ESBD_387429_1738003257050_24-021 ADDENDA 2 Q&A.pdf

RFQ 24-021 Vendor Discussions

Aparicio Publishing LLC

1. SLA TEKS G7-8

EDUARDO APARICIO, Jan 08, 2025 4:10 PM CST

Could TEA share SLA G7 and G8 SLA TEKS in Spanish? Currently, it appears that there are only SLA TEKS for Grade 6. It seems that G7 and G8 only have ELLA standards. If there are no SLA standards for G7 and G8, then what TEKS criteria are used to measure SLA student progress in those grades?

TEA RESPONSE:

Currently, the state of Texas only has Spanish TEKS to Grade 6. The RLA 6-8 product will be in English for G6, G7, & G8, and in Spanish for G6 only.

2. Project 2 Development Schedule

EDUARDO APARICIO, Jan 08, 2025 4:11 PM CST

Does TEA have a milestone development schedule for Project 2 once the contract is executed in July-August of 2025?

TEA RESPONSE:

TEA has a tentative milestone development schedule for project 2 to start once the contract is executed. TEA will work to solidify these milestones with the selected vendor during negotiations.

3. Project 2 Structure

EDUARDO APARICIO, Jan 08, 2025 4:12 PM CST

The TADP for Project 2 appears to have the same overall structure as the lower grades (BlueBonnet program). Will English and Spanish grades 6-8 be a continuation of that program and philosophy? If so, then the vendor should create new English (and Spanish) content accordingly, correct? Vendor should NOT use the existing English program that TEA currently has on their website, correct?

TEA RESPONSE:

The TADP that is included in the solicitation is an outline that can be updated according to each vendor’s proposal. The TADP may end up looking different than the draft that is included with the solicitation. The 6-8 ELAR and G6 SLAR will not use any existing program and will be fully custom built for TEA. Ideally, the 6-8 ELAR and G6 SLAR program would seamlessly transition students from K-5 ELAR/SLAR into 6-8 ELAR and G6 SLAR.

4. Existing English 6-8 Program

EDUARDO APARICIO, Jan 08, 2025 4:13 PM CST

How much importance should we give to the existing English 6-8 program?

This solicitation is for a new, custom-built 6-8 ELAR and G6 SLAR product.

5. Digital Development

EDUARDO APARICIO, Jan 08, 2025 4:14 PM CST

How much digital development is required for Project 2 and Project 3? Is a digital team needed to ingest materials and manipulate content on TEA's platform or just PDFs that meet all accessibility requirements?

TEA RESPONSE:

There may be a need for vendors to manage the content migration and ingestion to a TEA digital platform. The product must be available in both print and digital formats and meet the accessibility requirements for all formats.

6. Student Demographics

EDUARDO APARICIO, Jan 08, 2025 4:15 PM CST

What is the demographical breakdown of the Spanish-speaking student population regarding by school, grade level, and if available, home language? (example: Mexico, Puerto Rico, Guatemala, etc.) Also, do any of these students speak another language at home such as Nahuatl or Mayan, in addition to Spanish and/or English?

TEA doesn’t collect demographic data in terms of regions/countries. Data from the Home Language Survey on the PEIMS report reports the home languages data but not the country of origin. See the PEIMS report here: PEIMS Standard Reports | Texas Education Agency

7. Teacher Qualifications

EDUARDO APARICIO, Jan 08, 2025 4:15 PM CST

Can you provide data on teacher qualifications and profiles that will help us better understand the kind of support teachers will need, including Professional Development?

TEA RESPONSE:

The OER materials developed through this RFQ must meet the IMRA quality rubrics found here:

https://sboe.texas.gov/state-board-of-education/imra/current-cycle-imra-2025. All rubrics include “Implementation Quality” indicators, with requirements on instructional design, progress monitoring and supports for all learners. These requirements should give a vendor the guidance needed around the kinds of support that must be embedded within the instructional materials.

We should assume that these materials will be used by a variety of teachers, including short and long-term subs, as well as new and veteran teachers. Professional Development is not explicitly a part of this RFQ.

8. Bluebonnet Strands

EDUARDO APARICIO, Jan 08, 2025 4:16 PM CST

Bluebonnet K-3 has both a Skills and a Knowledge strand. Does the Bluebonnet program have a Skills strand for grades 4-5 or only a Knowledge strand?

