5-SOW Foundational Literacy Professional Learning for Utahs Middle Grades Educators .pdf

SCOPE OF WORK

Project Title: Foundational Literacy Professional Learning for Utah's Middle Grades Educators

1. Introduction

This document outlines the scope of work for a professional learning initiative designed to significantly strengthen foundational literacy skills for middle school students (Grades 6-8) across Utah. By providing targeted, evidence-based professional learning in Science of Reading principles to educators and instructional coaches, this project aims to reverse the observed decline in literacy achievement in the middle grades. Success will be achieved when students entering and progressing through grades 6-8 demonstrate enhanced foundational reading, writing, and language proficiency, leading to improved overall literacy outcomes. All deliverables for this program are scheduled for completion by June 12, 2026.

2. Background

Strong foundational literacy skills are paramount for student success across all academic disciplines and into their future lives. Our commitment to evidence-based practices, particularly those aligned with the Science of Reading, has driven significant investment in professional learning for Utah educators in Grades K-3.

This early focus is crucial for establishing the building blocks of literacy.

However, we recognize that despite these vital early efforts, many students do not fully acquire these foundational literacy skills by the time they leave 3rd grade. This manifests in a noticeable dip in literacy test scores as students transition into middle school, underscoring the critical need to support and strengthen these essential concepts in the middle grades (6-8). Many students entering these grades may still grapple with foundational reading, writing, and language concepts, impacting their ability to access grade-level content and engage deeply with their learning.

USBE is undertaking this project now to strategically address this persistent literacy gap in the middle grades. By investing in targeted professional learning, we aim to empower our Grades 6-8 educators with evidence-based practices based in the Science of Reading that foster deeper understanding, enhance instructional efficacy, and ultimately, cultivate a stronger foundation for literacy achievement in every student. This initiative is a critical next step in ensuring a continuum of literacy support for Utah students from elementary through secondary education.

3. Scope of Work

This section defines the comprehensive work to be performed by the Contractor to significantly enhance foundational literacy skills for middle school students (Grades 6-8) across Utah through targeted professional learning for educators and instructional coaches. The Contractor will be responsible for the full design, development, delivery, and ongoing support of a high-quality professional learning program.

3.1. Major Goals and Objectives:

The primary goals of this project are to:

● Elevate Foundational Literacy in Middle Grades: Bridge the existing gap in foundational literacy skills for students transitioning into Grades 6-8, addressing areas of reading, writing, and language comprehension.

● Empower Educators with Evidence-Based Practices: Equip Grades 6-8 educators and instructional coaches with deep knowledge and practical application of evidence-based literacy instruction, specifically aligned with Science of Reading principles.

● Improve Instructional Efficacy: Enhance educators' capacity to differentiate literacy instruction effectively to meet the diverse needs of all students, including multilingual learners.

● Foster Sustainable Literacy Growth: Cultivate a stronger, more sustainable foundation for literacy achievement for every student in the middle grades.

● Provide Pathway to Endorsement: Offer a professional learning pathway that aligns with, and directly leads to the attainment of, Utah’s Secondary Literacy Interventionist Endorsement for participating educators.

3.2. Services and Deliverables:

https://www.schools.utah.gov/licensing/endorsements/Secondary%20Literacy%20Interventionist%20SPECS.pdf https://www.schools.utah.gov/licensing/endorsements/Secondary%20Literacy%20Interventionist%20SPECS.pdf

The Contractor's responsibilities encompass the following key services and the production of corresponding deliverables:

● Professional Learning Program Design & Development:

○ Design and develop comprehensive, self-paced asynchronous learning modules specifically tailored for Grades 6-8 educators, ensuring content is deeply rooted in Science of Reading principles and directly aligns with the competencies required for Utah’s Secondary Literacy Interventionist Endorsement.

○ Develop all necessary supplementary materials (e.g., handouts, templates, resources) to accompany the asynchronous modules.

○ Design a structure for live virtual follow-up meetings that supports interactive engagement, individualized coaching, and practical application discussions. The Contractor will propose the optimal number and frequency of these sessions.

○ Develop mechanisms for participants to submit evidence of classroom and school implementation and reflections on their learning application.

○ Establish systems for continuous elicitation of participant feedback throughout the program.

● Program Delivery and Facilitation:

○ Host and manage access to the asynchronous learning modules via a stable and user-friendly online platform.

○ Facilitate all scheduled live virtual follow-up meetings, ensuring engaging and supportive environments for educators.

○ Provide expert guidance and mentorship during follow-up sessions, addressing specific educator needs and classroom contexts.

● Ongoing Support and Resources:

○ Ensure ongoing digital access to all asynchronous learning modules and supplementary materials for participating educators upon completion of the professional learning.

