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OET26006651 - SOLICITATION SPECIFICATIONS

TITLE: MPA-636 High Quality Curricula and Professional Learning in Social Studies

SECTION A. BACKGROUND

In 2023, new Social Studies Standards were endorsed and a Social Studies Curriculum Framework, outlining expectations for implementing the Standards through curriculum, instruction, and assessment, was published in early 2024. LEAs (Local Education Agencies) are expected to have fully shifted to the new Social Studies Standards by the 2026-2027school year. In most cases, the recent shifts in the Standards and the Curriculum Framework require LEAs to consider purchasing new high quality curriculum materials (HQCMs) in social studies and for educators to acquire new content knowledge and learn new instructional practices through high quality professional learning (HQPL).

The purpose of this request is to identify and establish a list of vendors who provide high-quality core curricula as identified through RIDE’s social studies core curriculum review process, high-quality supplemental curricula, and high-quality professional learning so that LEAs (Local Education Agencies) and RIDE (Rhode Island Department of Education) can leverage these offerings through the implementation process. Rhode Island LEAs will need to consider the cost structure of materials and professional learning offerings at the school and district levels for intra and inter district planning for implementation. Due to the small size of many LEAs in Rhode Island, it may be cost effective to share professional learning opportunities. Creating an MPA will not only serve the purpose of a way to share the cost structure for curriculum materials and professional learning but will expedite contracting for LEAs that wish to leverage the MPA.

SECTION B: SCOPE OF WORK AND REQUIREMENTS

General Scope of Work RIDE is seeking proposals from vendors that offer K-12 core and/or supplemental curriculum materials in social studies and/or vendors that offer social studies professional learning.

Core instructional materials are the comprehensive print or digital educational material, including material, which constitute the necessary instructional components of a full academic course of study. Supplementary instructional materials are used to reinforce, enrich, or enhance instruction driven by core instructional material. (Definitions adapted from New Mexico’s instructional materials legislation 6.75.2.7 C and W) https://ride.ri.gov/sites/g/files/xkgbur806/files/2023-10/0_RhodeIslandSocialStudiesStandards%20%5BFULL%5D%20%281%29.pdf https://ride.ri.gov/sites/g/files/xkgbur806/files/2023-12/Social%20Studies%20Framework%20-%20Final.pdf https://ride.ri.gov/sites/g/files/xkgbur806/files/2023-12/Social%20Studies%20Framework%20-%20Final.pdf https://ride.ri.gov/instruction-assessment/social-studies

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1) High-Quality Social Studies Curriculum – Core Materials In RI, Local Education Agencies (LEAs) may adopt social studies curriculum that best meets the needs of their students. However, LEAs shall adopt materials that are:

• aligned with the Rhode Island Social Studies Standards;

• aligned with the Social Studies Curriculum Framework; and

• of high quality as defined in the Social Studies Curriculum Framework and the

Rhode Island Social Studies Review Tool for Selecting High-Quality Curriculum Materials.

RIDE conducted a review process of core curriculum materials in 2023-2024 with teams of educators serving as reviewers. Materials that were determined to meet the minimum requirements for consideration by districts are listed on RIDE’s website (See section “Social Studies Core Curriculum Reviews.”)

Toward that end, RIDE is requesting proposals for curriculum materials from vendors whose curricula appear on RIDE’s curriculum review list. The proposal must include Appendix B: Cost Table if the cost differs from what is currently posted in the social studies review reports.

2) High-Quality Supplemental Materials Givin that social studies standards are unique to each state, no set of core curriculum materials 100% cover all of Rhode Island’s standards. For this reason, RIDE is also requesting proposals from vendors who offer high-quality supplemental curriculum materials in social studies, namely stand-alone materials not associated with a set of core materials. Materials that are aligned with the criteria above are deemed high-quality. In addition to the main proposal, vendors submitting supplemental materials are required to submit Appendix B: Cost Table and Appendix C: Supplemental Curriculum Fact Sheet for each set of materials.

3) High-Quality Social Studies Professional Learning

RIDE believes that implementing curriculum materials is successful when paired with high quality professional learning that is job-embedded and sustained. LEAs are expected to plan to support curriculum implementation through high-quality professional learning. RIDE defines “high-quality professional learning” as a set of coherent learning experiences that are relevant, purposeful, systematic, and structured over a sustained period of time with the goal of improving and building upon educators’ practices and student outcomes.

