4-GJ26-115 BESD RFP Math K-5 Curriculum Adoption SY26-27.docx - Google Docs.pdf

Box Elder School District

REQUEST FOR PROPOSAL

Elementary Math Curriculum/Textbook Adoption (K-5) Solicitation #: GJ26-115

I. PURPOSE OF REQUEST FOR PROPOSAL (RFP)

Box Elder School District (BESD) is seeking to adopt a comprehensive Elementary Mathematics curriculum for grades K-5 for our 13 elementary 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 elementary 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 Box Elder School District and Board of Education’s mission, vision, and values by:

Ensuring that all students learn at grade level orhigher by:

1. focusing on learning, collaboration, and results to improve student achievement.

2. fostering and modeling a growth mindset in students and employees.

3. being solution-oriented and looking at challenges as opportunities for learning and improvement.

4. being positive and treating everyone with dignity, respect, and courtesy at all times.

5. hiring and retaining quality teachers and educational support staff.

6. providing ongoing professional learning opportunities for all staff.

7. providing quality instructional resources for each classroom.

8. cultivating, developing, and maintaining partnerships with local, state, and federal agencies to support our 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, and each requirement will be scored.

Emphasis will be placed on alignment to the Utah State Board of Education Core Standards (USBE) for Elementary 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.

BESD reserves the right to reject all proposals or waive any non-statutory informality. BESD further reserves the right to make the contract award deemed by the BESD 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, BESD 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.

The Elementary Mathematics Curriculum Adoption Committee is composed of highly-qualified teachers. The initial review committee will be composed of district content specialists, information systems liaison, school administrators, instructional coaches, and parents. To ensure diverse, representational evaluations, the committee is made up of members from various schools, grade-levels, and backgrounds. Each member will personally review all materials submitted for approval. District procurement personnel will then review all evaluations and submit the final recommendation directly to the BESD Board of Education. This multi-level evaluation process involving numerous people guarantees each publisher equity and fairness in the bidding, evaluation, and selection process.

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.

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

II. BACKGROUND

BESD has a K-5 grade student enrollment of approximately 5,600 students. BESD currently operates 13 elementary schools. BESDoffices arelocated at 960 S Main, Brigham City, UT 84032.

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 BESD Teaching and Learning Department. The reference number for the transaction is #:BESD-03-2026-1. 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(30). RFP, or Request for Proposals, as defined in 63G-6a-103(38) and the procurement shall be conducted subject to the provisions of 63G-6a-701-711.

IV. LENGTH OF CONTRACT

The Contract resulting from this RFP will be for a period of 5 years. The contract may be renewed for up to 5 additional years, for a total of 10 years, if agreed upon by both parties.

BESD 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. PRICE GUARANTEE PERIOD

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

VI. STANDARD CONTRACT TERMS AND CONDITIONS

Any contract resulting from this RFP will include but not be limited to theState of Utah Terms and Conditionsand the Student Level Data Protection Standard Terms and Conditions.

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.

BESD retains the right to refuse to negotiate on exceptions should the exceptions be excessive, 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.

VII. 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 elementary 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 BESD’s learning communities’ needs and classroom requirements as they evaluate the curricular resources in relation to the selection criteria.

https://purchasing.utah.gov/wp-content/uploads/TCAgencyGoodsServices-7.20.23-RS.docx https://purchasing.utah.gov/wp-content/uploads/TCAgencyGoodsServices-7.20.23-RS.docx https://drive.google.com/file/d/1ojwdpRmd5hYCXJ5r5TojkI-ozHiHZbN_/view?usp=sharing

Curricular/Design Requirements

1. Utah Core Standards for Elementary Mathematics Alignment

● Instructional materials in all formats, including digital and online materials, are required to be accompanied by documentation of alignment to theP12 draft Utah Core Standards for Elementary Mathematics.All itemsshould 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.

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

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

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

● Curriculum is listed on the Utah State Board of Education RIMS list as a recommended Primary resource for grades K–5 (Indicating the program is a comprehensive core curriculum aligned to and addresses the majority of the Utah Core Standards.)

o Must meet or partially meet in all areas of RIMS evaluation rubric.

2. Elementary 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 Elementary Mathematics Core, including the mathematical skills.

● Learning Targets (objectives) in instructional materials are clearly stated.

● Success criteria are clearly stated with measurable outcomes.

● Material demonstrates complexity to conceptual understanding. Understanding relationships between concepts (concrete to abstract), using multiple representations, and applying knowledge to new situations.

● Material demonstrates complexity to procedural skills. (the ability to apply mathematical procedures—such as calculations, algorithms, or techniques—efficiently, flexibly, and accurately)

● The materials are designed so that students attain fluency (accuracy, flexibility, efficiency).