● Reporting and Compliance:

○ Lead and participate in Monthly Progress Review Meetings with

Agency stakeholders, providing verbal updates on all aspects of program progress, including participant data and consolidated feedback.

○ Lead and participate in Quarterly Performance Review Meetings with Agency stakeholders.

○ Prepare and submit a comprehensive Final Project Report detailing all activities, outcomes, and recommendations.

○ Ensure the entire professional learning program adheres to Utah's Professional Learning Standards and all relevant state and federal laws and regulations.

3.3. Location of Work:

The majority of the work, including module development, virtual meeting facilitation, and administrative tasks, will be performed remotely by the Contractor.

All professional learning services, including asynchronous modules and live virtual meetings, must be accessible to educators located throughout Utah.

3.4. Estimated Timeframe and Key Phases:

The Contractor is expected to propose a detailed timeline for the following key phases within their response. The entire project, encompassing all deliverables and activities, must be completed by June 12, 2026.

● Phase 1: Program Design & Initial Module Development: [Contractor to Propose Estimated Timeframe]

○ Detailed curriculum outline and module content plans developed.

○ Initial asynchronous modules designed and tested.

● Phase 2: Program Launch & Initial Delivery: [Contractor to Propose Estimated Timeframe]

○ First cohorts of educators begin asynchronous modules.

○ Initial live virtual follow-up meetings commence.

● Phase 3: Ongoing Delivery & Support: [Contractor to Propose Estimated Timeframe]

○ Continuous delivery of asynchronous content.

○ Regularly scheduled live virtual follow-up meetings.

https://schools.utah.gov/curr/educatordevelopment/professionallearning https://schools.utah.gov/curr/educatordevelopment/professionallearning

○ Ongoing collection and analysis of participant implementation evidence and feedback.

● Phase 4: Program Completion & Final Reporting: [Contractor to Propose Estimated Timeframe]

○ All professional learning concluded.

○ Final data collection and analysis.

○ Submission of Final Project Report.

3.5. Out of Scope:

The following activities are explicitly considered outside the scope of this contract and are not acceptable elements of a proposed solution to the needs of this contract:

● Direct literacy instruction to K-3 students.

● Development or provision of physical instructional materials (unless explicitly agreed upon and budgeted for).

● Any in-person professional development sessions or site visits, unless specifically requested and approved as a separate, additional scope item.

● Responsibility for statewide administration or tracking of official educator endorsements; the Contractor's role is to provide the qualifying professional learning.

● Management of individual educator's licensure applications beyond providing necessary completion documentation for the endorsement.

4. Requirements

This section outlines the specific responsibilities, qualifications, and actions required by both the Contractor and the Agency to ensure project success.

4.1. Contractor Requirements:

The Contractor must possess and demonstrate the following qualifications, capabilities, and responsibilities:

● Expertise in the Science of Reading: Deep knowledge and practical experience in implementing evidence-based literacy instruction, particularly aligned with the Science of Reading principles.

● Experience with Grades 6-8 Literacy: Proven track record of working with and improving foundational literacy skills in students within the middle grades (6-8).

● Understanding of Adolescent Literacy Needs: Demonstrated understanding of why students may not acquire foundational literacy skills by the end of 3rd grade and how to address these needs in older students.

● Data Analysis Skills: Ability to analyze literacy test scores and other student data to identify specific areas of need and tailor professional development accordingly.

● Professional Development Facilitation: Strong skills in designing and delivering engaging, effective, and practical professional learning for educators.

● Differentiated Instruction: Knowledge of strategies for differentiating literacy instruction to meet the diverse needs of students, including multilingual learners.

● Follow-up Support: Capacity to provide mentorship and follow-up support to educators during and after asynchronous learning modules.

● Practical Classroom Experience: Recent or relevant experience as a classroom educator in the middle grades is highly beneficial.

● Communication and Collaboration: Excellent communication skills and the ability to collaborate effectively with educators, LEA and state leadership, and other stakeholders.

● Platform and Hosting: Provide and manage a robust, accessible, and reliable online learning platform for asynchronous modules and virtual meetings, ensuring compliance with state security and privacy standards (e.g., FERPA).

● Technical Support: Offer technical support for educators accessing the professional learning modules and virtual meetings.

● Content Updates: Be prepared to update or revise content based on new research, participant feedback, or Agency guidance throughout the project duration.

4.2. Agency Responsibilities:

The Agency will undertake the following to support the Contractor's success:

● Project Oversight: Designate a primary Agency contact person and project team for regular communication, review meetings, and decision-making.

● Educator Recruitment & Communication: Assist in disseminating information about the professional learning opportunity to eligible Grades 6- 8 educators and instructional coaches across Utah.

● Data Sharing: Provide relevant, anonymized literacy test score data or other aggregated student data as necessary for the Contractor to tailor professional development, adhering to all privacy regulations.

