, or similar educational organization by one or more members of the proposed project team. Identify:

a. The client and intended audience;

b. The purpose and scope of the resource;

c. The proposed staff member or members who contributed to it and their specific roles;

d. How research, data, standards, or stakeholder input informed the resource; and

e. How the sample demonstrates the bidder’s ability to translate complex information into clear, practical, and accessible implementation support.

4. A work sample of advisory-group facilitation and feedback which provides at least one sample demonstrating the bidder’s ability to develop, administer, analyze, and report feedback from a focus group, advisory team, or comparable stakeholder-engagement process. The submission should include or describe:

a. The purpose and composition of the group;

b. The bidder’s role in planning and facilitating the engagement;

c. Examples of meeting materials, discussion protocols, surveys, or other feedback instruments;

d. The methods used to analyze participant feedback; and

e. A summary, report, or other product demonstrating how the findings were documented and used.

5. A work sample of quantitative and qualitative data analysis which provides at least one sample demonstrating the bidder’s ability to analyze and summarize information from quantitative and qualitative sources. Identify:

a. The purpose and context of the analysis;

b. The types and sources of data examined;

c. The analytical methods used;

d. The proposed staff member or members responsible for the work; and

e. How the findings were communicated and used to inform recommendations, decisions, guidance, or implementation resources.

6. Qualifications of key proposed staff – a résumé for each proposed key staff member. Collectively, the résumés must demonstrate relevant education, knowledge, and experience in:

a. World language standards, curriculum, instruction, and assessment;

b. Proficiency-based frameworks and language-proficiency data;

c. Foundational, heritage, immersion, vocational, elementary, and secondary world language programs, as applicable;

d. Advisory-team or focus-group facilitation;

e. Educational research and data analysis; and

f. Development of guidance, manuals, tools, or other implementation resources for school districts or state agencies.

7. References which demonstrate prior work completed by members of the proposed key staff related to world language standards, curriculum, instruction, assessment, advisory-team facilitation, educational data analysis, or development of implementation resources. For each reference, include:

a. Client or organization;

b. Contact name, title, email address, and telephone number;

c. Project title and dates;

d. Brief description of the work performed;

e. Proposed staff members who participated; and

f. Deliverables or services provided.

8. A deliverables-based all-inclusive budget and budget narrative, which detail:

a. Separates costs by fiscal year and deliverable;

b. Identifies major activities, staffing costs, anticipated hours or level of effort, and any additional expenses;

c. Identifies costs associated with any partner or subcontractor;

d. Explains how proposed costs were calculated;

e. Demonstrates that all required work can be completed within the maximum available funding of $25,000 for FY2027 and $50,000 for FY2028.

9. Prompt Payment Discount Form Submit a completed Prompt Payment Discount Form. Bidders must either offer a prompt payment discount or claim hardship, as provided on the form. The percentage offered will be evaluated according to the Evaluation Criteria Scorecard.

10. Attachment B Contact information form – complete and upload with response submission in COMMBUYS PLEASE NOTE: All bid postings such as this one, that is $250,000 or less annually, will give preference to Small Business Program Plan (SBPP) registered bidders. Those that are registered SBPP bidders will be evaluated first and if able to meet all the needs of the procurement, will be awarded. Non-SBPP bidders are not reviewed if a SBPP bidder can be awarded. To learn more about the SBPP click here.

Responses MUST be uploaded to COMMBUYS. Responses not posted to COMMBUYS will not be considered for evaluation. Do not Email and/or mail responses to the department.

To respond to this bid, please register on the COMMBUYS website. If you need assistance contact the OSD Help Desk at OSDHelpDesk@mass.gov or (8am - 5pm ET Monday – Friday) at 1-888-627-8283 or 617-720-3197.

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