4-CCSD.10526 SCORE SHEET ATTACHMENT C.pdf

CACHE COUNTY SCHOOL DISTRICT

RFP EVALUATION SCORESHEET

SECEONDARY MATH TEXTBOOK ADOPTION

(Math 6-8)

Solicitation #: CCSD-10526 Attachment C

Score will be assigned as follows:

1 = Poor, inaedquate, fails to meet requirement 2 = Fair, only partially responsive 3 = Good, meets minimum requirement 4 = Very Good, exceeds minimum requirement 5 = Excellent

Minimum Mandatory Requirements RFP Section Evaluation (Pass/Fail)

1. "Recommended Primary" in RIMS VIII

2. Meets Technology, Integration, and Student Data Privacy Requirements

IX - Tab 3

3. Score of 3 or above on all Curricular/Design Requirements Shortlist Criteria

XVI

Criteria marked in blue indicates Curricular/Design Requirements Shortlist Criteria, must score a 3 or above.

Items are weighted in final scoring.

Textbook Requirements Points Possible Criteria Weight

Curricula/Design Requirements (300 points possible) Scored during Stage 1 & Stage 2

1. Utah P12 Draft Core Standards for Elementary Mathematics Alignment

a. 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 Elementary Mathematics.

5 1.1

2. Secondary Math Curricula

a. Criteria for Text Selection Mathematical Content & Emphasis

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

5 1.1

ii. Objectives in instructional materials are clearly stated with measurable outcomes. 5 1.1

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

5 1.1

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

5 1.1

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

5 1.1

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

5 1.1

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

5 1.1

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

5 1.1

Materials maintain high, rigorous expectations for all students. 5 1.1

Materials have targeted and comprehensive interventions and extensions. 5 1.1

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

5 1.1

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

5 1.1

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

5 1.1

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).

5 1.1

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

5 1.1

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

5 1.1

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

5 1.1

Materials contain support for parents/families. 5 1.1

b. Physical Qualities Materials are available in electronic and hard copy formats and are not consumable.

5 1.1

Materials include opportunities for hands-on interaction. 5 1.1

Materials are presented in a way that is easy to read and implement. 5 1.1

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

5 1.1

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

5 1.1

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

5 1.1

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

5 1.1

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

5 1.1

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

5 1.1

Materials are developmentally appropriate and engaging to students. 5 1.1

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

5 1.1

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

5 1.1

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.

5 1.1

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

5 1.1

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.

5 1.1

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

5 1.1

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

5 1.1

3. Mulitilingual 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.

5 1.1

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

5 1.1

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.

5 1.1

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).

5 1.1

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

5 1.1

4. Digital Curricula & Resources Print materials use multimedia and technology to deepen mathematical understanding.

5 1

Robust and dynamic selection of relevant digital resources available. 5 1

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

5 1

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

5 1

Teachers have online access to all grade levels 6-8. 5 1

Digital resources enhance and/or extend classroom instructional practices.

5 1

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

5 1

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

5 1

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

5 1

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.

5 1

Digital curriculum can be adjusted to provide personalized learning opportunities.

5 1

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

5 1

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

5 1

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

5 1

Professional/Service Requirements (50 points possible) Scored during Stage 1

1. Training, Service and Support Agency has knowledgeable and capable curriculum deployment/implementation specialists who will guide our district employees through the implementation process.

5 0.8

Agency provides reasonably detailed trainings for teachers and administrators.

5 0.8

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.

5 0.8

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

5 0.8

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

5 0.8

Digital resources/tools guaranteed uptime bug fixing policy. 5 0.8

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

5 0.8

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

5 0.8

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

5 0.8

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

5 0.8

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

5 0.8

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.

5 0.8

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

5 0.8

Cost (150 points possible) *inserted by Purchasing

TOTAL EVALUATION POINTS 500