The Bluebonnet program does not include a standalone phonics program for G4 and G5.

9. G6-8 Strands

EDUARDO APARICIO, Jan 08, 2025 4:17 PM CST

Does TEA envision separate Skills and Knowledge strands for 6-8? Or is the vision to only have a Knowledge strand?

https://tea.texas.gov/reports-and-data/student-data/standard-reports/peims-standard-reports https://sboe.texas.gov/state-board-of-education/imra/current-cycle-imra-2025

The vision for 6-8 ELAR and G6 SLAR is for only a knowledge strand inclusive of 100% TEKS and ELPS coverage.

10. Theme-based Classroom Libraries

EDUARDO APARICIO, Jan 08, 2025 4:17 PM CST

For Project 1 and Project 2, are theme-based classroom libraries of interest to TEA? Given that classroom libraries are trade books, they may not be OER. Would this be an issue?

TEA RESPONSE:

For any texts proposed in this solicitation, the licensing must be in compliance with Texas Education Code 31.07101 and 31.0711. For example, CC-BY licensing complies with the TEC

31. Please submit any proposals for content that aligns with this guidance.

11. Rubric

EDUARDO APARICIO, Jan 08, 2025 4:18 PM CST

Attachment F Rubric: This rubric is used for providing evidence for each question/task. We are required to provide links to that evidence/documentation that TEA reviewers will have access to.

We assume we should post all evidence files in Bonfire. How can we link to documents posted in Bonfire?

TEA RESPONSE: Download the excel file, put the links where indicated, then upload the excel file with your response.

12. Spanish Heritage Speakers

EDUARDO APARICIO, Jan 08, 2025 4:22 PM CST

Does TEA envision this program to address the needs of Spanish Heritage speakers? If so, how?

TEA RESPONSE:

Spanish Heritage speakers are part of TEA’s priority to meet the needs of diverse learners across the state. TEA is looking for recommendations as part of the vendor’s product proposals on how to meet the needs of diverse learners across the state, such as Spanish Heritage speakers.

13. Intellectual Property

EDUARDO APARICIO, Jan 09, 2025 1:17 PM CST

TEA's contract states under clause "15. Intellectual Property (a) Ownership and License to Works Components" that contractor agrees that "all Works ... are... works made for hire and the sole property of TEA". However, considering that for a Middle School ELA and SLA program, students will need to read passages of authentic literature by contemporary writers, how does TEA envision handling the purchase of those rights?

TEA RESPONSE:

TEA’s expectation is that the vendor manages obtaining the licensing of all texts and images used in the product in compliance with TEC 31 as outlined in the solicitation.

14. Print vs Digital books / selections?

EDUARDO APARICIO, Jan 09, 2025 1:17 PM CST

Is there a preference of print vs. digital copies of trade books? What percentage of trade-book texts could be digital, if any?

Trade books will need to be easily accessible for mass purchase to school districts in print.

15. EL student demographics

EDUARDO APARICIO, Jan 09, 2025 1:18 PM CST

Of all the EL students in TX, what percentages are recieving dual language vs ESL/ELL vs transitional bilingual education? A map with hotspots of this would be very useful, especially for grades 6-8.

TEA RESPONSE:

80% of EL students are in dual language programs in grades 6-8. Please find a visual representation of the breakdown of state data for all grades below:

16. Target Student Population - Program 2

EDUARDO APARICIO, Jan 09, 2025 1:18 PM CST

What is the main population targeted for the 6-8 program: recent arrivals, former ELs, any home Spanish-speaker (whether former EL or not), or students that come from a previous dual-language program?

TEA RESPONSE:

TEA does not collect data on any target populations. You can find the data that TEA collects on the PEIMS report here: PEIMS Standard Reports | Texas Education Agency. As part of the data TEA collects, the PEIMS report shows that 2% of EL students are also new to Texas.

17. Spanish Heritage Speakers - Program 2

EDUARDO APARICIO, Jan 09, 2025 1:20 PM CST

What percent of Spanish ELs are heritage speakers in grades 6-8 and how does TEA envision a new program addressing their needs, if at all? Does TEA have published guidelines or requirements to address the needs of heritage speakers?

TEA does not collect this data. TEA does often share that the best way to support heritage Spanish speakers is to include them in DLI 2-way programs, but this is determined at the local level.

