9-5410-002 RFP 26-0635-026 READING K-2 TEXTBOOK ADOPTION SPANISH LANGUAGE OFFERING SPECIFICATIONS 9.10.25.pdf

BUFFALO PUBLIC SCHOOLS PROCUREMENT OFFERING

RFP 26-0635-026 READING K-2 TEXTBOOK ADOPTION SPANISH LANGUAGE

Offering Summary

SUMMARY:

The purpose of this RFP is to provide the Buffalo Public Schools with a rigorous, scientifically research based, K-2 Spanish stand-alone reading program aligned to the New York State Blueprint for English Language Learner/Multilingual Learner Success and New York State Next Generation Learning Standards for English Language Arts (ELA). The program must take a foundational skills instruction approach based on the science of reading.

The program can serve as a stand-alone Spanish program. The Spanish program should address all components of Spanish literacy, relevant to these grade levels including phonemic awareness, phonics, fluency, vocabulary, comprehension, spelling, grammar, writing, syllabication and rhyming for Spanish. The reading program should align with the sequence of foundational skills for Spanish readers and with the unique linguistic augmentations for Spanish reading development. The program must be culturally responsive and offer supports and scaffolds to meet the needs of all learners, including English and Spanish language learners, students with disabilities, and advanced learners in a dual language program.

The program must be culturally responsive and offer supports and scaffolds to meet the needs of all learners, including English and Spanish language learners, students with disabilities, and advanced learners in a dual language program.

DESIGNATED CONTACTS:

Owner (Primary): Janet Correa-Longo, Acting Assistant Superintendent of Multilingual Education

Buyer (Copy To): Jason Giglio, Buyer, jrgiglio@buffaloschools.org

The dates specified on the timeline of this offering are subject to change via addendum

TIMELINE:

Release Date: 09/15/2025 8:00 AM Advertise Dates:

Questions Due*: 09/29/2025 4:00 PM - Website/BONFIRE 09/15/2025

Answers Posted: 10/03/2025 4:00 PM - Buffalo News 09/14/2025

Offering Closed: 10/17/2025 4:00 PM - Contract Reporter 09/15/2025

Presentations: TBD - Rocket 09/18/2025

Tentative Award: Upon Board approval - Criterion 09/20/2025

Public Opening Time and Location: n/a

*Questions regarding this offering must be submitted via the online offering portal @ https://buffaloschools.bonfirehub.com/portal/?tab=openOpportunities

PROCUREMENT DATA:

Requisition: NA

BPS Commodity Code: 051 Textbooks

Prior Offering: n/a Prior Awardee: n/a

Prior Award Period: n/a Current Year Value: n/a

OFFERING DATA:

Dates are approximate and dependent upon the award date.

Initial Award & Contract Term: 9/1/2025 - 6/30/2035

Extensions: n/a

Maximum Term End: 06/30/2035

OTHER OFFERING PARAMETERS:

Type of Offering: RFP

Basis of Award: Best value

Award may be split among respondents: No

Award may be consolidated: NA

Subcontractors may be used: No

Insurance is required: Yes

NYS DOL Prevailing Reference: N/A

Response Surety Required (“Bid Bond”) No

Performance Bond Required: No

Formal contract required: Yes

Proposals valid for: 120 days past closing.

SUBMITTAL OPTIONS:

Please refer to the “Standard Terms, Conditions, and Disclaimers” document for more detailed instructions. Only one method of submittal should be used; mailed responses will be entered into the electronic portal by the BPS Purchase Department for evaluation/scoring purposes.

Submittals may be mailed OR submitted electronically per the instructions below:

Mailed or delivered responses must include two (2) printed copies and one (1) electronic copy.

Electronic submittal is ALLOWED (and encouraged) via BPS BONFIRE portal at:

https://buffaloschools.bonfirehub.com/portal/?tab=openOpportunities.

Technical assistance with submitting your response electronically is available by contacting the

Director of Purchase at the contact information listed on prior page.