For professional learning to be considered high-quality, it must include the following key characteristics:

• Be student-focused: Effective professional learning strategically focuses on and is designed to strengthen the capacity of educators to help students achieve desired learning outcomes. It emphasizes Tier 1 instruction, ensuring that all students receive high-quality teaching that meets their diverse needs.

• Aligned to a school or district's curriculum, LEA strategic plans for improvement, and needs: Professional learning is optimally effective when it is coherently aligned to a https://ride.ri.gov/sites/g/files/xkgbur806/files/2023-10/0_RhodeIslandSocialStudiesStandards%20%5BFULL%5D%20%281%29.pdf https://ride.ri.gov/sites/g/files/xkgbur806/files/2023-12/Social%20Studies%20Framework%20-%20Final.pdf https://drive.google.com/file/d/1JontWy0HdeQ1fEF_G7Ww1qsTdGUtbZXu/view https://drive.google.com/file/d/1JontWy0HdeQ1fEF_G7Ww1qsTdGUtbZXu/view

2018-1 Page 3 of 9 Revised 08/17/2018 school or district’s adopted HQCM and their existing plans for ongoing improvement.

• Provide rigorous, relevant content: Effective professional learning focuses on the content educators teach in their classrooms daily. Professional learning should be rigorous to help educators enhance and shift their professional practice and differentiate to meet their specific needs and the content they teach.

• Incorporate active learning: Effective professional learning includes active learning opportunities that give educators a chance to meaningfully engage with new concepts and teaching strategies by engaging in the work directly. Effective professional learning also takes into consideration how educators learn best, which includes adult learning theory.

• Support collaboration in job-embedded contexts: Much like with students, effective professional learning leverages the power of working one-on-one with a coach or in groups, so educators have opportunities to learn with and provide support and feedback to each other. In addition, effective professional learning strives to embed new learning into what educators are already doing to not add more to existing workloads.

• Use models and modeling of effective, evidence-based practice: Teaching is a complex and challenging endeavor. Therefore, effective professional learning strives to provide educators with effective examples and models of what research and evidence-based practice look like with students in real contexts.

• Provide coaching and expert support: A common approach to professional learning is the ‘one and done’ approach, which is when educators receive stand-alone workshops without support for the implementation and application of new learning. More effective professional learning builds opportunities for educators to receive coaching and support from experts as they practice applying new learning.

• Offer routine opportunities for formative feedback and reflection: An important component of professional learning is providing routine opportunities for educators to reflect and receive feedback on their professional practice. Effective professional learning will create multiple pathways for educators to receive formative feedback on their learning.

• Be ongoing and sustainable: Given that teaching is a challenging and complex endeavor, there is always room for improvement and growth. Thus, effective professional learning is designed to be continuous and ongoing.

RIDE has also articulated High-Quality Curriculum Material Competencies that are embedded within professional learning experiences:

Competency 1: Educators can articulate how HQCM contributes to better learning outcomes for all students and are able to discern HQCM from non-HQCM.

Competency 2: Educators can effectively plan for instruction utilizing HQCM.

https://ride.ri.gov/sites/g/files/xkgbur806/files/2025-09/HQPL-Guidebook.pdf https://docs.google.com/document/d/1DdA7nIlhXvzhtqIeqiTDbpZAnE3RvBmX/edit

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Competency 3: Educators can effectively deliver instruction utilizing HQCM.

Therefore, RIDE is also requesting proposals from vendors that offer K-12 social studies professional learning. RIDE is particularly looking for vendors who provide professional learning in terms of one or more of the following categories:

• Social studies content in support of the content in the Rhode Island Social Studies Standards;

• Professional learning in terms of disciplinary-based instructional skills such as:

o teaching difficult and/or controversial topics, o supporting discourse in the classroom, o creating collaborative civic spaces in the classroom, o incorporating current events in instruction, o integrating diverse viewpoints and multiple perspectives in teaching, o successfully implementing inquiry-based approaches to instruction, o incorporating project-based learning, o leading students through a student-led civics project, o incorporating service learning with civics education, o incorporating Rhode Island’s Civic Learning Practices as outlined in the

