Attachment A - Scope of Work, Specifications, and Criteria - ELD Curriculum.pdf

Attachment A – Scope of Work, Specifications, and Criteria

As set forth in more detail below, the District is requesting from each Vendor in response to this RFP: (a) a written proposal/s for English Language Development Curriculum with instructional materials and services; (b) written Vendor profile; and (c) sample materials and access to online services associated with Vendor's curriculum, which will be reviewed by District staff during the proposal consideration period.

1.1 Vendor proposals shall provide the following for the curriculum with instructional materials:

1.1.1 A title and description of the instructional materials for use by students and teachers, including student editions and teacher editions.

1.1.2 ISBN numbers (where applicable).

1.1.3 Provide pricing for the District's initial purchase of instructional materials for the number of teachers and students in the table below. The quantities listed are estimates and do not obligate the District to purchase the quantities listed. The District reserves the right to adjust or reduce the quantities ordered in conjunction with this solicitation.

Number of

Teachers

Number of

Sections

Number of

Students

81 64 1600

1.1.4 A description of the technology and online resources for use by students and teachers.

1.1.5 Provide price for District's initial purchase of technology and online resources for use by students and teachers.

1.1.5.1 Provide pricing structure for subsequent purchases of instructional materials, technology and online resources to accommodate increases in student enrollment during the up to

10-year period the District plans to use the materials. The

District requires access to the materials during the up to 10-year period.

1.1.5.2 Provide your most competitive shipping quote for the

instructional and technology materials. The District reserves the right to utilize a third-party carrier for shipment of awarded and ordered materials.

1.1.6 A detailed description of all training, resources and professional learning opportunities available to the District and its teachers to support the curriculum implementation and use of related instructional materials, technology and online resources during the up to 10-year period the

District plans to use them.

1.1.7 Provide price for training, resources and professional learning opportunities.

1.1.8 Statement as to whether Vendor intends to use one (1) or more subcontractors or third parties in connection with its provision of materials and/or services included in its response to this RFP. For each such subcontractor and third party, Vendor shall: (a) provide its name, address, telephone number and e-mail address; and (b) describe the work it will perform.

1.2 Vendor proposals shall include the following information:

1.2.1 Full legal name of business as it appears on IRS Form W-9, as well as any other names under which Vendor does business.

1.2.2 A description of Vendor's business and organization, including: (a) products and services offered; (b) address of headquarters and location of branch offices; (c) number of employees; and (d) number of years Vendor has been in business.

1.2.3 Vendor's website address/Internet URL.

1.2.4 First and last name, telephone number and e-mail address of the employee within Vendor's organization designated as the District's primary contact with respect to this RFP and Vendor's response thereto.

1.3 Vendor shall provide the following for review by District staff during the proposal consideration period:

1.3.1 One (1) English language student edition set (per grade level) of instructional materials and one (1) English language teacher edition set of instructional materials. When applicable, one (1) Spanish language student edition set (per grade level) of instructional materials and one (1) Spanish language teacher edition set of instructional materials.

1.3.2 Access to online resources and/or software for use by students and teachers in connection with the instructional materials. Access will be required for ten (10) teacher reviewers and a maximum of fifty (50) student reviewers.

1.3.3 Access to the training, resource and professional learning materials and services that support the curriculum implementation and use of Vendor's related instructional materials, online resources and software.

REQUIREMENTS AND RESPONSIBILITIES

Poudre School District is looking for proposals that includes curriculum programs and/or supplemental supports and/or curriculum packages/components for teaching English Language

Development (ELD). ELD is also known as English as a Second Language (ESL), English

Language Acquisition (ELA), English as a New Language (ENL), or English for Language

Learners (ELL). The curriculum/programs are to support Multilingual Learners (MLs), formally known as English Language Learners (ELLs). Please see the "Types of Program" section for the scope and details of what type of programs and curriculum supports are specifically being inquired about.

