RFI# 2026-09-27 K-5 MATH CURRICULUM.pdf

NORTHSHORE SCHOOL DISTRICT

Request for Information (RFI# 2026-09-27)

K–5 Mathematics Curriculum Materials Pilot Year: 2027–28 | Issued: Summer 2026

RFI SOLICITATION DATE: August 26, 2026 RESPONSES DUE BY: September 28, 2026 on or before 10:00 am PROPOSAL SUBMITTAL EMAIL: https://mailfile.nsd.org/filedrop/bids SUBJECT LINE: RFI# 2026-09-27 K-5 Mathematics Curriculum Materials

1. Purpose and Background Northshore School District (NSD) is seeking information from qualified publishers and developers of K–5 mathematics curriculum materials. The District is in the early stages of a comprehensive curriculum adoption process and intends to pilot a new K–5 mathematics program during the 2027–28 school year, with full adoption to follow.

This RFI is intended to gather information about available programs and to inform the development of a formal Request for Proposal (RFP). Responses to this RFI are non-binding and will not result in a contract award. NSD is committed to selecting high-quality, research-based instructional materials that meet the needs of all students across the district.

Vendors shall submit their proposals to the email provided: and in the format indicated in this RFI. Must include “RFI# 2026-09-27 K-5 Mathematics Curriculum Materials” in the subject line of all responses and/or questions.

2. District Context Northshore School District serves approximately 10,000 K-5 students in 21 elementary schools within King and Snohomish counties of Washington State. The District is committed to equitable access to rigorous mathematics instruction for all learners and is seeking materials that reflect this commitment across all grade levels, K–5.

The District is approaching this adoption with particular attention to the following priorities, drawn from input by instructional staff and curriculum specialists:

• Alignment to the new Washington State K–12 Mathematics Learning Standards, with particular attention to the new data literacy standards

• Support for all learners, including multilingual learners, students with disabilities, and students performing above and below grade level

• High-quality, coherent instructional design that reduces teacher cognitive load

• Meaningful digital tools that complement and enhance — rather than replace — classroom instruction

3. Curriculum Specifications and Desired Characteristics Respondents should address each of the following specification areas. For each area, please describe how your program meets, partially meets, or does not yet meet the specification.

3.1 Standards Alignment

• Full alignment to the new Washington State K–12 Mathematics Learning Standards

• Explicit alignment to the new Washington State data literacy standards at each grade level (K–5)

• Alignment to the NCTM Standards for Mathematical Practice (SMPs), with evidence of how each practice is embedded throughout instruction

• Clear, logical scope and sequence that builds mathematical understanding coherently within and across grade levels

• Explicit connections between conceptual understanding, procedural fluency, and application

3.2 Instructional Design

• A coherent, inquiry-based instructional model that guides students through exploration, sense-making, and mathematical reasoning

• Conceptual development that precedes procedural practice, with clear progression from concrete to representational to abstract (CRA framework)

• Lessons structured around fewer, more focused instructional strategies per grade level

— avoiding overwhelming teachers with excessive pedagogical variation year-over-year

• Built-in structures for mathematical discourse, including student discussion, mathematical argumentation, and collaborative problem-solving

• Engaging lesson design that motivates student curiosity and mathematical identity

• Rich math tasks, including games and applied problem contexts, that provide authentic practice and promote mathematical reasoning

• Fluency development embedded across units, with intentional, varied practice structures

3.3 Differentiation and Accessibility

• Robust supports for multilingual learners (MLL), including materials available in languages other than English — at minimum, Spanish; additional languages preferred

• Embedded scaffolds and extensions to support a full range of learners in the same classroom, including students with IEPs and 504 plans and students performing above grade level

• Universal Design for Learning (UDL) principles reflected in lesson and material design

• Differentiation supports that are built into the core program — not siloed as supplemental add-ons

• Accessible digital materials that meet WCAG 2.1 AA standards or equivalent

3.4 Manipulatives and Physical Materials

• Grade-appropriate physical manipulatives included or clearly specified, with sufficient quantities for full classroom use