Civic Learning Guidebook, and o other skills needed to support the implementation of the Social Studies

Standards and Social Studies Curriculum Framework; and/or

• Professional learning in terms of supporting the development of rigorous assessments, including formative, interim, summative, and performance-based assessments in support of the Standards and Curriculum Framework

Vendor professional learning programs should support K-12 educators at all levels by helping them make connections to high-quality core curriculum materials as identified through RIDE’s social studies review process, high-quality supplemental materials, and/or the above-specified social studies topics and skills. Vendors submitting professional learning programs are required to submit Appendix B: Cost Table and Appendix D: Professional Learning Fact Sheet for each program. The proposal needs to specify the description, frequency, cost, and maximum number of participants for professional development offered that is designed to support the implementation of the curriculum over time through a tiered cost model.

SECTION C: PROPOSAL

A. Technical Proposal Narrative and format: Vendors must submit a technical proposal that addresses each of the following elements. The proposal, including any appendices and relevant resumes of key staff providing services under this request, must not exceed one hundred (100) pages.

External links should not be included in the proposal or appendices. All bids must adhere https://ride.ri.gov/sites/g/files/xkgbur806/files/2023-10/0_RhodeIslandSocialStudiesStandards%20%5BFULL%5D%20%281%29.pdf https://ride.ri.gov/sites/g/files/xkgbur806/files/2023-10/0_RhodeIslandSocialStudiesStandards%20%5BFULL%5D%20%281%29.pdf https://ride.ri.gov/sites/g/files/xkgbur806/files/2024-11/RhodeIslandCivicLearningGuidebookFinal.pdf https://ride.ri.gov/sites/g/files/xkgbur806/files/2023-10/0_RhodeIslandSocialStudiesStandards%20%5BFULL%5D%20%281%29.pdf https://ride.ri.gov/sites/g/files/xkgbur806/files/2023-10/0_RhodeIslandSocialStudiesStandards%20%5BFULL%5D%20%281%29.pdf https://ride.ri.gov/sites/g/files/xkgbur806/files/2023-12/Social%20Studies%20Framework%20-%20Final.pdf

2018-1 Page 5 of 9 Revised 08/17/2018 to the required format and include all specified components. Bids that fail to meet these requirements are incomplete or fail to follow the submission instructions will be considered non-responsive and will be disqualified from further review.

1. Background and Past Projects - Brief summary of the history, goals, and key achievement of your organization related to the purpose and priorities of this solicitation, including a comprehensive list of similar projects conducted and implemented that align with one or more of the categories in Section B, as well as similar clients served. Reference the Social Studies Standards, the Social Studies Curriculum Framework, and the Civic Learning Guidebook as applicable. Include brief descriptions of projects, names and curriculum vitae of staff persons who worked on said projects, and the impact of the project on educator professional growth and student achievement. Include any external program evaluations of the curriculum and/or professional learning submitted in this solicitation. Please provide examples of previous professional learning, protocols, tools, or any other artifacts that support alignment to the HQCM Competencies.

2. Capability and Capacity - Sufficient personnel resources capable of managing the scope of the work including the vendor’s capacity to handle a project(s).

Identify the timeframe and number of projects the vendor can manage at any given time as well as any constraints that may exist that would prevent projects from commencing immediately after the vendor selection by an LEA or RIDE. Ability to supply all materials and services within the specified contract.

3. Qualifications

a. Experience working with local educational agencies (LEAs), or comparable public and/or private educational agencies. Experience working with all populations of students including students living in poverty, English learners, and students with disabilities. Include details of the vendor’s years of experience providing services with a description of the types of projects undertaken and the student achievement outcomes.

b. If submitting for professional learning, highlight your experience working with educators to apply their learning to instruction using their HQCM materials, rather than focusing on the development of teacher-created materials.

c. Provide staff resumes/CV and describe qualifications and experience of key staff involved the development of the curriculum materials and/or professional learning, including their experience in the field offering professional development for educators and leadership, both in general and specifically using topics as outlined in Section B.

d. References including name of contact person, address, telephone number and email address as these individuals may be contacted by LEAs or RIDE as part of the selection process. Please limit references to four.