● Review & Approval: Promptly review and provide feedback on proposed module content, meeting schedules, and reporting documents.

● Endorsement Pathway Clarification: Provide clear guidance and liaison with relevant state licensure bodies regarding the Secondary Literacy Interventionist Endorsement requirements.

4.3. Milestones and Progress Measurement:

Key milestones will be tracked through the following:

● Module Completion: Progress measured by the percentage of asynchronous modules completed by participants.

● Meeting Attendance: Tracking of attendance and active participation in live virtual follow-up meetings.

● Evidence Submission: Regular submission and review of participant-provided evidence of classroom implementation and reflection.

● Feedback Integration: Demonstrable adjustments or refinements to the program based on elicited participant feedback.

● Endorsement Alignment Verification: Formal review by Agency experts to confirm the program's alignment with state endorsement competencies.

● Reporting Timeliness: Adherence to scheduled monthly and quarterly meeting dates and final report submission deadlines.

5. Compliance

The Contractor's performance will be rigorously evaluated against the following standards, benchmarks, and reporting requirements to ensure the successful delivery and impact of this professional learning initiative:

5.1. Adherence to Deliverables and Timeline:

● Standard: All deliverables, as outlined in the "Project Deliverables" section of this Scope of Work (SOW), must be completed according to the specified content and format.

● Benchmark:

○ Asynchronous Learning Modules: Modules must be fully developed, functional, and accessible on-demand by [Contractor to propose in their timeline]. Content must directly address Science of Reading principles and their application to Grades 6-8 foundational literacy, aligning with Utah's Secondary Literacy Interventionist Endorsement competencies.

○ Live Virtual Follow-Up Meetings: The agreed-upon number and frequency of live virtual sessions, as detailed in the Contractor's proposed Scope of Work, must be delivered as scheduled. Each session must facilitate interactive Q&A, individualized support, and discussions on practical classroom application.

○ Participant Engagement and Completion: The program must serve the number of educators proposed by the Contractor, with a minimum [e.g., 80%] completion rate for asynchronous modules and [e.g., 75%] attendance/participation rate in live virtual sessions.

○ Evidence of Implementation & Reflection: Participants' submitted evidence of implementation and reflection must demonstrate a clear application of learned strategies in Grades 6-8 classrooms and schools. Evaluation of this evidence will be based on [e.g., rubrics provided by the Contractor and approved by the Agency, or specific criteria agreed upon].

○ Alignment with Endorsement Competencies: The professional learning content and competencies covered will be reviewed by the Program Manager to ensure full alignment with all ten requirement areas of Utah's Secondary Literacy Interventionist Endorsement, as detailed in the official USBE specifications.

○ Ongoing Access to Materials: All participating educators must retain continuous, accessible digital access to all asynchronous learning modules and supplementary materials until one year post-completion.

Reporting:

● Monthly Progress & Quarterly Performance Review Meetings: The Contractor shall conduct virtual progress review meetings commencing at the start of the contract, with the Agency Program Manager. These meetings will serve as the primary mechanism for the Contractor to provide a detailed update on:

○ Status updates on module development and deployment.

○ Participant enrollment and completion rates for asynchronous modules.

○ Schedule and attendance records for live virtual follow-up meetings.

○ A summary of participant feedback and common questions from live sessions, including a concise overview of feedback elicited throughout the process.

○ Challenges encountered and proposed solutions.

○ A look-ahead to planned activities for the next month. Every third month (e.g., October, January, April, July), these monthly meetings will be expanded to include broader Agency stakeholders for a comprehensive Quarterly Performance Review. During these quarterly meetings, the Contractor will provide a deeper dive into overall project progress, review cumulative data and trends, discuss strategic challenges, and collaboratively plan upcoming phases. The Contractor will be responsible for preparing and sharing a brief agenda or key discussion points in advance of each meeting.

● Final Project Report: A comprehensive final report detailing all activities, outcomes, participant data, and recommendations will be submitted by June 1, 2026.

5.2. Quality and Effectiveness Standards:

● Standard: The professional learning delivered must be of high quality, relevant, effective, and fully aligned with established educational best practices and state standards.

● Benchmarks:

○ Utah's Professional Learning Standards: All aspects of the professional learning program (modules, activities, and support mechanisms) must adhere to and demonstrate alignment with the Utah Professional Learning Standards. The Contractor shall demonstrate how these standards are woven into the program design.

○ Science of Reading Fidelity: The content must accurately represent and effectively translate evidence-based Science of Reading principles into practical instructional strategies for Grades 6-8.

○ Educator Satisfaction: The Contractor will elicit continuous feedback from participants throughout the professional learning process (e.g., surveys, exit tickets, discussion forums). Post-session and post-module surveys will be administered to participants by [Contractor/Agency, define responsibility]. The Contractor is expected to achieve a minimum average satisfaction rating of [e.g., 4 out of 5] on relevant survey items (e.g., content relevance, facilitator effectiveness, practicality of strategies).