18. Recently arrived ELs

EDUARDO APARICIO, Jan 09, 2025 1:22 PM CST

What percent of Spanish ELs are recent arrivals for grades 6-8 and how should a new program address their needs, if at all? Does TEA have published guidelines or requirements to address the needs of newcomers?

TEA RESPONSE:

With regards to Newcomer supports, the agency offers resources from US Dept of ED (OELA).

LEAs determine newcomer supports at the local level with support from regional ESCs when appropriate. The data that is available can be found here on the PEIMS reports data site: PEIMS Standard Reports | Texas Education Agency

19. Goal of Project 2

EDUARDO APARICIO, Jan 09, 2025 1:23 PM CST

Is the goal for a 6-8 program aimed at transitioning students to all-English or to continue having them continue being bilingual? Up to what grade is dual language taught in TX?

TEA RESPONSE:

DLI is implemented in elementary grades, but the state does have some LEAs that expand DLI to PK-12.

20. SLA Plan beyond 6 grade

EDUARDO APARICIO, Jan 09, 2025 1:24 PM CST

If we are to work with ELLA standards in grades 7 and 8, is the assumption that students will continue in G9-12 with ELLA standards or ELA standards? In other words, what is the SLA plan

AFTER grade 6, if any? Are students in G7 and G8 transitioning to English-only classrooms? If so, will this English-only approach continue in G9-12?

TEA RESPONSE:

The OER team is developing Spanish Language Arts and Reading materials for grades PK - 6 only. All OER instructional materials in English Language Arts and Reading in Grades 7-12 will be in English only and aligned to the English Language and Arts and Reading Texas Essential Knowledge and Skills for that grade level.

21. Components & scope and sequence of existing ELA program

EDUARDO APARICIO, Jan 09, 2025 1:28 PM CST

Can TEA provide samples of all components and scope and sequence of existing ELA program for 6-8? Is the goal to revamp this program or replace it with a new ELA 6-8 program builds upon and continues the K-5 Bluebonnet philosophy and approach?

TEA RESPONSE:

There is currently no base curriculum for 6-8 ELAR/SLAR; this solicitation is looking for proposals on building a new 6-8 ELAR and G6 SLAR program. Ideally, the custom-built 6-8 ELAR and G6 SLAR product transitions seamlessly from K-5 ELAR/SLAR to 6-8 ELAR and G6SLAR and continues the knowledge-building approach and alignment to the TEKS/ELPS.

22. Classroom libraries - Project 2.

EDUARDO APARICIO, Jan 09, 2025 1:32 PM CST

Does TEA envision having a 6–8 ELA and SLA/ELLA program for Grades 6–8 that includes classroom libraries of existing tradebooks, and if so, will TEA either be purchasing printed books? or purchasing rights for printing those books? or make them available as e-books on their online platform?

TEA RESPONSE:

TEA’s 6-8 ELAR and G6 SLAR product will include trade books in the curriculum for novel/text studies and supplemental texts. The goal is not to create a comprehensive list of trade books that will need to be included in a classroom library. The texts used in the curriculum will be anchor texts, deep dives, and novel studies. The vendor will procure the licensing for these texts for use in the product and/or trade books will need to be easily accessible for mass purchase to school districts in print.

Please note as previously stated, for any texts proposed in this solicitation, the licensing must be in compliance with Texas Education Code 31.07101 and 31.0711, for example CC-BY licensing complies with the TEC 31. Please submit any proposals for content that aligns with this guidance. TEA’s expectation is that the vendor manages obtaining the licensing of all texts and images used in the product in compliance with TEC 31 as outlined in the solicitation.

Digital Respons-Ability

23. Past RFQ 701-24-007

Carrie Rogers-Whitehead, Jan 04, 2025 12:34 PM CST

For vendors who responded to February 2024's solicitation, RFQ 701-24-007 for this same project, is there a timeline of any notifications.awards for the original RFQ? Also, can you clarify what this existing solicitation *RFQ 701-24-007) is? Is this a re-solicitation?