• Manipulatives that support conceptual understanding and are used with intentionality across the program, not as isolated activities

• Student materials (workbooks, recording sheets) that are clearly designed, not text-heavy, and support student thinking without replacing it

• Materials kits that are practical to organize, store, and distribute in elementary classroom settings

3.5 Digital Resources and Technology

• Digital resources that are purposeful and enhance instruction — not digitized versions of print materials

• Teacher-facing digital tools for planning, pacing, and progress monitoring

• Student-facing digital practice that is interactive, engaging, and connected to core instructional goals

• Platform compatibility with NSD’s existing technology infrastructure (details available upon request)

• Digital materials accessible on multiple device types, including Chromebooks

• Clear guidance on recommended use of digital vs. print components

3.6 Assessment and Progress Monitoring

• Formative assessment tools embedded throughout units to support instructional decision-making

• Diagnostic assessments to identify student entry points and guide differentiation

• Summative assessments aligned to Washington State standards and assessment formats

• Data literacy embedded in assessment design, consistent with the new WA State data literacy standards

• Teacher-friendly data reporting and interpretation tools

3.7 Teacher Support and Professional Learning

• Comprehensive teacher’s editions with clear, lesson-level guidance that supports both novice and experienced teachers

• Embedded coaching and facilitation notes to support mathematical discourse and student reasoning

• Professional learning materials and structures that can be implemented by district instructional coaches and TOSAs

• Implementation support from the publisher, including initial onboarding and ongoing technical assistance

• Clear guidance on pacing, including options for both standard and accelerated implementation

3.8 Coherence and Usability

• A clear, coherent instructional framework that is consistent across grade levels, reducing the cognitive load for teachers moving between grade bands

• Materials organized in a way that is easy for teachers to navigate, plan with, and adapt

• Student-facing materials that center mathematical thinking over word-heavy directions or procedurally dense text

• Built-in suggestions for mathematical discussion, including sentence frames and talk structures for multilingual learners

4. Equity and Inclusion Requirements NSD is committed to providing every student with access to high-quality mathematics instruction that affirms their identity and supports their success. Respondents should describe how their program:

• Reflects diverse cultural contexts and avoids culturally narrow or biased representations

• Avoids stereotype-reinforcing contexts or imagery in problem scenarios and illustrations

• Supports multilingual learners through embedded language supports, not only translation

• Includes representation of a variety of student identities, family structures, and communities

• Has been reviewed for cultural responsiveness and bias, and can provide documentation of that review

5. Pilot Year and Implementation Timeline NSD anticipates a pilot of selected programs during the 2027–28 school year, with a full district adoption to follow. Respondents should be prepared to:

• Provide pilot materials at no cost or reduced cost for the 2027–28 school year

• Offer pilot-year professional learning and implementation support

• Engage in ongoing feedback loops with NSD curriculum and instructional staff during the pilot

• Provide a clear timeline from pilot launch to full adoption readiness

6. Response Requirements Interested respondents should submit a written response addressing each specification area in Section 3, along with the equity and inclusion requirements in Section 4. Responses should include:

• Program name, grade levels covered, and most recent edition or version

• Evidence of Washington State standards alignment (cross-reference documents, correlation guides)

• Evidence of research base and efficacy data

• Pricing structure for materials, including print, digital, and professional learning components. Proposals are not to include sales tax.

• References from Washington State districts or comparable demographics

• Sample materials for at least two grade levels (digital or print)

• Pilot program overview

7. Submission Instructions Please submit your response by September 28, 2026 on or before 10:00 am via secure email to https://mailfile.nsd.org/filedrop/bids and include “RFI# 2026-09-27 K–5 Mathematics Curriculum Materials” in the subject line.

