RFI Math.docx

Date: September 2, 2026 To: All interested Vendors Re: Request for Information (RFI) The Montana Office of Public Instruction (OPI) is seeking information from vendors interested in providing evidence-based mathematics improvement services to schools identified for Comprehensive School Improvement (CSI) under the Elementary and Secondary Education Act (ESSA).

The purpose of this Request for Information (RFI) is being sought strictly for the purpose of gaining knowledge of services and suppliers available to establish a Mathematics Support resource List that Montana CSI schools may use when selecting vendors to strengthen mathematics instruction, improve student achievement, build educator capacity, and develop sustainable systems of continuous improvement.

Potential vendors are invited to submit the required information to support mathematics improvement services to Montana CSI schools.

CSI under the ESSA in any of the activities in the six sequential focus areas of this process:

· Focus Area 1 – Comprehensive Mathematics Needs Assessment

· Focus Area 2 – Mathematics System Design and Instructional Improvement

· Focus Area 3 – Professional Learning and Instructional Coaching

· Focus Area 4 – Student Engagement and Equitable Mathematics Instruction

· Focus Area 5 – Implementation Coaching and Continuous Improvement

· Focus Area 6 – Sustainability and Capacity Building

No contract will result with the OPI from any response to this RFI but will result in a resource list the OPI will share with schools. If a school independently enters into an Agreement with a vendor on the list, all Agreements are subject to available district funding and must not extend. The vendor response provided per this RFI will determine if they will be placed on the resource list. There is no guarantee that a school will use the resource list and/or an agreement with schools will result High-quality mathematics instruction is foundational to student success. Students who develop strong mathematical understanding and problem-solving skills are better prepared for postsecondary education, careers, and lifelong learning. Through Montana's Comprehensive School Improvement process, OPI is committed to supporting schools in implementing evidence-based mathematics practices that improve instructional quality and increase student outcomes.

This RFI is intended to identify vendors with demonstrated expertise in mathematics instruction, instructional leadership, coaching, systems change, and continuous school improvement that can partner with Montana schools to build local capacity and achieve measurable improvements in mathematics achievement. Vendors are expected to utilize evidence based practices as described under ESSA as strong, moderate, or promising.

Vision The Montana Office of Public Instruction believes that improving mathematics achievement requires high-quality instruction, strong instructional leadership, collaborative professional learning, and data-informed decision making.

Mathematics improvement should move beyond isolated professional development and become embedded within a school's instructional systems. Vendors should support schools in strengthening teaching and learning while building the internal capacity necessary to sustain improvements long after the engagement has ended.

Program Goals Approved vendors should support schools in achieving one or more of the following outcomes:

· Improve mathematics proficiency and student growth.

· Strengthen Tier 1 and Tier 2 mathematics instruction.

· Increase equitable access to high-quality mathematics learning.

· Build instructional leadership capacity.

· Strengthen Professional Learning Communities (PLCs).

· Improve instructional practices through coaching.

· Use assessment and classroom data to guide instruction.

· Build sustainable mathematics systems aligned to continuous improvement.

· Increase student engagement, mathematical reasoning, and problem-solving.

Services may be delivered:

· On-site

· Virtually

· Hybrid

The scope of work will be collaboratively determined by the school district, the OPI School Improvement Team, and the selected provider.

Focus Areas Focus Area 1 – Comprehensive Mathematics Needs Assessment Vendors should assist schools in evaluating their mathematics systems and identifying instructional priorities.

Services may include:

· Mathematics program audits

· Classroom observations

· Curriculum alignment

· Quality reviews

· Assessment system analysis

· Student achievement analysis

· Root cause analysis

· Instructional practice review

· Leadership capacity assessment Potential Deliverables:

· Mathematics Needs Assessment Report

· Root Cause Analysis

· Instructional Improvement Recommendations

· Mathematics Action Plan

Focus Area 2 – Mathematics System Design and Instructional Improvement Support schools in designing coherent mathematics systems aligned with Montana standards. Examples include:

· Guaranteed and viable curriculum

· Montana Standards alignment

· Instructional frameworks

· MTSS integration

· Assessment systems

· Intervention structures

· Data team processes

· Mathematics leadership team development Potential Deliverables:

· Mathematics Improvement Plan

· Tiered Mathematics Intervention Framework

· Instructional Framework

· Data Review Protocols

Focus Area 3 – Professional Learning and Instructional Coaching Provide ongoing professional learning that strengthens mathematics instruction. Training topics may include:

· Evidence-based mathematics instruction

· Mathematical discourse

· Conceptual understanding

· Procedural fluency

· Problem-solving

· Productive struggle

· Differentiated instruction

· Formative assessment

· Data-informed instruction

· Leadership coaching

· PLC facilitation

Providers must be approved in the Montana Office of Public Instruction professional unit provider system.

