RFP 4089 - K-5 Core Instructional Resources for the teaching of Literacy and Biliteracy Final (revised Jan 11 2022).docx

REQUEST FOR PROPOSAL

For K-5 Core Instructional Resources for the teaching of Literacy and Biliteracy

THIS IS NOT AN ORDER

VENDOR/PROPOSER NAME & ADDRESS

Unless otherwise noted, names of all organizations submitting proposals will be publicly available after the date and time specified as the deadline for submitting proposals. Proposals will be open to public inspection after award(s).

Revisions to this request for proposal, including due date, may be made by an official written amendment issued by Purchasing Services. Please check whether any amendments have been issued prior to submitting a proposal and do not submit a proposal before the School District issues its formal response to questions about the RFP.

Correspondence must reference the proposal number.

PROPOSAL NUMBER: 4089

ISSUE DATE: January 10, 2022

DUE DATE: January 28, 2022- 2:00 PM (CST)

IF NOT PROPOSING, please check here and return this cover page only.

The original proposal may be submitted via US mail, hand delivery or a delivery service and must be received by Auxiliary Services at the above address. Proposals not date/time stamped by Auxiliary Services staff by the posted date and time shall be considered late and shall be rejected.

Any entity submitting a proposal has no enforceable right to amend its proposal after the submission deadline.

The MMSD is exempt from Federal Excise and Wisconsin State Sales tax.

By signing this proposal, we certify that we have not, either directly or indirectly, entered into any agreement or participated in any collusion or otherwise taken any action in restraint of free competition; that no attempt has been made to induce any other person or firm to submit or not to submit a proposal; that this proposal has been independently arrived at without collusion with any other proposer competitor or potential competitor; that this proposal has not been knowingly disclosed prior to the opening of proposals to any other proposer or competitor; that the above statement is accurate under penalty of perjury.

The undersigned states that he/she is authorized to bind the proposer and on its behalf, hereby agrees with all the terms, conditions, and specifications required by the Madison Metropolitan School District in this Request for Proposal, and declares that the attached proposal and pricing are in conformity therewith.

SIGNATURE:

DATE:

TYPE or PRINT NAME:

TITLE:

TELEPHONE NUMBER:

FEIN or TAX ID NUMBER:

FAX NUMBER:

EMAIL ADDRESS:

Table of Contents

1. General Information

1.1 Introduction and background

The purpose of this document is to provide interested parties with information to enable them to prepare and submit a proposal for K-5 Core Instructional Resources for the teaching of Literacy and Biliteracy. The District as represented by the Curriculum and Instruction Department intends to use the results of this solicitation to award a contract for purchasing core instructional resources for the teaching of literacy and biliteracy K-5.

Approximately 26,000 students, about 50% of which are minority, 27% are English Language Learners, and of those, 86% are native Spanish speakers. Currently, the Madison Metropolitan School District is the second largest school district in the State of Wisconsin. The District employs over 2,780 teachers, 145 administrators and 1,300 support personnel, plus more than 2,500 part time staff (including substitute teachers and summer recreation workers). The MMSD includes 49 school buildings in a 72 square mile area that includes the City of Madison and all or parts of several surrounding municipalities, with 32 elementary schools, 11 of which house dual language or developmental bilingual programs (grades 4K through 5), 12 middle schools (grades 6 through 8) and 6 high schools, one of which is a small alternative high school (grades 9 through 12). The District also operates early childhood programs and alternative programs for middle and high school students as well as maintaining additional sites such as the Administration Building, the Maintenance/Food Service Building, the Mansfield and Lussier Stadiums, the Hoyt School, and the Affiliated Alternatives.

MMSD believes every school should be a thriving school that prepares each student to graduate from high school ready for college, career, and community. We strive to ensure that students are on-track to graduate, that every student has access to a challenging and well-rounded education, and that students, families and employees experience a positive school and district climate. The District’s strategic framework recognizes the following priorities in working toward the realization of our vision: 1) Every child is on track to graduate ready for career, college and community, 2) The district and every school in it is a place where children, staff, and families thrive, 3) African-American children and youth excel in school.

It is important for any vendor or organization working with the District share in this vision for our students.

(MMSD’s Strategic Framework can be found at: https://www.madison.k12.wi.us/framework) Because of the District’s sound financial management practices, Madison is one of only a few Wisconsin districts to have an “Aa1” bond rating.