TEA RESPONSE:

All questions regarding other solicitations must be sent via email to teasolicitations@tea.texas.gov

EPS Operations, LLC

24. Definition of Supplemental Materials

Brent Goodman, Jan 09, 2025 12:47 PM CST

1) Could you clarify if the term "Supplemental" as used in this RFQ includes both supplemental and intervention instructional materials? 2) Does "Supplemental" in this RFQ include intervention materials designed to support struggling learners, or does it strictly refer to ancillary materials aligned with Tier 1 HQIM? 3) Alternatively, does "Supplemental" refer exclusively to materials that directly support Tier 1 instructional content for ELA, Phonics, and SLA? 4) Are there any specific distinctions between intervention materials and supplemental materials in the context of this RFQ?

TEA RESPONSE:

For this solicitation, the term “supplemental” in “Tier 1 core and supplemental materials” used in this solicitation refers to ancillary materials used with the core product aligned with tier 1 HQIM.

This would include assessments such as QTI, image cards, vocabulary cards, digital components, biliteracy guides, fluency supplements, etc. Intervention materials will be designated as Tier 2 and Tier 3 supports. The terms supplemental is used uniquely for ancillary materials versus Tier 2 and Tier 3, which is used for interventions. Supplemental materials will be specific to the product that is supports, such as ELAR, phonics, SLAR, math, etc.

25. Project 1 Scope

Brent Goodman, Jan 09, 2025 12:47 PM CST

1) Scope of Supplemental Content: Does the "supplemental content" include intervention materials or is it restricted to resources that augment the core Tier 1 HQIM content? 2) Genre and Content Balance: Are there target allocations or weighting preferences (e.g., percentage of poetry vs. fiction)?

TEA RESPONSE:

Supplemental materials will be ancillary materials to support the Tier 1 HQIM content.

Intervention materials will be designated as Tier 2 and Tier 3 materials and will not be in the scope of this project at this time. The genre and content balance will align with the TEKS.

26. Project 2 Scope

Brent Goodman, Jan 09, 2025 12:48 PM CST

1) Phonics and SLA Deliverables: Are there existing Texas OER resources that custom instructional materials should integrate? 2) Multilingual Content: What is the expected ratio between English and Spanish deliverables for custom-built materials? 3) Should all content be developed bilingually?

TEA RESPONSE:

In TEA’s current suite of products, phonics instruction is a standalone product K-3 ELAR/SLAR.

For this solicitation, project 2’s priority is for 6-8 ELAR and G6 SLAR, therefore there is no current standalone phonics program or deliverables planned under this solicitation. The SLAR deliverables will include the transcreation/transadaption of grade 6. There is not an existing 6-8 ELAR and G6 SLAR product. This solicitation seeks vendor’s qualifications for building a product that is custom-built for Texas. Only grade 6 SLAR will be transadapted/transcreated.

27. Project 3 Scope

Brent Goodman, Jan 09, 2025 12:49 PM CST

1) Math vs. ELA Prioritization: While Math is currently prioritized, will the evaluation criteria for submissions focused on ELA and SLA vary, or is there equal weight given to all content areas within this project? 2) Required Level of Updates: Are updates expected to include both minor revisions (e.g., TEKS alignment) and substantive changes (e.g., new assessments or teacher-facing resources)? 3) Ongoing Support Requirements: Post-implementation, will contractors be required to provide periodic updates or professional development to facilitate proper integration?

TEA RESPONSE:

While TEA will prioritize math in this current solicitation cycle, the evaluation team will evaluate all materials submitted equally according to the rubrics included in the solicitation.

The level of updates will vary by product and based on revisions made to the quality review rubric and process by the State Board of Education. TEA will partner with the vendor selected to analyze the required level of changes that will be needed. It is expected that the continuous improvement to the products will require both minor and substantive edits and updates.

While the OER team will continue to improve materials as needed, the vendor will only work on materials for as long as the contract is in effect. The vendor may be asked to help draft classroom implementation guidance and corresponding support materials for the product in alignment with the implementation indicators in the quality review rubric, but implementation primarily lies outside the OER team and providing professional development training is not part of the purview of this solicitation.

28. General Questions Across All Projects

1) Content Ownership: Can proprietary materials that align with TEKS and Texas Prekindergarten Guidelines (TPGs) but are not public domain be adapted for submission, or must all content initially submitted fall under OER licensing? 2) Subjects for Prioritization: Will proposals that focus exclusively on ELA, Phonics, and SLA for custom or supplemental content be considered, or is addressing Math a prerequisite in subsequent procurement cycles? 3) Customizability Requirements: Are specific tools or platforms required for ensuring that instructional materials remain editable or customizable for Texas educators? 4) Cross-Curricular Integration: Must all materials address potential cross-curricular alignments, or is that considered an added value but not mandatory?