THIS PAGE RESERVED FOR OFFERING

SUMMARY

1) GENERAL INFORMATION

a. GENERAL DEFINITIONS: Please refer to “Standard Terms, Conditions, & Disclaimers”.

• English language learners – students whose first language is not English

• The Science of Reading - a comprehensive body of research that encompasses years of scientific knowledge, spans across many languages, and shares the contributions of experts from relevant disciplines such as education, special education, literacy, psychology, neurology, and more.

Aligned instruction includes explicit, systematic teaching of foundational skills.

• Professional development – continuing education and career training

• Decodable text – Texts for beginning readers carefully sequenced to progressively incorporate words that are consistent with the letter–sound relationships that have been taught to the new reader.

• Spanish Decodable text – Texts for beginning readers carefully sequenced to progressively incorporate words that are consistent with the study and relationships of vowels and syllables.

b. OFFERING SPECIFIC DEFINITIONS:

i. Authentic Spanish Books – Spanish-language books from Latino authors in the

US or authors from Latin America/Caribbean or Spain. Books cover various themes and content-area topics at grade-level and various proficiency levels.

ii. Biliteracy Reading Program – A Spanish reading program that supports dual language instruction (e.g., English/Spanish) in listening, reading and writing development.

iii. Spanish language learners – students whose first language is not Spanish.

c. VENDOR INFORMATION:

Qualified vendors are encouraged to submit a response for providing the goods and / or services described. If the vendor plans to subcontract any of the work described in the

Scope of Work the vendor must complete all response requirements for the subcontractor.

If a vendor plans a joint venture with another company and/or utilizes subcontractors, the vendor shall specify accordingly and complete all response requirements for each company involved in the offering response.

d. RESPONSES:

Any and all contracts awarded as a result of this offering are subject to the Terms &

Conditions stated in the offering. The submission of any other terms or conditions by a respondent may be cause for rejection of the response.

All responses should clearly state/include the following:

STANDARD REQUIREMENTS:

1. Completion of “Offering Questionnaire”, Question Set 1 “Standard Response

Requirements”.

2. Current W-9.

3. Current Certificate of Liability Insurance.

4. Completed “Equal Employment Opportunity Employee Information Report”; form provided.

5. Signed “Non-Collusive Bidding Certification”; form provided.

6. Respondent must provide a list of at least three (3) client references and their contact information. References will be contacted at the sole discretion of the District.

7. Cost proposal in the requested format.

8. Optional items as required by responses to the “Offering Questionnaire”, including but not limited to:

a. “Vendor Application”; form provided.

b. “Disclosure Narrative”, any format.

c. “Debarment Narrative”, any format.

d. “Certifications” such as MBE/WBE/SDVOB

e. “Policy 5414 Compliance Narrative”, any format.

f. “Subcontractor Documentation”, any format.

g. “Anti-Lobbying Narrative”, any format.

9. Respondents may submit any other information they consider relevant to their response to this offering by using the “Other Vendor Information” document upload.

2) SCOPE OF WORK

The purpose of this RFP is to provide the Buffalo Public Schools with a rigorous, scientifically research based, K-2 Spanish stand-alone reading program aligned to the New York State Blueprint for English Language

Learner/Multilingual Learner Success and New York State Next Generation Learning Standards for English

Language Arts (ELA). The program must take a foundational skills instruction approach based on the science of reading. The program should address all components of literacy, including phonemic awareness, phonics, fluency, vocabulary, comprehension, spelling, grammar, and writing. The program must be culturally responsive and offer supports and scaffolds to meet the needs of all learners, including English language learners, Spanish Language Learners, students with disabilities, and advanced learners.

EVIDENCE: The district seeks submissions that

• Provide evidence of a successful program implementation in school districts of similar size and demographics (provide 1-3 districts currently implementing the program)

• The program is based on the science of reading research.

• The program is based on fundamental Spanish literacy strategies.

CONTENT: Phonological Awareness, Phonics, Spelling, Fluency

• Foundational skills instruction is an integral component of the core program, not supplemental or optional.