1.2 Scope

1.2.1 Project Description

1.2.2 Objectives (Including Strategic Framework Priorities furthered by this project) 1.) Every child is on track to graduate ready for career, college and community, 2.) The district and every school in it is a place where children, staff, and families thrive, 3.) African-American children and youth excel in school.

4.) Coherent instruction across buildings and programs 5.) Literacy and Biliteracy instruction that is founded in science of reading 6.) We invest in people by ensuring that MMSD staff have the resources they need

1.2.3 Needs

a. Instruction aligned to the Common Core State Standards, Common Core en español, science of reading, and the MMSD instructional model for literacy and biliteracy.

b. Materials to support implementation in the following areas including but not limited to:

a. Provide resources to accommodate different teaching and learning styles.

b. Diagnostic and benchmark assessment tools in English and Spanish that capture the curriculum’s impact on student achievement that are compatible with our student data management system.

c. Provide examples of best practices for aligning content knowledge with pedagogy that address high order of Depth of Knowledge.

d. Provide support for integrating technology resources that accelerate student learning and improve teacher facilitation of the curriculum.

e. Resources that can be effectively delivered both in a face-to-face and virtual learning environment.

c. At least two evidence-based interventions available at each grade level in both English and Spanish that address each of the five areas outlined in the science of reading .

d. Professional Development

a. Professional development for teachers/staff in the following areas including but not limited to:

i. web-based and in person training (synchronous and asynchronous).

ii. just-in-time asynchronous learning.

iii. professional training prior to full implementation on the framework of the curriculum

iv. performance-based assessments

v. competency-based framework

1. standards-mastery

2. proficiency scales

3. digital instructional resources (compatible with Google Chromebooks)

4. leadership development

b. Provide additional training over the course of four years or the resulting agreement.

c. Provide on-site technical assistance prior to full implementation and ongoing throughout a four-year time frame.

d. Provide a project manager to oversee project initiation, implementation and sustainability plan.

e. Develop strategies for MMSD’s instructional coaches to support teachers in delivering classroom instruction.

f. Develop strategies for interdisciplinary connections across the curriculum.

g. Provide support with techniques and strategies for differentiated instruction.

h. Support with implementation review and evaluation.

1.2.4 Current Operations

Over the last five years, MMSD has engaged in the creation of in-house core instructional resources in hopes to approach a desired state of standards-aligned daily instruction. These resources exist on par for monolingual ELA programs, DLI/DBE (Spanish/English programs) and, Hmong bilingual programs (Hmong/English).

The Early Literacy and Beyond Task Force was established in December 2020, charged with analyzing promising approaches to literacy education and making recommendations to Madison Metropolitan School District (MMSD) and the teacher education programs at the University of Wisconsin -Madison School of Education (UW-SoE) to improve literacy outcomes and reduce gaps in MMSD student’s opportunities and outcomes. Please find the Early Literacy and Beyond Task Force report to find pertinent data and recommendations.

MMSD’s 2019-2020 State Report Card demonstrates the current state of the district per the WI State Report Card expectations.

Per the state mandated Forward Assessment, in the year of 2018-2019 3rd grade students scored as follows on the English Language Arts assessment:

· Advanced: 5%

· Proficient: 30%

· Basic: 34%

· Below Basic: 32% Of this 3rd grade data, the following shows the percentage of 3rd grade students who are proficient:

· Black: 11%

· ELL: 18%

· SPED: 12%

· Low Income: 13%

· Advanced Learners: 63%

· Hispanic: 14%

1.3 Request for proposal process

This document is a Request for Proposal. It differs from a Request for Bid in that the District is seeking a solution as described herein, not a bid meeting firm specifications for the lowest price. As defined in the American Bar Association Model Procurement Code, Competitive Sealed Proposals will be evaluated based upon criteria formulated around the most important features of a product or service, of which quality, testing, references, and availability or capability, may be overriding factors, and price may not be determinative in the issuance of a contract or award. The proposal evaluation criteria should be viewed as standards which measure how well a vendor’s approach meets the desired requirements and needs of the District.

1.4 Procuring and contracting department/division

This Request for Proposal (RFP) is issued by Madison Metropolitan School District, Purchasing Services, which is the sole point of contact for the District during the Request for Proposal process. The person responsible for managing this procurement process is Dana Scheel, Assistant Director of Auxiliary Services.