1. The District is looking to accomplish the following goals and outcomes with curriculum, programs, and/or support materials:

a. The District is looking to meet the needs of Multilingual Learners (MLs) with curriculum, programs and/or support materials that meet English Language

Proficiency Standards (CELP/WIDA Standards/English Language Proficiency

Standards/Common Core Standards).

b. Have materials, programs and supports that meet federal and state requirements/compliance around ELD instruction and Language Instruction

Educational Program (LIEP). Materials could include integrated ELD accepted models and materials for dedicated ELD instruction that will meet direct instructional requirements for fixed and regular research based methodologies.

1.b.1 If your materials do not meet State or Federal instructional compliance, please inform us how they supplement and support this goal of meeting federal and state requirements around ELD instructional compliance.

2. Types of Programs we are requesting proposals on: Please respond to this proposal if your product meets one, multiple, or all of the following:

a. We request proposals for curriculum that is specifically built to meet the needs of newcomer students. For this purpose, newcomer is defined as: students new to the country within the last 3 years and currently designated a non-English proficient level

(WIDA Screener/ACCESS scores between 1.0-2.4).

2.a.1 Newcomer curriculum and/or support materials would be ideal to have K-

12 options.

2.a.2 Newcomer curriculum can be stand-alone program for English Language

Development specific to newcomers and/or it can be supports for newcomers acquiring language and supports for accessing all content areas.

b. English Language Development Curriculum for all language proficiency levels for 6-

12.

c. The District has a strong interest in a program that would meet the federally mandated

English Language Development instruction programming for Multilingual Learner for grades K-12. We request proposals for a curriculum that is specifically built to meet the needs of Limited English Proficient (LEP) students. For this purpose, LEP is defined as currently designated a Limited-English proficient level (WIDA

Screener/ACCESS scores between 2.0-3.9).

d. Additionally, we are looking for proposals on programs or supports for Intervention for supporting MLs that are off trajectory for adequate English Acquisition at all grade levels

e. Proposals on any academic language and/or writing curriculum specifically designed to support MLs at all grade levels.

f. What supports do you provide for co-teaching LIEP models for push in support in the content classroom?

INSTRUCTIONAL MATERIALS

For each indicator, describe to what extent your partnership can provide:

Criteria Indicators of Superior Quality Justification/Comments with

Example/s

NON-NEGOTIABLE

CRITERION

Is the key vocabulary adequately identified and addressed?

Required

● Vocab imbedded into high interest, engaging, age appropriate text

● Vocabulary instruction should focus on tier I and II

(optionally tier III if content focused)… (focus on functional and high leverage academic) vocabulary words.

● Materials support teachers in researched based vocabulary acquisition strategies.

● Instructional strategies are provided to create opportunities for students to apply vocabulary with a focus on using vocabulary in all 4 domains of language.

<For submitters to complete>

● Program uses word consciousness strategies and builds student empowerment in their own vocabulary learning strategies.

● Program ideally has pre-prepared vocabulary materials and manipulatives for ease of use and ensure teacher prep time is not spent on vocabulary cards, etc.

NON-NEGOTIABLE

CRITERION

Comprehensible

Input: Do the visuals, charts, graphs, diagrams, pictures and so forth appropriately and adequately support the teaching of the identified standards?

Do the texts reflect the needs of multiple language acquisition levels? Do the audio components of the program include different levels and strategies to make the audio comprehensible?

Required

● The lesson/unit has visuals that support and scaffold student learning and explicitly teach about text features and how to use them.

● Visuals are culturally affirming.

● Texts have different linguistic levels for all language acquisition stages.

● The program includes audio components for oral language development along with features and strategies to ensure that the audio is comprehensible to multiple language acquisition levels.

NON-NEGOTIABLE

CRITERION

Does the teacher’s edition provide adequate, adult-level background information (concepts and examples) to

REQUIRED

● Clear and complete adult-level explanations of the concepts, principles, and theories are provided to teach, refresh or enhance knowledge of the topic.

• Explicit direction and equip the teacher to teach the standard?

instruction for the teacher to address different language levels while pushing towards rigorous standard and highest level of critical thinking and/or language practice.