• Instructional materials provide explicit, systematic instruction of phonological awareness, phonemic awareness, and phonics skills.

• Phonological awareness instruction follows a developmental progression (e.g., syllables, rhyming, alliteration, onset, and rime).

http://www.nysed.gov/common/nysed/files/nys-blueprint-for-ell-success.pdf http://www.nysed.gov/common/nysed/files/nys-blueprint-for-ell-success.pdf http://www.nysed.gov/curriculum-instruction/new-york-state-next-generation-english-language-arts-learning-standards http://www.nysed.gov/curriculum-instruction/new-york-state-next-generation-english-language-arts-learning-standards

• Phonemic awareness instruction follows a developmental progression (e.g., isolating, adding, segmenting, deleting, manipulating phonemes and syllables for Spanish).

• Instructional materials present letter-sound correspondence in an explicit and sequential fashion.

• Materials support instruction that progresses from simple to more complex sound-spelling patterns and word analysis skills (e.g., single syllable words before multisyllabic words.) This includes word analysis skills for Spanish (e.g., consonant plus vowel, gato; two consecutive consonant, trabajo, three consecutive consonants, ingles)

• The program provides decodable readers and an instructional routine for students to practice applying taught phonics patterns and for teachers to use in small groups.

• Materials support explicit instruction that teaches students how to decode multisyllabic word parts (e.g., compound words and most syllable types).

• Materials provide explicit instruction for reading irregular, high frequency words.

• Materials support instruction that teaches students how to write/spell common sound-spelling patterns of

Spanish in an explicit, sequential fashion.

• Materials provide explicit spelling instruction and practice to encode words with taught patterns.

• Materials include practice with regular and irregular high frequency words.

• Materials include practice reading connected text to build fluency.

• To build fluency, authentic decodable texts gradually increase in complexity based on the phonics scope and sequence.

CONTENT: Texts, Comprehension

• Spanish materials provide authentic Spanish Multicultural texts.

• Read-alouds are above instructional level in complexity and are used to build vocabulary and comprehension skills.

• Materials include opportunities to build oral language and listening skills (e.g., exposure to fiction and informational text read aloud, discussions to analyze and synthesize information in response to text read aloud, compare/contrast).

• The anchor text is decodable so that students can practice taught phonics skills to become fluent readers.

Texts can be read without reliance on pictures or other cues.

• As students develop decoding skills, texts provide opportunities for students to build knowledge by reading specific informational and narrative text.

• Materials contain questions and tasks that require students to use text-based evidence to analyze information and evidence focused on the meaning of texts, including making inferences.

• Materials cultivate students’ abilities to ask and answer questions based on the text.

• Texts are culturally responsive and portray characters from diverse backgrounds.

• Characters of diverse cultural backgrounds are not represented stereotypically.

CONTENT: Writing, Language

• The instructional materials follow a developmentally appropriate scope and sequence for writing and language skills for a Spanish stand-alone program.

• Materials provide explicit instruction in letter formation/handwriting.

• Materials include explicit instruction on grade-appropriate writing structures (e.g., topic sentences, paragraphs).

• Materials include opportunities and prompts for students to write in response to texts read, including opinion, informational, and narrative responses.

• Materials provide grade-specific instruction in the conventions (e.g. capitalization and punctuation) of

Spanish.

• Materials provide grade-specific instruction in the conventions of grammar and usage, including sentence types and parts of speech in Spanish.

• Materials help students build rich lexicons through oral vocabulary instruction of words they cannot yet decode.

• Materials help students to acquire and use general academic and domain-specific words and phrases aligned to grade level standards and expectations.

• Materials include instruction for students to determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade-appropriate reading and content.

• Materials include instruction for students to understand figurative language, word relationships and nuances in word meanings (shades of meaning).

• Materials provide the opportunity to teach vocabulary by making connections between a new word and other known words, by relating the word to student experiences, by differentiating between correct and incorrect uses of the word, and by generating and answering questions that include the word.

• Materials provide explicit instruction of common prefixes and suffixes.