As it pertains to this RFP, vendors shall NOT have contact with anyone other than the Assistant Director of Auxiliary Services through the duration of this RFP process. All communication pertaining to this RFP must be in writing by email (preferred) or US mail.

Any contract(s) resulting from this RFP will be administered by Madison Metropolitan School District, Curriculum and Instruction department. The contract administrator will be Kaylee Jackson, Executive Director of Curriculum and Instruction.

1.5 Definitions

The following definitions are used throughout this document.

RFP means Request for Proposal District/MMSD means Madison Metropolitan School District.

Vendor/Proposer means a firm submitting a proposal in response to this RFP.

Contractor means proposer awarded the contract.

1.6 Clarification and/or revisions to the specifications and requirements In order for your organization to directly receive updates to this Request for Proposal, including responses to submitted questions/inquiries, please complete Appendix D: Intentions to Submit a Proposal and Question/Inquiries. This document (Appendix D) can be emailed to dsscheel@madison.k12.wi.us and it will assist in allowing the District to provide timely information to interested parties.

Any questions concerning this RFP must be submitted in writing in the format provided in Appendix D of this document by e-mail (preferred) or US mail on or before February, 18th, 2022 – 2:00 PM (CST) to:

During the selection process, vendors/proposers are specifically prohibited from contacting the District/schools to “prospect” for new business; introduce the firm’s staff; provide marketing or promotional materials; discuss advantages/benefits of their company, and/or discuss the disadvantages of working with their competitor(s). Vendors/proposers with questions about what constitutes allowable behavior during the selection process for this RFP should submit questions in writing to the above email address. Attempts to contact a District employee (including school personnel), official, or representative in any manner contrary to the requirements set forth in this document may lead to vendors/proposers being disqualified from consideration.

An electronic version of the RFP is available on the District’s web site:

www.madison.k12.wi.us/doingbusiness Vendors/Proposers should raise any questions, exceptions, or additions they have concerning the RFP DOCUMENT as early as possible in the RFP process. If a vendor discovers any significant ambiguity, error, conflict, discrepancy, omission, or other deficiency in this RFP, the vendor should immediately notify the above named individual of such error and request modification or clarification of the RFP document.

In the event that it becomes necessary to provide additional clarifying data or information, or to revise any part of this RFP, revisions/amendments and/or supplements will be provided to all known recipients of this initial RFP or posted to the District’s Website at:

www.madison.k12.wi.us/doingbusiness

1.7 Debarred, suspended, proposed for debarment or declared ineligible Contractors doing business with the MMSD must provide certification that they are not debarred, suspended, proposed for debarment, declared ineligible, are not in the process of being debarred, or are not voluntarily excluded from conducting business with a federal department or agency of the federal government.

MMSD may exclude a contractor or its subcontractor from participating in the RFP process and/or contract award if the organization or its principal(s) has(have) been debarred or excluded from doing business with the Federal Government.

1.8 Accessibility guidelines related to proposed software and hardware Vendor should demonstrate that each software and/or hardware proposed conforms to the accessibility guidelines established by the World Wide Web Consortium's Web Content Accessibility Guidelines 2.0 (WCAG 2.0).

In addition, Vendor should demonstrate that each software and/or hardware conforms to the accessibility guidelines established by Section 508 of the Rehabilitation Act of 1973, as amended (29 U.S.C. 794d), as amended. (Section 508 is the section of the 1973 Rehabilitation Act that states that all electronic and information technology procured, used, or developed by the federal government after June 25, 2001, must be accessible to people with disabilities. Affected technology includes hardware such as copiers, fax machines, telephones, and other electronic devices as well as application software and websites.)

Vendor may demonstrate compliance with such guidelines by submitting a VPAT (Voluntary Product Accessibility Template) or comparable documentation.

1.9 Vendor conference

A vendor conference could be held on January 21, 2022 at 9:00 AM virtually. to respond to written questions (paragraph 1.6 above), field additional questions, and/or provide additional instruction to vendors. If no questions are received in accordance with paragraph 1.6 above and/or it is deemed unnecessary by the MMSD, the District reserves the right to cancel the vendor conference. All vendors who intend to respond to this RFP and attend the scheduled vendor conference should contact Dana Scheel prior to the scheduled conference to confirm whether or not it will occur. If so, vendors are strongly encouraged to attend the vendor conference.