• Explicit direction and instruction around metacognition and metalinguistics as well as language coping and learning strategies.

• Explicit support and direction for teachers in how to develop the four domains of language.

• Explicit support for how to support students from different cultural and linguistic backgrounds.

NON-NEGOTIABLE

CRITERION

Does the material present the content in multiple ways to promote student understanding of the standards and English acquisition?

REQUIRED

● Instructional material includes opportunities for students to receive direct instruction, guided practice, and independent application.

● Instructional materials include clear opportunities for student talk.

Instructional materials support both accountable student talk/listening but also teacher “talk moves” to help teachers elicit further language/information from students.

● There are clear access points for different levels of

English proficiency to engage with the same content. Ideally this would include content integration such as math, science, and social studies.

● The differentiated curriculum is appropriate and applicable to the correct age group of the students.

● For all the different levels of

English proficiency there is support for the teacher to push each level to their zone of proximal development and to assess their progression along the levels and mastery of learning/language targets.

● There is an explicit process for teaching language functions and linguistic/grammatical structures directly and systematically.

NON-NEGOTIABLE

CRITERION

Do the activities and problems promote student understanding of the standards and all their components?

REQUIRED

● Activities and problems are directly aligned to standards

(CELP/WIDA and/or

Common Core).

● Activities and problems build on prior learning and/or student schema.

● Activities and problems are culturally relevant and sustaining.

● Activities build background knowledge when needed and activate background knowledge when able. The use of background knowledge is both asset based and allows for students to make connections and easily apply learning.

The program provides adequate

REQUIRED

● Materials are easily accessible and support the materials, tools, visuals, and manipulatives, and scaffolded output to support the activities and strategies presented.

activities and instructional strategies presented.

● Possible sentence frames/starters (or language patterns) and vocabulary banks are included

● Materials allow for multimodal ways to engage and show learning in ways that support multiple learning styles/strengths. At the same time, hold teachers and students to high expectations in use of their

ZPD language reception/expression in each language domain.

● Sentence/dialogue frames and supports are provided for both oral and written expressive language support.

● Student talk and collaborative structures with support for how teachers can scaffold, support and assess/monitor said structures.

NON-NEGOTIABLE

CRITERION

Are there sufficient instructional strategies and resources to meet the identified needs of all students (e.g., diverse learners, students who are struggling, and learners who are advanced on a topic(S)?

REQUIRED

● Instructional strategies and resources address the needs of English Learners at all levels of English language proficiency.

● Instructional strategies and resources provide multiple entry points for students who are still developing in any of the 4 domains of language.

● Strategies include strategic use of L1.

● Has strategies on how to differentiate for students that have significant learning gaps. (e.g. Students with limited or interrupted formal education (SLIFE))

● Has meaningful opportunities for challenge for students that have already met the standard.

● The program explicitly builds growth mindset, promote risk taking, and teach about language coping strategies specific to multilingual learners.

NON-NEGOTIABLE

CRITERION

Are there opportunities for students to make connections in the unit of study? Are there opportunities for students to take meaningful ownership of their learning?

REQUIRED

● Connections are made to prior learning during instruction, including suggestions for reaching students who are functioning below grade level.

● Has extensions in meaningful ways to challenge students that have already demonstrated mastery of the standard.

● Includes suggestions on how to make learning transferable outside the curriculum to their other classes and content.

(Portable/transferable language)

● Student ownership in learning and student efficacy.

● Student interest and choice.

● Account for different learning styles and modalities.

REQUIRED

Is there support to help teachers identify unit design and instructional strategies for language/content development and student mastery of standards (academic and/or language) ?

● Standards (academic and/or language) are designated within the instructional lesson/unit.

● The backwards design of the program is evident to the teacher so they can make explicit to the students/parents how the program builds over time.

This includes strategies to make the standards/content/ language and skills transferable outside the program to other content areas.

● Specific outcomes and standards-based objectives are stated within the instructional lesson/unit and are built to be student friendly and supports the teachers and students in their use and assessment.