Proposals must include the following information to be considered responsive:

1. (Attachment A) Company Information with Brief History and (3) References

2. Responses to Section 3 and Section 4 specifications

3. Overview of pilot program

4. (Attachment B) Proposal Certification: Responses must be fully completed in the name of the Responder and must bear the title and signature of the person duly authorized to sign the proposal

5. (Attachment C) Debarment Certification

6. (Attachment D) Wage Certification

7. (Attachment E) Cost Proposal

The vendor shall bear all costs, directly or indirectly related to preparing a Response, presentation and any supplements, and/or clarifying a Response as required by District.

Withdrawal of Response: Any Vendor may withdraw its Response, by written request/email, at any time prior to the scheduled date and time for receipt of Responses.

The Board of Directors of Northshore School District 417 reserves the right to reject any or all responses and waive any informalities or irregularities in the process. This RFI is for planning purposes only and does not constitute a formal solicitation or implied purchase.

https://mailfile.nsd.org/filedrop/bids

Contact Information :

Northshore School District Department of Teaching and Learning Email: Teachingandlearning@nsd.org Address: 3330 Monte Villa Pkwy, Bothell, WA 98021

Please include “RFI# 2026-09-27 K–5 Mathematics Curriculum Materials” in any correspondence.

8. General Terms and Conditions Distribution of this RFI or receipt of any proposal shall not constitute a commitment by the District to any Bidders. If it is determined that the submitted proposals are not economically beneficial to the District or for other business reasons, the District may, at its sole discretion, reject all proposals or waive informalities in the request for information process.

8.1 CONFLICTS OF INTEREST: No district employee may employ or use any person, money, or school property under the employee’s official supervision, control or direction for the private gain of that employee or another. Purchasing decisions are made on the basis of objectivity and shall not be influenced by friendships or other personal relationships.

8.2 PUBLIC RECORDS/PROPRIETARY INFORMATION/CONFIDENTIALITY: The District understands that Bidders may include within their proposal information that is deemed confidential in the opinion of the Bidder. The Bidder must understand that the District is subject to clear legislation governing open records and public information requests within the State of Washington. Bidders must clearly mark portions of their proposal that they feel are exempt from disclosure pursuant to RCW 42.56 or any other state and federal statute and include an explanation as to why they believe the indicated documents are exempt. The District will not be bound by any blanket confidentiality agreements, and the District makes no assurances that confidential materials will be held in confidence if they are not deemed qualified for exemption.

Bidder acknowledges the obligations for maintaining the confidentiality of student records and access to the parents and students of such records in accordance with the Family Education Rights and Privacy Act (FERPA).

8.3 DEBARMENT: Awarded Vendor is subject to WAC 262-03 and warrants that it is not presently debarred, suspended, proposed for debarment, declared ineligible, or voluntarily excluded for the award of contracts by any local, state or federal agency or department.

8.4 DISCLAIMER: The contents and information provided in this RFI are meant to provide general information to potential responders and does not constitute an obligation to purchase. In the event that following issuance of this RFI the District elects to proceed with a purchase, the successful responder may be required to execute an agreement with the District which will govern the rights, duties and obligations between the District and the successful responder. The terms set forth within this RFI does not constitute any contract between the District and the successful responder. The District accepts no responsibility for any omissions or deletions relating to this RFI

8.5 POST RFI PURCHASE: Contingent upon the Districts decision to proceed with a purchase of any good or service described in this RFI, the District reserves the right to issue an Invitation for Bid (IFB) or Request for Proposal (RFP) and award the purchase to the lowest responsive

(1) and responsible (2) Responder(s). The District is therefore not bound to proceed with the purchase strictly on the basis of lowest price.

8.6 DISTRICT STATEMENT OF RIGHTS:

● To select and enter into an agreement with a responder whose response best satisfies the interests of NSD.

● To determine in NSD’s sole discretion which responders are responsive and deemed qualified. NSD may reject non-responsive responses without evaluation but also has the right, in its sole discretion, to waive minor non-compliance.

● To issue amendments to this RFI.

● To conduct investigations with respect to the qualifications of each responder.

● To negotiate with responders required amendments or other modifications to their response.

This RFI does not constitute a commitment by NSD to issue an RFP or to award a contract.

All information submitted will be used solely for planning purposes.

8. General Terms and Conditions