1.10 Reasonable accommodations

The District will provide reasonable accommodations, including the provision of informational material in an alternative format, for qualified individuals with disabilities upon request. If you need accommodations at a proposal opening/vendor conference, contact Purchasing Services at (608) 663-5287.

1.11 Calendar of events

Listed below are specific and estimated dates and times of actions related to this Request for Proposal (RFP). The actions with specific dates must be completed as indicated unless otherwise changed by the District. In the event that the District finds it necessary to change any of the specific dates and times in the calendar of events listed below, it will do so by issuing a supplement to this RFP. There may or may not be a formal notification issued for changes in the estimated dates and times.

1.12 Contract term and funding

The contract shall be effective on the date indicated on the purchase order or the contract execution date and shall run from the date a contract is awarded through June 30, 2023, with an option by mutual agreement of the District and contractor, to renew for 3 additional one-year periods unless amended, cancelled or rebid. All renewals of the resulting agreement must be in writing between the District and the contractor.

1.13 State of Wisconsin VendorNet registration

The District makes use of the State of Wisconsin’s purchasing information and vendor notification service. Anyone may access VendorNet on the Internet at http://vendornet.state.wi.us.

2. Preparing and Submitting a Proposal

2.1 General instructions

The evaluation and selection of a contractor and the contract will be based on the information submitted in the vendor’s proposal plus references and any required on-site visits or oral presentations. Failure to respond to each of the requirements in the RFP may be the basis for rejecting a proposal.

Elaborate proposals (i.e., expensive artwork, binders) beyond a sufficiently presented, complete, effective and securely bound proposal, are not necessary or desired.

2.2 Proprietary information

All restrictions on the use of data contained within a proposal and all confidential information must be clearly stated on the attached “Designation of Confidential and Proprietary Information” form. Proprietary information submitted in a proposal, or in response to the RFP, will be handled in accordance with applicable law.

To the extent permitted by law, it is the intention of the District to withhold the contents of the proposal from public view until such times as competitive or bargaining reasons no longer require non-disclosure, in the opinion of the District. At that time, all proposals will be available for review in accordance with the Wisconsin Public Records Law.

2.3 Incurring costs

The District is not liable for any cost incurred by proposers in replying to this RFP.

2.4 Submitting the proposal

Proposers must submit ONE hardcopy original (identified as such), ONE electronic version (memory stick, compact disk or e-mail attachment), and one hardcopy including all materials (excluding Cost Proposal; see paragraph 6.2) required for acceptance of their proposal by January, 28, 2022 at 2:00 PM (CST) to:

At proposal opening, only the names of responding vendors are provided. No further information will be available until contract award.

Proposals must be time/date stamped as received by Auxiliary Services on or before the specified date and time provided above. Proposals not so stamped will not be accepted. Receipt of a proposal by the District’s mail system does not constitute receipt of a proposal by Purchasing Services, for purposes of this RFP.

All proposals MUST be packaged, sealed and show the following information on the outside of the package:

2.5 Proposal organization and format

Proposals should be typed and submitted on 8.5 by 11 inch paper bound securely. Proposals should be organized and presented in the order and by the number assigned in the RFP. Proposals must be organized with the following headings and subheadings:

2.5.1 Cover Page (Sign and complete associated Request for Proposal cover page)

2.5.2 Response to vendor/proposer qualifications (See Section 4):

Introduction Organizational capabilities

2.5.3 Response to requirements (See Section 5)

2.5.4 Cost proposal (See Section 6)

2.5.5 Required forms (See Section 9):

2.6 Multiple proposals

A vendor/proposer may submit multiple proposals; however each proposal must conform fully to the requirements for proposal submission. Each such proposal must be separately submitted and labeled as Proposal #1, Proposal #2, etc. on each page included in the response. Alternate acquisition plans do not constitute multiple proposals.

2.7 Oral Presentations and site visits

Top scoring vendors based on an evaluation of the written proposal may be required to participate in interviews and/or site visits to support and clarify their proposals, if requested by the District. The District will make every reasonable attempt to schedule each presentation at a time and location that is agreeable to the proposer. Failure of a proposer to conduct an interview or permit a site-visit on the date scheduled may result in rejection of the vendor’s proposal.