Focus Area 4 – Student Engagement and Equitable Mathematics Instruction Assist schools in creating mathematics classrooms where all students are engaged and successful.

Examples include:

· Student-centered instructional practices

· Culturally responsive mathematics instruction

· Student discourse

· Family mathematics engagement

· Growth mindset

· Mathematics identity

· Equitable participation

· Increasing access for underserved student groups

Focus Area 5 – Implementation Coaching and Continuous Improvement Support school leadership teams through implementation.

Examples include:

· Leadership coaching

· PLC coaching

· Classroom coaching

· Data meetings

· Continuous improvement cycles

· Implementation fidelity reviews

· Progress monitoring

Focus Area 6 – Sustainability and Capacity Building Providers should help schools develop systems that continue after external support ends. Examples include:

· Leadership development

· Teacher leader development

· Internal coaching systems

· Documentation of instructional practices

· Sustainability planning

· Long-term implementation support

Eligibility Requirements Vendors must have experience in the following areas, and should detail their expertise in the following areas:

Mathematics Improvement Documented experience improving mathematics achievement through evidence-based instructional practices.

Continuous School Improvement Experience supporting school improvement planning, instructional leadership, and systems implementation.

Instructional Coaching Experience providing sustained coaching for teachers, instructional leaders, and administrators.

Data-Informed Decision Making Experience using assessment, classroom, and implementation data to guide instructional improvement.

Leadership Capacity Building Experience developing school leadership teams, teacher leaders, and instructional coaches.

Rural and Frontier Schools Experience supporting rural, frontier, and geographically isolated schools is highly desirable.

Cultural Responsiveness Experience providing culturally responsive mathematics instruction that supports Montana's diverse communities, including Tribal Nations.

Organizational Information Vendors information must include:

· Organizational history

· Mathematics improvement philosophy

· Experience with rural schools

· Experience serving CSI schools

· Reporting processes

· Sample implementation timeline

· Estimated pricing structure

Response Requirements OPI invites all interested vendors to submit a written response to this RFI that includes:

Part I – Letter of Interest Include:

· Focus Area(s) of specialization

· Geographic service area

· Delivery model

· Years of experience

Part III – Eligibility Narrative (Maximum Twenty Pages) Describe how the vendor meets each eligibility requirement. Include:

· Case studies

· Student achievement outcomes

· Sample deliverables

Part IV – Required Documentation Provide:

· Student Data Privacy Policies

· Sample Mathematics Improvement Project

· Evidence demonstrating measurable improvements in mathematics achievement and/or student growth To be included on vendor resource list information will be reviewed to determine whether Vendor possess the expertise and organizational capacity necessary to support Montana CSI schools.

Vendor information will be evaluated on a Pass/Fail basis in the following areas and must receive a pass in each category:

· Evidence-based mathematics expertise

· Continuous school improvement experience

· Instructional coaching capacity

· Data analysis and continuous improvement

· Leadership development

· Cultural responsiveness

· Experience serving rural and frontier schools

· Organizational capacity

· Required documentation

Organizations receiving a Pass in all categories may be included on the Montana OPI Approved Mathematics Support Provider List.

To align with Montana's Comprehensive School Improvement process, OPI encourages responses from organizations with demonstrated experience in:

· Evidence-based mathematics instruction that meets ESSA evidence requirements.

· Mathematics practices supported by the Institute of Education Sciences (IES), What Works Clearinghouse, the National Council of Teachers of Mathematics (NCTM), and other nationally recognized research organizations.

· Strengthening Tier 1 core mathematics instruction through an MTSS framework.

· Developing effective mathematics intervention systems (Tier 2 and Tier 3).

· Building instructional leadership and teacher leadership capacity.

· Facilitating professional learning communities focused on mathematics improvement.

· Using formative and summative assessment data to improve instruction.

· Improving mathematics achievement for historically underserved student groups.

· Supporting rural and frontier schools through sustainable coaching models.

· Building internal capacity so schools can sustain improvements beyond the grant period.

The strongest responses will demonstrate measurable improvements in mathematics achievement, build local educator capacity, and provide sustainable systems that strengthen mathematics teaching and learning across Montana's Comprehensive School Improvement schools.