All materials must be in compliance with licensing as outlined in the Texas Education Code

31.07101 and 31.0711. For example, CC-BY licensing complies with the TEC 31. Materials may be adapted for submission as long as they comply with the licensing outlined above. Please submit any proposals for content that aligns with this guidance.

For this solicitation, 6-8 ELAR and G6 SLAR are the priority for projects 1 & 2, and math products for grades 6-12 are the priority for project 3. While the evaluation team will evaluate all proposals equally according to the rubrics included in the solicitation, TEA encourages vendors to submit proposals in alignment to the priorities for each product. These priorities for each product will be updated in subsequent procurement cycles as needed, and TEA cannot guarantee that any one product will be a priority in following procurement cycles.

TEA recommends developers consider having an LCMS for content development. The final digital PDF deliverables must be HTML-compliant and meet accessibility requirements.

The products in the OER suite of materials are knowledge-building products that prioritize cross-curricular connections. While this is not mandatory, it is highly recommended.

29. Subject Areas Covered

1) Is the RFQ exclusively seeking responses for projects covering Math, ELA, Phonics, and SLA collectively, or are respondents permitted to submit proposals focused solely on ELA, Phonics, and SLA without including Math?

TEA RESPONSE:

TEA encourages vendors to submit materials that exhibit their best qualifications. If vendors specialize in specific areas of content, TEA encourages vendors to submit materials supporting their qualifications to meet the solicitations requirements.. Please keep in mind that each project has a specific area of priority and respondents should tailor their proposals for the specific project’s content priority. For example, project 3’s priority is 6-12 math, and TEA encourages vendors to submit proposals for that area of expertise only under that project. If respondents are submitting proposals for project 2 only, TEA encourages vendors to only submit qualifications to support 6-8 ELAR and G6 SLAR. Each project is independent, and proposals should be able to standalone.

Just Right Reader, Inc.

30. Inquiry

Karen Cuttill, Jan 09, 2025 11:39 AM CST

Grades 6-8 will receive priority per RFQ 701-24-021 . Will materials for other grade levels be considered if submitted?

TEA RESPONSE:

TEA encourages vendors to align their proposals to the area of priority for each project. All materials submitted will be considered according to their evaluation scores.

MGT Impact Solutions, LLC

31. MGT questions

Malony Allen, Jan 09, 2025 12:27 PM CST

1. (Ref: Section 1.8. Project Deliverables and Milestones) The estimated Contract Kickoff for all the projects is July-August 2025.

1.1 What is the planned roll-out/go-live academic year for: 1. Project 1 (Existing OER HQIM creation for 6-8 RLA in Spanish) 2. Project 2 (Custom OER HQIM creation for 6-8 RLA) 3.

Project 3 (Improvement of 6-8 Math and 9-12 Math OER HQIM)

1.1 TEA RESPONSE:

TEA follows the approved TEKS timelines to determine development schedules as outlined by the SBOE here: Texas Essential Knowledge and Skills | Texas Education Agency. Additional consideration is given to the SBOE timeline for curriculum review and approval process for each year here: Instructional Materials Review and Approval | State Board of Education.

1.2 (Ref: Section 1. Purpose, Background, and Scope of Work ) Will the evaluation guidelines for a penetration scan and/or vulnerability testing by a third party be shared with the contractor before contract kickoff?

1.2 TEA RESPONSE:

This would be dependent on the nature of the contract but would be most relevant with Vendors that we deem our highest risk vendors. High risk vendors would be vendors that develop systems specific for TEA confidential data storage/transmission/processing or have data/network connections to TEA networks/data. Most pen or vulnerability scans would be conducted by the state’s Managed Security Service through DIR, however, given the nature of TEAs needs, we may procure a different pen test/vulnerability scan service.

https://tea.texas.gov/academics/curriculum-standards/teks-review/texas-essential-knowledge-and-skills https://sboe.texas.gov/state-board-of-education/imra

1.3 (Ref: 1.7. Scope of Work, Project Description, and Project Requirements) At what stage in the development life cycle will the third parties get involved for the reviews?

1.3 TEA RESPONSE:

TEA’s third-party review process, including stakeholder feedback, is iterative and is a continuous process throughout the development cycle.