● Materials are developmentally appropriate with a balance of number sense (the ability to understand numbers, their relationships, and how they work together.) and skill development (building a person's ability to understand, apply, and think with mathematical concepts.)

● Materials are developmentally appropriate with attention to mathematical processes.

● Information is mathematically accurate.

● Information represents current research in mathematics.

● Information includes contemporary real-world applications.

● Instructional materials engage students.

● Materials maintain high rigorous expectations for all students.

● Materials have comprehensive interventions.

● Materials provide extension opportunities.

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

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

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

● Materials contain accommodations for students at different skill levels.

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

● Materials contain support for parents.

b. Physical Qualities

● Materials include opportunities for hands-on interaction.

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

● Manipulatives are recommended and included with the program.

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

● Materials provide a useful table of contents, glossary, supplemental pages, and index.

● Materials are available in electronic and hard copy (including student consumables) formats.

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

c. Student Materials

● Materials explicitly attend to the specialized language (academic vocabulary) of mathematics, include mathematical models, and provide ample opportunities for students to engage with modeling problems.

● Materials are developmentally appropriate and engaging to students.

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

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

d. Key Criteria for Questions and Tasks

● Scaffolds enable all students to experience rather than avoid the complexity of mathematics.

● 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.

3. Multilingual Learners

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

● 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 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.

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

● Support for 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.

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

Digital Resources/Tools Requirements

1. Digital Curricula

● Digital resources provide access to individualized, applicable curricular materials.

● 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.

● Teachers have online access to all grade levels K-5.

● Robust and dynamic selection of relevant digital resources available.

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

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

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

2. Usability

● User-friendly access (i.e., Single Sign On) and navigation for all users. (Active Directory

Integration, LDAP, SAML, Clever)

● Seamless integration with Canvas and Google Classroom.

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

● Digital resources/tools must be compatible with the BESD’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 BESD can determine specific compatibility.

3. 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

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

● Training for Teachers:

○ Online introductory trainings for teachers in June, 2026

■ Ability to record or makeup training for nonattendees

○ Comprehensive training in August, 2026 (Tentatively August, 10-12, 2026)

■ Ability to record or makeup training for nonattendees

○ Facilitated online training (live and ongoing)

○ Online modules or webinars to be accessed at any time

○ Other dates will 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 BESD.

Sensitive Material Requirements

● Learning material cannot contain sensitive material as defined in this policy.

● Utah Code § 53G-10-103(2)(a) (2025)

● Utah Admin. Rules R277-468-2(1) (November 7, 2022)

● Utah Admin. Rules R277-469-3(2)(c) (July 9, 2024)

● Utah Admin. Rules R277-628-3(1)(a)(i) (August 7, 2024) https://schools.utah.gov/studentdataprivacy https://le.utah.gov/xcode/Title53G/Chapter10/53G-10-S103.html?v=C53G-10-S103_2022050420220504 https://le.utah.gov/xcode/Title53G/Chapter10/53G-10-S103.html?v=C53G-10-S103_2022050420220504 https://adminrules.utah.gov/public/rule/R277-468/Current%20Rules?/ https://adminrules.utah.gov/public/rule/R277-468/Current%20Rules?/ https://adminrules.utah.gov/public/rule/R277-469/Current%20Rules?/ https://adminrules.utah.gov/public/rule/R277-469/Current%20Rules?/ https://adminrules.utah.gov/public/rule/R277-628/Current%20Rules?searchText=R277-628

VIII. ANTICIPATED SOLICITATION TIMELINE

Event Date

Release RFP March 17, 2026

Questions Deadline March 24, 2026 by 2:00pm MDT

RFP Due April 1, 2026 by 2:00 MDT

Minimum Mandatory Requirement Review April 6 & 7, 2026

Announce Minimum by Evaluation Committee April 7, 2026 @ 3pm

Vendor Presentations April 17, 2026

Teacher Review & Scoring Period April 10-May 7, 2026

Scoring Due for Final Evaluation May 6, 2026 @ 12 pm

Public Comment Period May 13, 2026 & June 10, 2026

Board of Education Award of Contract June 10, 2026

Contract Negotiations/Creation June 11, 2026

IX. QUESTIONS

All questions must be submitted through the Utah Public ProcurementU3P-Bonfire siteby March 24th 2:00pm MDT. Answers will be given via theU3P-Bonfire platform.

X. 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 executivesummary 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.

Tab 2. Detailed Response. This section should constitutethe major portion of the proposal and must contain at least the following information:

1. 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 understanding of the desired overall performance expectations. Clearly indicate any options or alternatives proposed.