UNIVERSAL ACCESS

• The program offers supports and scaffolds for students identified as English language learners and students with disabilities.

• The program provides scaffolds and support allowing students to access grade level content and demonstrate independent understanding without reducing the rigor of the standards.

• The program includes differentiated activities for use in groups or learning areas to provide targeted practice of previously taught skills/concepts.

• The program provides equitable access to learning by having built-in accessibility tools that accommodate diverse learning.

• The student materials are available in Braille and large print to meet the National Instructional Materials

Accessibility Standard (NIMAS) standards.

• Optional: Identify programs in other languages if available (not rated)

INSTRUCTIONAL DESIGN

• The program is aligned to New York State ELA Next Generation Learning Standards and includes correlations.

• The program provides a scope and sequence of skills.

• Program organization and layout allows for ease of use.

• Materials provide support for frequent review of previously taught skills, concepts and vocabulary, extended practice, and independent application of phonics skills.

• Checks for understanding are built into lessons.

• The program includes multiple assessment tools for each lesson and/or unit, including rubrics and/or checklists to support writing activities.

• Photographs, pictures, graphics are diverse and culturally responsive.

• Guidance and opportunities are provided to engage students’ families.

CUSTOMER SERVICE

• include a customer service plan with the cost proposal that details annual o shipping and distribution requirements for approximately

▪ Grade K: 15 classrooms, 300 students

▪ Grade 1: 15 classrooms, 300 students

▪ Grade 2: 15 classrooms, 300 students o on-site support and any applicable fees o technology support

TECHNOLOGY

• The core components of the program have an electronic equivalent with digital access for students and teachers.

• The program provides a wide range of technology and multimedia resources to enhance student engagement and learning.

• The online materials are easy for teachers to use.

• Online assessments are available with a reporting suite for teacher use.

PROFESSIONAL DEVELOPMENT

• Provide a complete professional development plan outline as well as a roll out plan, including both in-person and virtual options and distinguishing between complementary and extra-fee services.

• The vendor has the capacity to train 150 teachers per grade level, K-2.

o Provide cost delineation for training of 150 teachers at each grade level K-2

• The vendor has the capacity to provide trainer-of-trainers (ToT) PD for approximately 10 literacy coaches o Provide cost delineation for trainer-of-trainers (ToT) PD for approximately 10 literacy coaches

• The vendor has the capacity to provide introductory presentations to approximately 25 administrators o Provide cost delineation for introductory presentations to school administrators

OFFERING SPECIFIC REQUIREMENTS:

There will be multiple stages to this evaluation:

1. Administrative review of written submission

2. Curriculum committee review of materials

3. Vendor presentation to curriculum committee

4. Vendor presentation to district stakeholder team, including parents and administrators

3) COURSEWARE MANAGEMENT SYSTEM REQUIREMENTS

a. The system will have administrative support/tools which shall include:

i. Daily synchronization capability with online District Student data and information system

ii. Digital content, assessments, User groups, newsletters, and other communication from vendor to user

iii. Support from client services department

iv. Technical support for end users

v. Role-based access levels to designated District and school personnel

vi. Ability to monitor student participation and progress monitoring (completion and progress monitoring reports)

4) TECHNICAL REQUIREMENTS

a. The vendor’s system will support user single sign-on capability (Buffalo Schools utilize Microsoft

Active Directory)

b. The system must be compatible with, including but not limited to: internet browser Google Chrome and Internet Explorer

c. Must be compatible with Windows 7 and higher, Macintosh MAC OS 10.5x and higher, iOS, and

Linux Red Hat 5.4 and higher

d. The vendor will develop system-wide, role-based security and user access security

e. The system must provide for HTTPS (Hypertext Transfer Protocol Secure) support in all functions where usernames and/or passwords are transmitted

f. Vendor should provide mobile access technology and security. System should be available on most mobile devices (smart phones, iPads, tablets, etc.…)

g. Enrollment data of students automatically and automatic roster upload based on Infinite Campus SIS.