○ Responsiveness: The Contractor shall respond to Agency inquiries within 2 business days and address critical issues within 5 business days.

● Reporting:

○ Participant Feedback Summaries: Aggregated participant feedback data, including insights gathered throughout the process, will be presented during the monthly progress review meetings and included in the final report. This will also detail proposed adjustments or improvements based on this feedback.

○ Evidence of Standards Alignment: The final report will include a section explicitly detailing how each of the Utah Professional Learning Standards was addressed and met throughout the project lifecycle.

5.3. Budget Compliance:

● Standard: The project must be completed within the allocated total budget of $75,000.

● Benchmark: All expenditures must be transparent, itemized, and justifiable within the scope of the project. No cost overruns without prior written approval from the Agency.

● Reporting:

○ Final Financial Report: A comprehensive final financial report, itemizing all project expenditures, will be included in the final project report.

5.4. Laws and Regulations:

● Standard: The Contractor must comply with all applicable federal, state, and local laws, regulations, and Utah State Board of Education policies pertaining to professional learning, data privacy (e.g., FERPA), and educator licensure.

● Benchmark: No non-compliance issues identified through audit or review.

● Reporting: The Contractor will certify compliance with all applicable laws and regulations in the final report.

6. Project Deliverables

The following are the tangible end products or results the Contractor must produce and submit throughout the project lifecycle:

● Fully Developed and Accessible Asynchronous Learning Modules:

○ Format: Digital, web-based modules accessible via a dedicated learning management system.

○ Quantity: Contractor to propose the number of modules/hours of content.

○ Deadline: Initial modules to be accessible by [Contractor to Propose], with all modules fully deployed by [Contractor to Propose].

○ Delivery Method: Live online access via Contractor's hosted platform.

● Live Virtual Follow-Up Meeting Sessions:

○ Format: Interactive virtual meetings conducted via a robust online conferencing platform.

○ Quantity: [Contractor to Propose the total number and frequency of sessions].

○ Deadline: Schedule for all sessions to be proposed by [Contractor to Propose], with sessions conducted on agreed-upon dates.

○ Delivery Method: Live virtual sessions.

● Mechanism for Participant Implementation Evidence and Reflection

Submission:

○ Format: Digital submission portal or process (e.g., via LMS, dedicated online form).

○ Quantity: One system for all participants.

○ Deadline: Operational by the launch of initial live virtual meetings

[Contractor to Propose].

○ Delivery Method: Integrated into the learning platform or provided via a separate link.

● Consolidated Participant Feedback Summaries:

○ Format: Oral presentation during monthly meetings; written summaries (e.g., charts, key themes) in final report.

○ Quantity: Presented monthly; comprehensive summary in final report.

○ Deadline: Presented at each Monthly Progress Review Meeting; full summary by June 1, 2026.

○ Delivery Method: Virtual meeting presentation; inclusion in final report.

● Ongoing Digital Access to All Program Materials:

○ Format: Digital, accessible via Contractor's hosted platform.

○ Quantity: All developed modules and supplementary resources.

○ Deadline: Accessible to participants for a minimum of 1 year post-project completion.

○ Delivery Method: Continuous online access.

● Monthly Progress Review Meeting Agendas/Key Discussion Points:

○ Format: Brief agenda.

○ Quantity: One per month.

○ Deadline: Submitted at least 2 business days prior to each Monthly

Progress Review Meeting.

○ Delivery Method: Email to Program Manager.

● Final Project Report:

○ Format: Comprehensive written document (digital PDF).

○ Quantity: One.

○ Deadline: June 5, 2026.

○ Delivery Method: Digital submission to Program Manager.

7. Project Timeline

The project will commence upon contract award and must be fully completed by June 12, 2026. The Contractor is required to propose a detailed timeline including start and end dates for each key phase, specific deliverables, and associated deadlines within their proposal.

8. Project Budget

The total anticipated budget for the entirety of this program, encompassing all services and deliverables described herein, is $75,000. Proposals should align with this budget.

9. Reference Materials

● Secondary Literacy Interventionist Endorsement

● Utah’s Professional Learning Standards

10. Program Management

Program Manager: Naomi Watkins, Secondary English Language Arts Specialist, naomi.watkins@schools.utah.gov, 801-538-7616

Contract Manager: Michael Iwasaki, Director of Purchasing and Contracts, michael.iwasaki@schools.utah.gov, 801-538-7621 https://schools.utah.gov/curr/educatordevelopment/professionallearning mailto:naomi.watkins@schools.utah.gov mailto:michael.iwasaki@schools.utah.gov