4. Approach/Methodology – Organization’s philosophy regarding social studies instruction, approach to professional development, and the standards for professional learning that your organization follows. The proposal should include an explanation of how the curriculum and/or professional development aligns with the https://ride.ri.gov/sites/g/files/xkgbur806/files/2023-10/0_RhodeIslandSocialStudiesStandards%20%5BFULL%5D%20%281%29.pdf https://ride.ri.gov/sites/g/files/xkgbur806/files/2023-12/Social%20Studies%20Framework%20-%20Final.pdf https://ride.ri.gov/sites/g/files/xkgbur806/files/2023-12/Social%20Studies%20Framework%20-%20Final.pdf https://ride.ri.gov/sites/g/files/xkgbur806/files/2024-11/RhodeIslandCivicLearningGuidebookFinal.pdf

2018-1 Page 6 of 9 Revised 08/17/2018 content and practices of the Social Studies Standards, Social Studies Curriculum Framework, and the Civic Learning Guidebook and supports the implementation of High-Quality Curriculum Materials. Also include the approach for supporting multilingual learners, differently abled students, and attending to student-centered learning. Please provide examples of professional learning, protocols, tools, or any other artifacts that support alignment to the HQCM Competencies.

B. Appendices

In addition to the proposal, vendors must submit the appendices outlined below, as applicable. (See Zip File).

Appendix B: Cost Table

Appendix C: Supplemental Curriculum Fact Sheet

Appendix D: Professional Learning Fact Sheet

A vendor proposal can be submitted for core curriculum materials, supplemental materials, professional learning to support implementation, or any combination of these. Therefore, the vendor may complete appendices for sections 1, 2, or 3 only, or a combination therein. Vendors must clearly identify the sections within the proposal and include all required information.

1. For core curriculum materials:

• The vendor will provide the tiered price list in Section 1 of Appendix B: Cost Table for all required materials in the core program for each grade level including, but not limited to, the quantity of teacher manuals, core texts, text libraries, consumables, digital licenses, and assessments for number of students, where applicable, only if their cost structure differs from that posted with their review report (see RIDE’s social studies webpage under “Social Studies Core Curriculum Reviews.”)

• Since review reports for core curriculum materials already appear on RIDE’s website, vendors submitting for core materials only do not need to submit a curriculum fact sheet.

2. For supplemental curriculum materials:

• The vendor will provide the tiered price list in Section 2 of Appendix B: Cost Table for any supplemental curriculum materials, where applicable, for each grade level.

• In addition, the vendor will also provide the Appendix C: Supplemental Curriculum Fact Sheet that explains the basic components of the curriculum program including: an overview statement, instructional philosophy, connections to Rhode Island social studies standards, printed materials, digital materials, and supports for students.

https://ride.ri.gov/sites/g/files/xkgbur806/files/2023-10/0_RhodeIslandSocialStudiesStandards%20%5BFULL%5D%20%281%29.pdf https://ride.ri.gov/sites/g/files/xkgbur806/files/2023-12/Social%20Studies%20Framework%20-%20Final.pdf https://ride.ri.gov/sites/g/files/xkgbur806/files/2023-12/Social%20Studies%20Framework%20-%20Final.pdf https://ride.ri.gov/sites/g/files/xkgbur806/files/2024-11/RhodeIslandCivicLearningGuidebookFinal.pdf

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3. For professional learning:

• The vendor will provide a detailed description (including purpose and intended outcomes), frequency, cost, and maximum number of participants for all professional development offerings that support the implementation of curriculum in Appendix B:

Cost Table (Fill out Section 3 for teachers and Section 4 for administrators as applicable.) Administrators include, but are not limited to, principals, department heads, and instructional coaches.

• In addition, the vendor will also provide Appendix D: Professional Learning Fact Sheet for each professional learning program that is offered. The Fact Sheet explains the basic components of the professional learning program including: an overview statement, instructional philosophy, organizational structure, printed materials, digital materials, and supports for students.

a. For the section titled “Types of Professional Learning Structures Utilized,” please refer to RIDE’s definitions of each structure as outlined below:

Workshops - Workshops are typically whole-school learning experiences designed to teach educators about specific resources, materials, and strategies to build content knowledge and pedagogical skills. Keep in mind, the more specific a workshop is to participants’ role, grade level, and content area, the more likely it is to be effective in improving those educators’ knowledge and practice. Research has shown that one-time workshops are generally ineffective in producing lasting changes in professional practices (Guskey, 2009; Desimone, 2009;

Darling-Hammond et al., 2017). As such, professional learning vendors should ensure workshops include all the characteristics of HQPL, are of sustained duration, and are included as one part of a larger professional learning system with multiple different professional learning structures.