● Build teacher/student clarity, lessons and units build on each other for coherence.

● Language objectives are clear and stated, and assessed within the instructional lesson/unit by both teacher/students.

● Appropriate formative assessment, progress monitoring assessment, and summative assessments are included within the instructional lesson/unit.

NON-NEGOTIABLE

CRITERION

Does the material provide time options

REQUIRED

● Materials included in each instructional lesson/unit contain an appropriate and pacing guides for instruction with focus on key standards

(CAS and/or CELP)?

pacing guide that allows for student mastery of the

Standards.

● Includes a larger scope and sequence of English language acquisition across the grades/language proficiency level.

● Scope includes language functions and language structures.

NON-NEGOTIABLE

CRITERION

Does the teacher’s edition offer sufficient suggestions for presenting the material effectively to all learners?

REQUIRED

● T.E. and ancillary teaching materials contain numerous research- based instructional strategies to engage a diverse student population

(for example, (MLs) English

Learners, Advanced

Learners/Gifted and

Talented Students, Students with Disabilities, and students with multiple identifications, etc.).

● T.E. should include methods to formatively assess all types of learners and how to track adequate growth/progress.

● Materials account for lots of language practice through discourse protocols

CRITERIONAre there parent engagement supports and resources for educators to involve parents in the education of their student?

• Parent engagement components, for communication, inclusivity, and resources for parents to support their students in their education.

• Resources for how parents can continue to support L1 at home to facilitate English

L2 development.

Assessments

For each indicator, describe to what extent your partnership can provide:

Criteria Indicators of Superior Quality Justification/Comments with

Example/s

NON-NEGOTIABLE

CRITERION

Materials regularly and systematically offer assessment opportunities that genuinely measure progress as well as on mastery of grade-level standards and/or language standards. This progress includes gradual release of supporting scaffolds for students to measure their independent abilities.

REQUIRED

● The assessments provide sufficient information to ascertain student misconceptions.

● The assessments provide sufficient information to determine appropriate interventions and/or remediation to meet students’ needs.

● Equally provides information on when and how to accelerate students when ready or mastery has been achieved.

● The assessment provides sufficient information to measure language growth and mastery (optionally content mastery and growth) of standards.

● The program calls for students to goal set and measure progress towards their goals.

● The program provides success criteria that are student friendly so that they can self-evaluate their progress daily towards the learning and language objectives.

● Appropriate formative assessment, progress monitoring assessment, and summative assessments are included

<For submitters to complete>

Criteria Indicators of Superior Quality Justification/Comments with

Example/s within the instructional lesson/unit.

NON-NEGOTIABLE

CRITERION

Are there non-traditional assignment/assessment opportunities for students to show mastery of the content?

REQUIRED

• The program should include multiple multimodal opportunities for students to demonstrate mastery of learning both formatively and summatively. The program should include ways that students can demonstrate mastery at their Zone of Proximal

Development Language level.

MOTIVATION & ENGAGEMENT

Deliberate, research-informed efforts to foster motivation, engagement, and social emotional learning within and across lessons to provide academic and life success such as resiliency, self-management, and responsible decision-making skills. For each criterion, describe to what extent your partnership can provide:

Criteria Justification/Comments with

Example/s

Materials provide daily opportunities for students to make choices in their learning.

<For submitters to complete>

Materials provide regular opportunities for students to collaborate and practice their language with peers.

Materials build positive learning environments that encourage students to be partners in the learning with the teacher to set and achieve goals as well as promote student independence.

Materials build growth mindset, promote risk taking, and teach about language coping strategies specific to multilingual learners.