1.4 (Ref: Project 1/2/3 TADP Attachment E - 4.C Unit Level Development) What is the typical composition of digital multimedia elements in a unit or lesson? (Video, Audio, and other interactive elements) ● Light (1-2 per unit) ● Moderate (1-2 per lesson) ● Heavy (>2 per lesson)

1.4 TEA RESPONSE:

TEA encourages vendors to submit their recommendations for digital components and interactive elements. Digital elements have historically varied across lessons and units based on the needs of the product. Note that all digital media must be aligned to the licensing requirements and accessibility requirements as outlined in the solicitation and comply with any requirements outlined in the state instructional materials and approval process.

1.5 (Ref: 7-24-021 Project 2 TADP Attachment E: 4.A Program Level Development, 4.A.1) TEA will pay vendors based on the approved price for this item by product, listed in Appendix A: Price List, up to the amount allocated for this line item. We have not received this attachment. Please share this with us.

1.5 TEA RESPONSE:

The price list is something that is agreed upon during the contract negotiations.

1.6 Has a gap analysis for standards alignment already been done for these projects, or is that a part of the scope here?

1.6 TEA RESPONSE:

Project 2 is a custom-built product that will not use any existing product as a base. Mapping TEKS breakouts for the new, custom-built product will be part of the scope of work for this project. TEA has the same expectation for vendors to conduct TEKS gaps analysis for products in project 3 as part of the development of the product.

1.7 Will the contractor be working directly on the authoring environment/CMS, or will they be working offline and then uploading files to the TEA CMS?

1.7 TEA RESPONSE:

The expectation is that the vendor fully manages the content development process in a way that provides both TEA and designated 3rd party reviews access to the content. TEA therefore encourages vendors to have their own CMS/LCMS for the development work. Post-development, final files will be migrated and ingested into TEA’s repository.

2. Project 1: PreK-12 Tier 1 Open Education Resources Sourced Content (Priority is 6-8 RLA)

2.1 What is the state of readiness that you are seeking for 6-8 RLA content in Spanish? a.

Compete and ready for third-party/IMRA review b. Partially ready with a roadmap for rolling gap-filling, alignment, and customization c. Ready in English with a roadmap for Spanish transadaption/transcreation.

2.1 TEA RESPONSE:

The G6 SLAR product is on the same development timeline for pilots and the state review process for the 2029 cycle. Any content submitted must be compliant with the licensing as outlined in the solicitation.

2.2 (Ref: Section 1. Purpose, Background, and Scope of Work ) The scope of Project 1 includes ‘procurement, sourcing, development, and customization’ of OER HQIM for 6-8 RLA in Spanish.

Does the scope involve procurement of 100% of the new content for 6-8 RLA in Spanish OER

HQIM?

2.2 TEA RESPONSE:

TEA encourages vendors to include in their proposals any existing content for proposed procurement. Each proposal will need to be able to stand on its own. Note that Spanish will be for G6 SLAR only.

2.3 Is customization according to state standards also part of this scope? If yes, is alignment with TEKS the only requirement? How about the ELPS?

2.3 TEA RESPONSE:

Ideally, existing content is aligned to the TEKS and ELPS and the indicators linked in the solicitation.

2.4 What is the timeline and scope for customization, gap-filling, and alignment per TEA’s approval guidelines?

2.4 TEA RESPONSE:

TEA’s estimated timelines for all projects will be subject to the approved state review process timelines. The scope of project 1 is for already existing materials. Contractors who respond to Project 1 and wish to work with TEA on continuous improvement of their product should also respond to Project 3.

2.5 What is the TEA policy on using Gen AI to curate content? Can a contractor curate OERs from open sources?

2.5 TEA RESPONSE:

TEA's content development strategy is meticulously designed to meet HQIM standards. The agency emphasizes quality assurance to ensure instructional materials deliver substantial value to learners statewide. The development process upholds the highest quality, leveraging human expertise for experienced recommendations, adhering to all licensing requirements, and undergoing rigorous reviews to meet educational standards.

2.6 Is there any support required post-licensing of the OER HQIM (for example, deployment, launch, assessment)?

2.6 TEA RESPONSE:

The scope for project 1 is for existing content related only. Contractors who respond to Project 1 and wish to work with TEA on continuous improvement of their product should also respond to Project 3.