Coaching: Coaching involves leaders and professional learning vendors observing educators and providing non-evaluative, actionable feedback that is specific to content, cognitive processes, and curriculum. Ideally, all educators should receive coaching, regardless of their experience or length of tenure.

Observations take place during classroom instruction, with feedback delivered promptly after each observation. Coaching can take various forms, including but not limited to side-by-side coaching and in-the-moment coaching.

Learning Walk Support: Learning walks are brief, non-evaluative, data-driven classroom visits that utilize a data-collection tool with clear and explicit look-fors. Ideally, these look-fors should be aligned with a school-wide focus or gap and aligned with a shared vision of what excellent instruction looks like, sounds like, and feels like. Data from the learning walks should be normed, used to guide and develop future professional learning opportunities, and provide informal, non-evaluative feedback. For learning walks to be effective as a form of professional learning, feedback must always be provided to the educator, ideally immediately following the learning walk.

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Self-Paced Learning: Self-paced (asynchronous) professional learning provides educators with flexibility and autonomy in their professional learning journey. In this format, educators have access to resources, materials, and learning activities that they can engage with at their own pace and on their own schedule.

Self-paced programs often include opportunities for reflection and self-assessment, enabling educators to monitor their progress and set goals for their continued growth. Research has found a varied impact of self-paced learning on professional practice (International Journal of Self-Directed Learning, 2009).

Successful self-paced learning requires clear goals, resource access, intrinsic motivation, and self-regulatory skills like goal-setting and progress monitoring.

Prioritizing these elements can enhance effectiveness and promote meaningful professional growth when included as one part of a larger professional learning system with multiple different professional learning structures.

Collaborative Planning Support: Collaborative planning sessions are when small groups of educators in the same grade band or content area examine, internalize, discuss, differentiate, and practice units, lessons, and tasks. They analyze relevant qualitative and quantitative data, especially student work, to determine strengths and gaps in student learning and plan for how they will support students in core instruction and intervention time. In Rhode Island, Professional Learning Communities (PLCs) and Common Planning Time (CPTs) are often used interchangeably to describe the time dedicated to examining, internalizing, discussing, differentiating, and practicing lessons.

Other: Please elaborate.

C. General Information In general, applicants must have excellent written and oral communication skills; the ability to interact effectively with a wide variety of constituencies; the ability to develop and provide effective training and professional development; the ability both to work collaboratively and direct the work of practitioners and leaders in support of goals; and the ability to analyze information and think critically. Respondents must also be able to cope with a high degree of variability, manage complex and demanding activities, meet agreed-upon timelines, work independently, and adjust project goals and activities in response to formative evaluation and/or another participant feedback. Further, applications must customize professional development, supports, and strategies to meet the unique needs of individual LEAs and RIDE.

The information provided in Z i p F i l e Appendices B, C, and D does not preclude an LEA from contacting a vendor on the MPA for potential projects beyond the scope of work defined.

Bidders must meet all the requirements of an independent contractor and will not be considered employees of the State of Rhode Island or LEAs in any capacity.

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SECTION D: EVALUATION AND SELECTION - SOLICITATION SPECIFIC

Technical proposals must receive a minimum of 80 (80%) out of a maximum of 100 points to advance to the qualified vendor list. Technical proposals scoring less than 80 points shall not receive further consideration.

Proposals shall be reviewed and scored based upon the following criteria:

Criteria Possible Points

Background and Past Projects

15 Points

Capability, Capacity, and Qualifications

15 Points

Approach/Methodology

30 Points

Vendor Information on Curriculum and/or Professional Learning Services

40 Points

Total Possible Technical Points

100 Points

NOTE: See the “Requirements” tab of this solicitation for additional information on the evaluation and selection process in the “OE Standard Specifications- Technical Proposal” section.

SECTION D: EVALUATION AND SELECTION - SOLICITATION SPECIFIC