Meetings and Professional Development must be delivered/compatible with Microsoft TEAMS or Zoom platforms.

5) DATA IMPORT/EXPORT REQUIREMENTS

a. BPS requires an interface that accepts text or csv files connections for uploading, importing, and exporting student data. BPS utilizes Infinite Campus as its student information system, and the system may be required to support an automated interface with the BPS developed Data Dashboard.

b. The system must provide BPS with the ability to import data from other district-level data systems

(i.e., Infinite Campus, the BPS developed Data Dashboard, and our other education data warehouses)

Imports should be automated on a nightly basis.

6) DATA INTEGRATION REQUIREMENTS

a. The data / Digital content including assessment tools must be fully accessible (exportable in .pdf, .txt, and .csv) to the District upon installation and throughout the term of the agreement.

b. Report availability based on content and assessments shall be 24 hours/day, except during scheduled maintenance periods.

c. The vendor will support the initial data migration and validation.

7) SERVICE LEVEL REQUIREMENTS

a. The system’s environment must be Family Educational Rights and Privacy Act (FERPA) compliant.

b. All data collected by the learning management system remain the sole property of and for the exclusive use of BPS.

c. Technical support and services to include:

i. Integrity of data should the vendor’s server go down

ii. Server down time of less than .03%

iii. Adequate servers and backup to prevent database corruption and to provide restoration within two hours of data loss

iv. Product updates for the period of the contract

Help Desk Support that will include 24/hour assistance and availability, reliable help desk statistics, online, email, and phone supports, easy to locate up-to-date training resources available online and in hard copy formats, training materials utilizing multimedia (images, video, audio, etc.…), availability of help desk logs, a nightly data refresh with access to transmitted data within 24 hours.

8) TRAINING, SUPPORT, and IMPLEMENTATION REQUIREMENTS

a. The vendor will assign a primary point of contact to support the BPS account. BPS requires that primary point of contact will respond to calls or emails within 24 hours to support the resolution troubleshoot all issues and requests.

b. The vendor will provide a complete Professional Development Plan Outline as well as a Roll Out

Plan. (See Scope of Work)

c. The training system for district staff will incorporate a train the classroom teacher and support staff approach and other applicable staff as needed. Staff development should include in-person and remote training.

d. The vendor must have the capability to support virtual meetings and professional learning (i.e., webinars, e-learning, videos, TEAMS or ZOOM meetings, etc.)

e. The vendor shall provide a user guide for all users with comprehensive information related to test administration, generating, and interpreting reports.

9) EVALUATION PROCEDURES

a. Review of Responses

During the multiple stages of this adoption, the Proposals and programs will be reviewed by core literacy program content teachers and coaches, ENL/Special education teachers, central office and building administrators, community stakeholders, and a representative from the Purchase

Department.

b. There will be multiple stages to this evaluation:

1. Administrator review of written submissions

2. Curriculum committee review of materials

3. Vendor presentation to curriculum committee

4. Vendor presentation to district stakeholder team, including administrators and parents

c. Respondent’s Presentations

Respondents will be required to present, at the District’s discretion, which will include a question-and-answer session. Questions and specific requests to be addressed during the presentation will be forwarded to the respondents in advance of the presentation.

d. Final Evaluation

Vendor presentations to the district stakeholder team will be evaluated on a 100-point scale as defined in the table below. Cost will be calculated proportionally compared to lowest cost response.

FINAL EVALUATION CRITERIA MAXIMUM POINTS

Evidence 10

Content 30

Cultural Responsiveness 10

Universal Access and Instructional Design 15

Technology 10

Professional Development Plan 10

Level of proposed customer service 5

Cost 10

e. Final Selection

The Board of Education and its representatives will select a firm based upon the recommendations of the evaluation team. It is anticipated that a firm will be selected by the date listed in the offering summary. Following notification of the firm selected, it is expected that a contract will be executed between both parties. The selected firm must be prepared to begin work upon execution of the BPS contract. The contract will not necessarily be awarded to the response with the lowest cost projection.