2.7 Is the creation of benchmark testing in scope of this project, or STAAR Spanish will be the benchmark for RLA in Spanish?

2.7 TEA RESPONSE:

Vendors are encouraged to submit full suites of materials including proposed benchmark assessments. As a baseline, vendors should review the progress monitoring and assessment indicators in the current corresponding IMRA quality rubrics.

2.8 For OER HQIM, what other metadata fields will be required beyond grades, state standards, and genre Where will this data be integrated within the Content Management System (CMS)?

2.8 TEA RESPONSE:

For project 1, content should include any information as requested in the solicitation. TEA encourages vendors to submit as much information as can be provided about the content with their proposal so that evaluators can judge the quality and usefulness of the content.

3. Project 2: Custom Built PreK-12 Tier 1 Open Education Resources Instructional Materials (Prioritize English and Spanish 6-8 RLA) Scope of Work 1 (1.7. Scope of Work, Project Description, and Project Requirements, Project 2)

3.1 For HQIM, which needs to be developed here, is there any content that already exists, or is the contractor expected to source 100% of the content?

3.1 TEA RESPONSE:

The 6-8 ELAR and G6 SLAR product is expected to be custom-built for Texas.

3.2 What is the TEA policy on the usage of Gen AI tools for the development of HQIM in this project?

3.2 TEA RESPONSE:

TEA's content development strategy is meticulously designed to meet HQIM standards. The agency emphasizes quality assurance to ensure instructional materials deliver substantial value to learners statewide. The development process upholds the highest quality, leveraging human expertise for experienced recommendations, adhering to all licensing requirements, and

3.3 For any feedback received during this review, what should be the benchmark percentage that the contractor may consider for feedback implementation/updates? Typically, we consider one round of review with up to 12% of updates and another round of validation.

3.3 TEA RESPONSE:

The review and feedback process for the development of materials is an iterative process that will typically require several validation steps at various stages of development. This process may require critical edits and validation that may not follow the standard review process or standard volume of edits. Proposals can include the typical development review structure of the organization and TEA will partner with any awarded contractors to make sure that processes align with internal TEA procedures.

3.4 Evaluation Criteria 4 In the list of rubrics shared, there is no mention of any IMRA rubric specifically for RLA. Could you please share that? Alternatively, should we aim to submit examples complying with IMRA SLA and IMRA ELA?

3.4 TEA RESPONSE:

The IMRA rubrics are linked in the solicitation in sections 1.7 for both project 2 and project 3 and in section 4.2 of the solicitation covering evaluation criteria. Contractors may also find them here:

Current Cycle | IMRA 2025 | State Board of Education. Any materials submitted should align with the IMRA indicators for that grade and content area. Any sample materials should exhibit contractors’ qualifications and ability. It is up to the contractor to determine what materials meet those guidelines.

4. Project 3: Continuous Improvement of PreK-12 Tier 1 Developed Core & Supplemental Open Education Resources Instructional Materials (Priority is 6-8 Math and 9-12 Math) # Question Response Course Components and Composition

4.1 Has a gap analysis already been done for this project, or is that a part of the scope here?

4.1 TEA RESPONSE:

An in-depth gaps analysis conducted by the awarded contractor is part of this project’s scope of work.

4.2 Upon performing the gap analysis, if it is found that the requirement of a “minimum of 165 days of instruction” is not met, would the contractor be expected to fill the gap with additional OERs, or will TEA provide these to the contractor?

4.2 TEA RESPONSE:

If gaps are found in the product, it is the responsibility of the contractor to fill those gaps.

4.3 (Ref: 1.8. Project Deliverables and Milestones) Is all the content currently available?

Besides the three types of material listed here, what else would be included? Will the material consist of video/audio files or any type of interactives?

4.3 TEA RESPONSE:

All of the content described in project 3 is immediately available to start work upon the execution of the contract. Any student and teacher facing materials may be included as part of this scope of work and could include assessments, video/audio and digital files, and interactive materials.

4.4 What is the expected editable format for the multimedia interactive components of these assets? Is the contractor required to provide documents such as transcripts and VTT files?

4.4 TEA RESPONSE:

Any multimedia and interactive components in the product must meet accessibility standards. In some cases, this could include transcripts and VTT files.