Materials should be culturally sustaining. They should attend to and cultivate student interest and create their awareness of self and others by connecting learning experiences to students’ family and community and how they relate to the world. (See article)

Materials provide opportunities for students to evaluate and reflect on their learning and next steps.

https://scenicregional.org/wp-content/uploads/2017/08/Mirrors-Windows-and-Sliding-Glass-Doors.pdf https://scenicregional.org/wp-content/uploads/2017/08/Mirrors-Windows-and-Sliding-Glass-Doors.pdf

PROFESSIONAL LEARNING AND SUPPORT

The District is looking for a program that has professional learning and curriculum implementation support for individual educators. Use Learning Forward’s Standards for

Professional Learning as a springboard. For each criterion, describe to what extent your partnership can provide:

Criteria Justification/Comments with

Supplier has the organizational structure, processes, and support capacity to provide engaging and interactive professional learning that considers the complexities of a large district to ensure adult capacity and student outcomes (i.e., moving beyond “train the trainer” models). Current research indicates at least 50+ hours of professional learning).

<For submitters to complete>

Provide a district support implementation plan and processes that includes program activation, implementation, and support, both short term (existing personnel) and long term (onboarding new personnel).

Provide differentiated tracks of professional learning for multiple adult audiences: ELD teachers, intervention specialists, coaches, and district/school leadership, content teachers, etc.

Professional learning that appeals to a wide variety of adult learning styles including, but not limited to, face-to-face, synchronous, and asynchronous digital learning, micro-credentialing courses, job-embedded learning, etc.

Supporting professional materials should include videos, articles, research, teacher, and student exemplars of work, modeled lessons that are based in real-world application and move beyond theory.

Supplier focuses on increasing leader and educator effectiveness and improving the use of technology and data analytics.

Digital materials that are seamlessly compatible with the district’s current technology platforms while simultaneously able to adapt to upcoming advances, such as providing, modifying, and creating customized resources to align to the needs to the district.

Professional learning is grounded in the standards to move all participants to greater pedagogical understanding, knowledge, and skills.

OTHER VENDOR RESPONSIBILITIES

For each criterion, describe, to what extent (yes, no), your partnership can provide:

https://standards.learningforward.org/?_ga=2.146209520.519659804.1663167916-909359547.1662740298 https://standards.learningforward.org/?_ga=2.146209520.519659804.1663167916-909359547.1662740298

Criteria Notes/Comments

Vendor shall understand how teachers are provided guidance on the why and how of the instructional practices aligned to the standards within the resource and certify that their proposal is compatible and compliant.

Yes No

Vendor shall provide product development plans, technical architecture, and implementation approaches that can support a district of this size, to better predict implementation and professional development support.

Yes No

Vendor shall provide fidelity checks (e.g., walk-through, observation tools) that include metrics as part of the implementation plan.

Yes No

Vendor shall provide materials that are easy to use and well organized for students and teachers. Teacher editions are concise and easy to manage with clear connections between teacher resources.

Yes No

Research conducted by objective third party is included that demonstrates the effectiveness of the curriculum.

Yes No

PARTNERSHIP REQUIREMENTS

The following requirements shall be provided by vendor in an organized, easily identifiable manner that allows for quick reference. For each criterion, describe, to what extent, your partnership can provide:

Criteria Comments/Links to Examples

Vendor Plan for Implementation

Describe your implementation methodology and approach to resources including options to train district implementation staff to the end user including any learning videos, handouts, and other implementation resources that may be made available online. Include a plan for teacher development of your defined resources that meets the diverse strengths and needs of our teachers.

Vendor Profile

Vendor shall provide company profile information (company background, number of employees, type of company, financial information, capacity for handling services, location of company)

Vendor Experience

Vendor shall demonstrate experience with public sector clients with similar or greater size and complexity to the

Poudre School District. Vendor shall provide information as to the qualifications and experience of all executive, managerial, legal, and professional personnel to be assigned to this project, including resumes citing experience with similar projects and the responsibilities to be assigned to each person.

Technical Approach

Vendor’s proposal shall include, in narrative, outline and/or graph form the Vendor’s approach to accomplishing the tasks outlined in the Scope of Work section of this document. A description of each task and deliverable and the schedule for accomplishing each shall be included.

Materials to Sample

Publishers are required to send materials which include special instructions, written correlations, publisher’s presentation, and samples of the major tool (student edition and teacher edition) in an electronic or digital format. These samples must be in final form (i.e., must be the product that will be available to the district).