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

Tab 3. Protected Information. All protected informationmust be included in this section of proposal response. Do not incorporate protected information throughout the proposal. Rather, provide a reference in the proposal response directing readers to the specific area of this Protected Information section.

The Government Records Access and Management Act (GRAMA), Utah Code Ann., Subsection 63-2-304, 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 63-2-308 (Business Confidentiality Claims);

(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 personsubmittingtheinformationorwouldimpairthe 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) thepersonsubmittingtheinformationhasprovidedthe governmental entity with the information specified in Section 63-2-308;

(3)(6)recordsthedisclosureofwhichwouldimpairgovernmental procurement proceedings or give an unfair advantage toany personproposingtoenterintoacontractoragreementwitha governmental entity, except that this Subsection (6) does not restrict the right of a person to see bidssubmittedtoorbya governmental entity after bidding has closed;

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 Confidentialityat the time the information (proposal) is provided to the districtand include a concisestatement of reasons supporting the claim of business confidentiality (Subsection 63-2-308(1)).

If you submit a proposal containing confidential information you must submit an electronic “redacted” (excluding protected information) copy of your proposal response.

Copy must clearly be marked “Redacted Version.”

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 3 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 BESD. 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. Cost points will be evaluated and awarded according to the following formula: Cost Points × (Lowest Proposed Price / Proposed Price).

Please use the provided form(see Attachment A). Please review the Best and Final Offers section below to ensure you properly submit your cost proposal.

XI. SUBMITTING YOUR PROPOSAL

Proposals must be received by the posted due date and time. Proposals received after the deadline will be late and ineligible for consideration.

For this RFP,one original and ten identical hardcopies of your proposal, and one one identical digital copy that can be shared with the committee (digital copy should be submitted through the Utah public Procurement Place U3P- Bonfire site) must be received at the Box Elder School District Purchasing Department Attn: Yvette Gunn 960 S Main St Brigham City UT 84302.

For the digital proposal submission, you should attach two separate documents titled "Technical Proposal” and “Cost Proposal”. For the hard copy, these documents should be separate from each other. The cost proposal should be in a sealed envelope with the RFP reference number http://purchasing.utah.gov/wp-content/uploads/confidentialityclaimform.doc and the phrase “Cost Proposal” clearly marked on the envelope.

If individual digital codes are required to access online curriculum, our committee will require 10 codes per grade level.

Cost will be evaluated independent from the technical proposal, and as such, is to be submitted separately 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.

NOTICE: By submitting a proposal in response to this RFP, 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.

XII. PROPOSAL EVALUATION CRITERIA

The district will use an Evaluation Committee and a Scoring Committee.

The District Evaluation Committee will review each proposal for the minimum mandatory requirements provided here:District Evaluation CommitteeCriteria Programs that meet the minimum mandatory requirements will be announced on April 7th and will be passed on to the Teacher Scoring Committee.

Programs moving forward to the Teacher Scoring Committee will need to send their sample materials to each school for a thorough review by the Teacher Scoring Committee. Sample materials should include: Teacher Edition, Student Workbook, Classroom Material Samples, Manipulatives, Resources and Access to Digital Resources.

It is expected that one sample for each grade level (k-5) will arrive at each school listed below for teacher review no later than April 14th. Presentations for each program will be held on Friday, April 17th. Presentations will not be scored. The purpose of in person presentations is for programs to demonstrate and offer time for Q&A. Please list the contact information for the person responsible for scheduling your in person presentations.

Schools:

Century (k-5)5820 N 4800 W, Bear River City, UT 84301 Discovery (k-5)820 N 500 W, Brigham City, UT 84302 Fielding (k-5)50 W Main Street, Fielding, UT 84311 Garland (k-5)450 S 100 W, Garland, UT 84312 Golden Spike (k-5)730 E 300 N, Brigham City, UT 84302 Lake View (k-5)851 S 200 W, Brigham City, UT 84302 McKinley (k-5)120 W 500 S, Tremonton, UT 84337 North Park (k-5)50 E 700 N, Tremonton, UT 84337 Three Mile Creek (2-5)2625 S 1050 W, Perry, UT 84302 Willard (k-1)40 W 50 S, Willard, UT 84340 https://docs.google.com/spreadsheets/d/1Vm5grDkQvrb-PrBat0ubpZ2H80i97ivY/edit?usp=sharing&ouid=100375316605221500959&rtpof=true&sd=true

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 Teacher Scoring Committee criteria can be found here:Teacher Scoring Committee Criteria

WEIGHT EVALUATION CRITERIA

15 Points Cost

135 Points Curricular/Design Requirements TeacherScoring Committee 78 Standards for Elementary Math 15 Physical Qualities 6 Student Materials 12 Key Criteria for Questions and Tasks 6 Multilingual Learners 15 Digital Criteria 3 Usability

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

XIII. DISCUSSIONS WITH OFFERORS (ORAL PRESENTATION)

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 presentations will be made at the offerors expense.