2.8 Demonstrations

Top-scoring vendor(s) may be required to install and demonstrate its product(s) and/or service(s) at a District site. Product(s) being demonstrated must be delivered to the District site upon a two (2) week notice by the District to the vendor(s) and must be installed and ready for the demonstration within one (1) week of delivery. The District will furnish detailed specifications concerning the demonstration site and the particular test it will use to exercise the vendor’s product(s) and/or service(s). Failure of a vendor to furnish the product(s) and/or service(s) it has proposed for demonstration within the time constraints of the preceding paragraph may result in rejection of that proposal. Failure of any product(s) and/or service(s) to meet the District’s specified requirements during the demonstration may result in rejection of the vendor’s proposal.

The successful demonstration of the vendor’s product(s) and/or service(s) does not constitute acceptance by the District. Any product(s) and/or service(s) furnished by the vendor for the purposes of this demonstration must be identical in every respect to those which will be furnished if a contract results.

2.9 Withdrawal of proposals

Proposals shall be irrevocable until contract award unless the proposal is withdrawn. Proposers may withdraw a proposal in writing at any time up to the actual proposal closing date if the proposal has already been received by Purchasing Services. To accomplish this, the written request must be signed by an authorized representative of the proposer and submitted to purchasing services. If a previously submitted proposal is withdrawn before the proposal due date and time, the proposer may submit another proposal at any time up to the original proposal closing date and time.

3. Proposal Selection and Award Process

3.1 Preliminary evaluation

The proposals will first be reviewed to determine if requirements in Section 2.0 are met and if additional requirements are met (see all requirement sections). Failure to meet mandatory requirements will result in the proposal being rejected. In the event that all vendors do not meet one or more of the mandatory requirements, the District reserves the right to continue the evaluation of the proposals and to select the proposal which most closely meets the requirements specified in this RFP.

3.2 Proposal scoring

Accepted proposals will be reviewed by an evaluation committee and scored against the stated criteria. The committee may review references, request interviews, and conduct an on-site visit and use the results in scoring the proposals. Diverse-owned businesses are encouraged to participate in this solicitation and may receive a 5% preference. To qualify, vendors must be certified by the Wisconsin Supplier Diversity Program or participate in the Wisconsin Diversity Procurement Network.

3.3 Right to reject proposals and negotiate contract terms

The District reserves the right to reject any and all proposals and to waive minor irregularities and technicalities. The judgment of the District on such matters shall be final. The District further retains the right to negotiate the terms of the contract, including the award amount, with the selected proposer prior to entering into a contract. If contract negotiations cannot be concluded successfully with the highest scoring proposer, the District may negotiate a contract with the next highest scoring proposer.

3.4 Evaluation criteria

The proposals will be scored using the following:

3.5 Award and final offer(s)

The District may recommend a contract be awarded to the vendor with the highest total score as outlined in section 3.4, or may recommend that contracts be awarded to multiple proposers to provide portions of the services or goods proposed. Alternatively, multiple vendors with the highest total scores may be requested to submit final and best offers. If final and best offers are requested, they will be evaluated against the stated criteria, scored and ranked in the same manner described above to determine the vendor with the highest total score.

4. Vendor/Proposer Qualifications

4.1 Introduction

Please provide an appropriate brief introduction as it pertains to your organization.

4.2 Organizational capabilities

Describe the firm’s experience and capabilities in providing similar services to those required. Be specific and identify projects, dates, and results.

4.3 Key staff

Provide resumes describing the educational and work experiences for each of the key staff who would be assigned to the project.

4.4 References

Proposers must include in their RFPs a list of organizations, including points of contact (name, address, and telephone number), which can be used as references for work performed in the area of product(s) or service(s) required. Selected organizations may be contacted to determine the quality of work performed and personnel assigned to the project. The results of the references will be provided to the evaluation team and used in scoring the written proposals.

5. Requirements

5.1 Mandatory requirements

The following requirements are mandatory and must be complied with.

