Attachment A - Scope of Work, Specifications, and Criteria - K-5 Mathematics.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 for a K-5 Elementary Mathematics 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

Students

555 11,692

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. 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 (45) teacher reviewers and a maximum of fifty (1,125) 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.

2.0 REQUIREMENTS AND RESPONSIBILITIES

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

• The essential vocabulary in the instructional material is clearly aligned with the vocabulary in the standards and framework.

• Instructional strategies are provided to create opportunities for students to use mathematical vocabulary with a focus on precision.

<For submitters to complete>

NON-NEGOTIABLE

CRITERION

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

Required

• The lesson/unit asks students to read, interpret, and create diagrams, charts, and graphs.

NON-NEGOTIABLE

CRITERION

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

REQUIRED

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

NON-NEGOTIABLE

CRITERION

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

REQUIRED

• Instructional material includes opportunities for students to receive direct instruction and guided practice.

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

REQUIRED

• Activities and problems are directly aligned to standards.

• Activities and problems build on prior learning.

The program provides adequate materials, tools, and manipulatives to support the activities and strategies presented.

REQUIRED

• Materials are easily accessible and support the activities and instructional strategies presented.

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

REQUIRED

• Instructional strategies and resources address the needs of

English Learners.

• Instructional strategies and resources provide multiple entry points for students with limited reading or comprehension skills.

• Deliver a balanced mathematics program.

NON-NEGOTIABLE

CRITERION

Are there opportunities for students to make connections in the unit of study?

REQUIRED

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

Is there support to help teachers identify unit design and instructional strategies for content development and student mastery of concepts?

REQUIRED

• Standards are designated within the instructional lesson/unit.

• Specific outcomes and standards-based objectives are stated within the instructional lesson/unit.

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

Does the material provide time options and pacing guides for instruction with focus on key standards?

REQUIRED

• Materials included in each instructional lesson/unit contain an appropriate pacing guide that allows for student mastery of the Standards.

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 accommodate a diverse student population (for example, English Learners, Advanced Learners/Gifted and

Talented Students, Students with Disabilities, and so forth).

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.

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.

<For submitters to complete>

NON-NEGOTIABLE CRITERION

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

REQUIRED

<ADD CRITERIA INDICATORS

HERE>

Add as many rows as you need for criteria

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>

Criteria Justification/Comments

Materials provide regular opportunities for students to collaborate 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 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.

Materials provide opportunities for concept-based instruction for gifted and advanced readers.

Materials provide opportunities for students to evaluate how they contributed to the learning.

PROFESSIONAL LEARNING AND SUPPORT

As well as a viable curriculum consisting of high-quality instructional materials, the District is specifically looking for a partnership that ensures implementation with integrity through extensive professional learning experiences and support. Use Learning Forward’s Standards for

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

Vendor 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).

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Provide differentiated tracks of professional learning for multiple adult audiences including district leadership, specialists and coaches, school leadership, content teachers, English Language teachers, Exceptional Children teachers, gifted 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.

Vendor 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:

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

Criteria Notes/Comments

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).