XIV. SHORTLIST

PROPOSED: Offerors must meet all requirements outlined in the criteria below. Proposals that fail to meet any required criteria may be determined non-responsive and may not be considered further in the evaluation process. A shortlist of offerors may be invited to provide presentations and/or additional information prior to final selection.

● Only curriculum listed on the Utah State Board of Education RIMS list as a recommended Primary resource for grades K–5 will be eligible for consideration, indicating the program is a comprehensive core curriculum aligned to and addresses the majority of the Utah Core Standards.

● Materials maintain high rigorous expectations for all students.

● Materials have comprehensive interventions.

● Materials provide extension opportunities.

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

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

● Materials contain accommodations for students at different skill levels.

https://docs.google.com/spreadsheets/d/1gNJykZDSMh3q3FhZufkm3C-oUXaMLvYX/edit?usp=sharing&ouid=100375316605221500959&rtpof=true&sd=true

● Materials contain accommodations for students of different multilingual learners and cultural diversity.

● Materials contain support for parents.

● Materials are available in electronic and hard copy (including student consumables) formats.

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

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

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

● 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.

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

● Support for 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 can be edited for translation.

● Teachers have online access to all grade levels K-5.

● Robust and dynamic selection of relevant digital resources available.

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

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

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

● User-friendly access (i.e., Single Sign On) and navigation for all users. (Active Directory

Integration, LDAP, SAML, Clever)

● Seamless integration with Canvas and Google Classroom.

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

● Digital resources/tools must be compatible with the BESD’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 BESD can determine specific compatibility.

● All/digital/electronic/online resources and tools meet all Federal and State student data privacy requirements.

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

● Agency provides reasonably detailed training 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 training as necessary.

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

● Digital resources/tools guaranteed uptime bug fixing policy.

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

● 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 BESD.

● Learning material cannot be approved for use in the District or used in District schools if the material contains sensitive material as defined in this policy.

Utah Code § 53G-10-103(2)(a) (2025) Utah Admin. Rules R277-468-2(1) (November 7, 2022) Utah Admin. Rules R277-469-3(2)(c) (July 9, 2024) Utah Admin. Rules R277-628-3(1)(a)(i) (August 7, 2024)

XV. 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 addresses all the specifications stated in the RFP;

b. all or a significant number of the proposals are ambiguous on a material point and the evaluation committee requires further clarification in order to conduct a fair evaluation of proposals;

c. the evaluation committee needs additional information from all offerors to complete the evaluation of proposals;

d. the differences between proposals in one or more material aspects are too slight to allow the evaluation committee to distinguish between proposals;

e. all cost proposals are too high or over budget; or

f. another reason exists supporting a request for best and final offers, as provided in rules established by the applicable rulemaking authority 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.

XVI. 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 highest scoring proposal will be awarded the solicitation.

https://le.utah.gov/xcode/Title53G/Chapter10/53G-10-S103.html?v=C53G-10-S103_2022050420220504 https://adminrules.utah.gov/public/rule/R277-468/Current%20Rules?/ https://adminrules.utah.gov/public/rule/R277-469/Current%20Rules?/

Attachment A

COST PROPOSAL FORM

Box Elder School District has approximately 5,500 students in grades K-5 per year. The student population in K-5 varies slightly each year. Student licenses need to be transferable between grades to accommodate the fluctuations in student populations. Please provide cost per year based on a 5 year contract with the option to extend up to 5 more years.

COST:

● Professional development costs $_______________

● Cost per student for online license $_______________

● Cost per student for materials $_______________

● Cost per teacher for online license $_______________

● Cost per teacher for materials $_______________

● Cost per classroom sets of instructional $_______________ materials including manipulatives, learning libraries, number lines, etc.

Teacher resource materials will be provided by _______ students /teacher ratio.

List all materials included in basic package costs. List any discounts related to the number of student licenses purchased. List multiyear pricing as applicable.

● Total Cost for 5 Year Contract $_______________

● Total Cost for 6 Year Contract $_______________

● Total Cost for 7 Year Contract $_______________

● Total Cost for 8 Year Contract $_______________

● Total Cost for 9 Year Contract $_______________

● Total Cost for 10 Year Contract $_______________