5.1.1 Core Instructional Resources

1. Instructional resources that support the systemic teaching of word recognition in English Language Arts (English Language) and Spanish-English Bilingual Programs (Spanish Language) aligned to Common Core State Standards, Common Core en espanol, and science of reading with lessons and resources that:

a. Include evidence-based lessons and materials for explicit teaching of Phonological Awareness(i.e. syllables, phonemes), Decoding (alphabetic principle, spelling-sound correspondences), Sight Recognition (of familiar words) that collectively supports word recognition in English for ELA programs, and, Spanish and English in Bilingual Programs.

b. Include resources that integrate a review of previous lessons, introduce new concepts and opportunities for guided practice.

c. Integrate explicit instruction and resources to support the teaching and learning of English Language Learners.

d. Include explicit instruction and resources that support the teaching and learning of students with disabilities.

e. Allow for flexibility in meeting the needs of a wide range of students and include accommodations for special populations, including English Language Learners, students with disabilities, and students identified as gifted and talented.

f. Include culturally relevant materials and culturally responsive teaching and instructional practices that are inclusive of a variety of cultures and ethnicities and are free from bias in the portrayal of ethnic groups, gender, age, cultures, religion, and people with disabilities.

g. Include a suite of formative and summative assessment materials, available digitally, aligned to the curriculum and intended to inform and improve instruction, not intended to replace other standards-based external assessments administered in MMSD.

h. Include tools, resources, and documents that provide parents/guardians and others with necessary resources to provide transparency into the curriculum and to provide support to academic progress at home or outside the school setting.

i. Provide digitally available student-facing, teacher-facing, and parent/guardian-facing materials and resources.

j. Include digital and hard-bound print formats.

k. Embed principles of Universal Design for Learning (UDL).

l. Include materials for an extended school year of instruction or for academic summer programs.

2. Instructional resources that support the strategic teaching of language comprehension in English Language Arts (English Language) and Spanish-English Bilingual Programs (Spanish Language) aligned to Common Core State Standards, Common Core en espanol, and science of reading with lessons and resources that:

a. Include evidence-based lessons and materials for strategic teaching of background knowledge (i.e. facts, concepts), vocabulary (breadth, precision), language structures (i.e. syntax, semantics), verbal reasoning (i.e. inferences, metaphors), literacy knowledge (i.e. genres.)

b. Include Lexile® Framework measures for Reading/English/Spanish with Lexile measures (i) reportable at the student and classroom levels; and (ii) available to parents/guardians, current grade-level teacher, and next grade-level teacher (Respondents should submit Lexile instructional resource (text) measures regarding the reading comprehension levels of Instructional Materials as part of the response).

c. Be grounded in complex texts, both informational and literary, that are diverse in terms of perspective, topic, genre, and time period.

d. Include close reading passages and integrate challenging text-specific questions that are standards aligned and support students’ deep analysis through evidence-based writing and discussion.

e. Include reading strategies to support comprehension and provide opportunities for students to build knowledge, insight, and central ideas through close reading of specific texts.

f. Provide opportunities for regular independent reading of texts that appeal to students’ interests while developing both knowledge base and joy for reading.

g. Include qualitative and quantitative measures for all texts.

h. Provide a systematic approach to academic language acquisition and vocabulary prevalent in complex texts through reading, writing, speaking, and listening.

i. Emphasize writing instruction for the three types of writing: argument, informative/explanatory, and narrative, as specified in the Common Core State Standards and Common Core en espanol.

j. Provide frequent opportunities for students to write in response to text as specified in the Common Core State Standards and Common Core en espanol

k. Support both process-writing and on-demand writing.

l. Support critical and creative thinking, including opportunities for inductive reasoning.

m. Include assessments, available digitally, that regularly and systematically offer assessment opportunities that are interactive and engaging and measure progress on reading comprehension and analysis as well as writing skills using materials and experiences.

5.1.2 Multi-tiered Systems of Supports and Interventions

1. Include evidenced-based and tiered interventions in English for ELA programs, as well as Spanish for DLI-DBE programs for students not meeting the learning standards or achieving below grade level, supplemental to the core curricula.

2. Include resources that support the teaching and learning of students needing enrichment and acceleration.

3. Include progress-monitoring assessments that aid in the regular data collection of students identified as needing MTSS both in digital and hard-copy formats.

5.1.3 Additional Requirements in English for ELA, and in Spanish for Spanish Language Arts as part of Biliteracy Curriculum Kindergarten Through Grade 2

1. Curricular and Instructional Materials include 45 minutes of daily instruction for all aspects of foundational reading, including a specific scope and sequence for teaching phonemic awareness, phonics, fluency and orthography.