4.5 (Ref: 1.7. Scope of Work, Project Description, and Project Requirements, Project 3) We assume that the subject areas listed in this section are to be worked upon sequentially. Could you please confirm this assumption? Understanding this will help us prepare our team accordingly.

4.5 TEA RESPONSE:

The work will not be sequential. The accelerated math courses are on a development timeline for the 2026 review and approval cycle. The math products may be developed concurrently dependent on TEA priorities.

4.6 Will any visuals included in content also need to be transadapted or transcreated for the Spanish courses?

4.6 TEA RESPONSE:

The visuals and images will need to be in Spanish for the Spanish product. This could mean transadapted or transcreated.

4.7 (Ref: 1.1. Purpose) Which other state standards will the courses need to align with?

4.7 TEA RESPONSE:

The course will need to align with the TEKS/ELPS, and all IMRA quality and suitability indicators linked here: Current Cycle | IMRA 2025 | State Board of Education.

4.8 What is the TEA policy on using Gen AI for this project? Are you open to using AI-based multimedia tools such as: ● ElevenLabs or WellSaid Labs for voiceovers ● Synthesia for talking head videos ● Midjourney or Leonardo for static art generation ● VyondGo, Lumen5, or Runway for creating animated videos Multimedia

4.8 TEA RESPONSE:

TEA's content development strategy is meticulously designed to meet HQIM standards. The agency emphasizes quality assurance to ensure instructional materials deliver substantial value to learners statewide. The development process upholds the highest quality, leveraging human expertise for experienced recommendations, adhering to all licensing requirements, and

4.9 Authoring Tool Preferences Do you have a preference between Articulate Storyline and RISE, considering that RISE offers a responsive design that works across all devices, including laptops and mobiles?

4.9 TEA RESPONSE:

Contractors are encouraged to include proposed tools in their submissions.

5. Project 1 & 2

5.1. Is there an expectation that for projects 1 and 2 RLA 6-8 the curricula are integrated?

5.1 TEA RESPONSE:

In reference to if projects 1 and project 2 are interdependent with each other, each proposal needs to be able to standalone, but proposals can be related to each other and vendors should outline clearly in each project’s proposal if content in project 1 are to be used in project 2.

RYE Consulting

32. Educational software

Rayna Glumac, Jan 08, 2025 8:22 AM CST

Would educational software be included in this project's scope of work if the product meets the requirements listed in the RFP?

TEA RESPONSE:

Products that meet the licensing and project requirements will be evaluated according to the rubrics outlined in the solicitation. TEA encourages vendors to include use-cases in their proposals as necessary to support their qualifications for the scope of work.

33. Phonics

Rayna Glumac, Jan 08, 2025 8:29 AM CST

For ELA instruction and materials- Is phonics required within the SOW in any of the three projects?

TEA’s current scope of work for projects 1 & 2 prioritizes 6-8 ELAR and G6 SLAR and includes 100% alignment with the TEKS/ELPS. Project 3 prioritizes 6-12 math, which does not include phonics materials.

Sage Education Consulting, Inc.

34. Project 2: Spanish G6-8 RLA

LISA PANKA, Jan 03, 2025 10:22 AM CST

Can vendors bid on just the Spanish G6-8 RLA, or are they required to bid on both Spanish and English RLA?

TEA RESPONSE: Vendors are encouraged to respond to both, but any response will be accepted for evaluation.

35. Corrupted Forms

LISA PANKA, Jan 03, 2025 10:38 AM CST

The posted forms "Contract Terms Conditions Affirmations Response Preferences and Execution of Offer" and "HUB Subcontracting Plan (HSP)" PDFs are corrupted. Can you please replace these files?

TEA RESPONSE: New forms have been added to the "Files" section.

36. Attachment F: Budget Plan

LISA PANKA, Jan 03, 2025 1:40 PM CST

According to the RFQ, Attachment F is supposed to be used for the "Budget Plan." However, Attachment F for each project is the Rubric for that project. There is nowhere to add budget information. Can you provide the budget form that vendors are supposed to use?

TEA RESPONSE: Please add budget plan to Attachment E, far right column.

The Ash Exchange International

37. Damaged PDF Files

Ashlei Evans, Dec 20, 2024 11:07 PM CST

Hi, When trying to learn more about this project, I was unable to open some of the PDF files because they were damaged. Please assist. Thank you!

TEA RESPONSE: New forms have been added to the "Files" section.