Attachment A - Scope of Work, Specifications, and Criteria - Level 1 World Languages.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 Level 1 World Language (French, German, and

Spanish) Curricular resources with instructional materials and services; (b) written

Vendor profile; and (c) sample materials and access to online services associated with

Vendor's curricular resources, which will be reviewed by District staff during the proposal consideration period.

1.1 Vendor proposals shall provide the following for the curricular resources 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

Language

9 21 396 French

7 12 227 German

35 114 2,860 Spanish

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) student edition set for each language available of instructional materials and one (1) 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 the following:

1.3.2.1 French - five (5) teacher reviewers and a maximum of one hundred (100) student reviewers.

1.3.2.2 German – three (3) teacher reviewers and a maximum of sixty

(60) student reviewers

1.3.2.3 Spanish – ten (10) teacher reviewers and a maximum of three hundred (300) 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 OVERVIEW

2.1 Our vision for World Language Education is to use language as a tool for fostering empathy and human connection both locally and globally. By emphasizing communication, defined as “the purposeful interpretation and/or expression of meaning” (Henshaw and Hawkins 2022), students can understand diverse perspectives through interactions with speakers of the language and through their experiences as language learners. We are committed to providing practical language learning experiences that prioritize proficiency in communication with the goal of connecting with others. By exposing students to cultures beyond their own, we aim to empower them to become catalysts for positive change, contributing to a more interconnected and harmonious world.

2.2 World Language teachers of PSD believe that World Languages are most effectively acquired in an input-rich environment, when the input is comprehensible and compelling to the learner. The classroom culture is designed to increase student confidence and facilitate unconscious acquisition of language.

When students process language, the focus is on communication and negotiation of meaning over form. We believe that providing scaffolded output opportunities according to the appropriate proficiency range level for the course allows for application of skills in real-world contexts.

2.3 Vendors are welcome to submit proposals for full curricula, or any component thereof, for any or all of the languages set forth in this solicitation (French, German, and Spanish).

2.4 Vendors shall state how their proposal meets or does not meet the specification for each section below and district requirements in technology and professional development.

2.5 This self-evaluation of your proposal shall be submitted as part of your proposal.

3.0 MATERIALS FOR INSTRUCTION AND ASSESSMENT

For each indicator, describe to what extent your partnership can provide (see next page):

Criteria Indicators of Superior Quality Justification/Comments with

Example/s

NON-NEGOTIABLE

CRITERION

The HQIM are aligned with Colorado Academic Standards for World Languages at the Novice Proficiency Range:

1A - Novice Low to Novice Mid.

1B - Novice Mid to Novice High 1 - Novice Low to Novice High

REQUIRED

The submitted curricular materials and digital platform should align with these evidence indicators:

- An emphasis on communicative proficiency in the target language in the 3 modes: interpersonal, presentational and interpretive.

- High-frequency language is presented in contextualized, relevant and real-life scenarios / themes

- Opportunities for students to read from a variety of authentic fiction and non-fiction texts that are appropriate for the novice level, moving towards the intermediate level.

- Opportunities for students to view or listen to authentic audio resources that are appropriate for the novice level, moving students towards the intermediate level.

-Examples/guidance is given for level-appropriate interpersonal and presentational tasks and how to evaluate these tasks with an emphasis on content and comprehensibility over accuracy

-Opportunities for students to gain understanding of the products, practices, and perspectives of the target cultures

-Opportunities for students to expand their knowledge of other disciplines and diverse perspectives to develop critical thinking

- Opportunities for students to experience scaffolded learning that is backwards-planned and based on the skills outlined in the Colorado Academic Standards for World Language

-Opportunities for students to showcase their skill and proficiency progression through a variety of authentic formative and summative assessments.

<For submitters to complete>

NON-NEGOTIABLE

CRITERION

The HQIM is rooted in Second Language Acquisition research-based

REQUIRED

- The focus of the materials is on maximizing comprehensible and compelling input in the target https://www.cde.state.co.us/coworldlanguages/statestandards best practices for acquisition-driven instruction such as practices aligned with the Guiding Principles outlined in Chapter 1 of Common Ground: Second Language Acquisition and Theory Goes to the Classroom (Henshaw and Hawkins 2022).

language. The output opportunities are secondary to help students access their language skills

-Students will have multiple opportunities to engage with the language skills taught in each unit (high repetition of each key skill in a variety of ways) -Key concepts and language structures are recycled and repeated in subsequent units (not presented and then forgotten)

- Guidance is provided to teachers on how to provide oral input in the target language that is accessible to students (which research shows is necessary for acquisition)

- Includes strategies, activities, and resources for providing multiple avenues for maximizing comprehensible target language use

- Instruction and assessments should be aligned with level-appropriate communicative goals

- Any instruction on specific forms (i.e. grammar) should be tied to meaning and the communicative goal

The HQIM promotes culturally responsive and sustaining education guided by the work of Dr. Rudine Sims Bishop as outlined in her essay “Mirrors, Windows, and Sliding Glass Doors”.

REQUIRED

The submitted curricular materials and digital platform should align with these evidence indicators:

- Honor the identities, backgrounds, and interests of the students in our courses by providing an asset-based view of diverse identities

- Honor and represent the wide array of identities and cultures that use the target language, especially those of groups that have been traditionally underrepresented and historically marginalized

- Provide an asset-based view of the products, perspectives, and practices of the target cultures that are free of stereotypes and assumptions

- Materials center the lived experiences of the people of the various cultures who speak the language, especially those of voices that traditionally underrepresented and historically marginalized

- Provides the historical, social, and cultural context necessary for students to understand the products, practices, and perspectives of the target cultures

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 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 and agency.

<For submitters to complete>

Materials attend to and cultivate student identity, 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 and knowledge-based instruction for ALL learners.

Materials provide self-reflection opportunities for students to co-create learning goals and evaluate their learning.

-Opportunities for students who need extra support are provided to the teacher (Tier II intervention strategies).

-Resources are provided to support emerging multilingual learners (ELLs)

- Publisher has a proactive system in place to review materials with a culturally responsive and sustaining lens prior to publication.

- Publisher has a system in place to receive and address feedback related to culturally responsive and sustaining issues that may arise within the curriculum or will implement such a system by the beginning of the 2026 - 2027 school year.

The HQIM allows for future vertical alignment throughout the various levels of language courses offered for college, career, and community readiness.

REQUIRED

- Aligns with AP/IB themes and performance tasks

- Includes many tasks based on real-world applications

-Promotes understanding of diverse perspectives in order to develop empathy, relational, and communication skills

<For submitters to complete>

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:

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 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.

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.

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

OTHER SUPPLIER RESPONSIBILITIES

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

Criteria Notes/Comments

Supplier 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

Supplier 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

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

Yes No

Supplier shall provide materials that are easy to use and well organized for students and teachers. Teacher materials 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).