2. Curricular and Instructional Materials must include resources and assessments that measure foundational skills.

3. Curricular and Instructional Materials must include resources for oral language development.

5.1.4 Additional Requirements in English for ELA, and in Spanish for Spanish Language Arts as part of Biliteracy Curriculum Grade 3 through Grade 5

1. Curricular and Instructional Materials include 30 minutes of daily instruction for all aspects of word recognition, including a specific scope and sequence for teaching advanced phonemic awareness, rime patterns, common syllables and syllabification, inflectional morphology and derivational morphology.

2. Curricular and Instructional Materials include equal measures of literary and informational texts.

3. Curricular and Instructional Materials include specific anchor texts within a sequence or collection of texts.

4. Curricular and Instructional Materials include at least 80 percent of tasks and questions that are text dependent and standards aligned, which elicit sustained attention to the specifics of the text.

5. Curricular and Instructional Materials are designed for whole-group, small-group, and individual instruction that cultivate student responsibility and independence.

6. Curricular and Instructional Materials regularly and systematically build in the time, resources, and suggestions required for adapting instruction to allow teachers to guide all students to meet grade-level standards (e.g., alternative teaching approaches, pacing, instructional delivery options, suggestions for addressing common student difficulties, remediation strategies).

7. Curricular and Instructional Materials clearly expect that student writing should be responsive to the needs of the audience and the particulars of the text in question.

8. Curricular and Instructional Materials embrace significant grammar and language conventions.

9. Curricular and Instructional Materials must include resources for oral language development.

5.1.5 Instructional resources that explicitly support English Language Development per 2020 WIDA Language Development Standards.

1. Includes student-facing materials in English. These materials must be available for virtual access and in print.

2. Includes explicit receptive and productive tasks for English Language Development that take into consideration ELs current English language proficiency, and scaffolds toward grade appropriate universal language expectation.

5.1.6 Vendor provides examples of school district(s), similar to MMSD, that have implemented materials and proven success. In addition, provide student outcome data where applicable.

5.1.7 Vendor must be able to have a barcode on all materials prior to delivery. Barcode must be compatible with Follett Destiny’s asset management system. Any materials that are web-based or on a digital platform should include a sandbox log-in so that reviewers can access materials.

5.1.8 Tentative Timelines for Implementation

The tables below depict MMSD's tentative implementation options for the curricula selected under this RFP, with the goal of full implementation for all schools by the 2022–2024 school year. Please plan for both options.

Option A

Option B

5.1.10 All materials must be available and planned to be delivered to MMSD no later than June 30, 2022.

· 5.2 Technical requirements The Respondent’s proposal shall identify and describe:

1. Applicable technical requirements and recommended configurations necessary to fully implement and utilize the digital or online Curricular and Instructional Materials including but not exclusive to:

a. Hardware requirements;

b. Operating system requirements;

c. Software requirements;

d. Browser-specific requirements (must be compatible with Chromebooks);

e. Network and security requirements;

f. Licensing models; or

g. Copyright and fair use guidelines.

2. Processes and provisions regarding the automated exchange of data between the Respondent and MMSD student information and assessment systems.

3. Processes and provisions regarding the handling, use, storage, and retention of MMSD data and information to ensure the privacy of staff, students, and parents/guardians, consistent with the MMSD General Contract Articles and elsewhere in this RFP.

4. Processes and provisions to provide ongoing technical support to staff, students, and parents/guardians.

5. Examples of similarly completed projects, or projects in progress, that demonstrate the Respondent’s expertise and capabilities in each of the above-listed areas. Examples might include, for example, detailed descriptions supported by screenshots, references, websites or apps for MMSD review.

5.2.5.1 If this proposal includes software developed specifically for MMSD or as a part of a program MMSD would use, vendor may submit a VPAT (Voluntary Product Accessibility Template) or must provide comparable documentation to satisfy the requirement in paragraph 1.8 (evaluated by MMSD Legal Services).

6. Cost Proposal

6.1 Conditions for payment

As a public school district, MMSD must be a wise steward of public funds, and generally does not pay for goods or services prior to the delivery thereof, and any proposal for pre-payment should include the reasons why pre-payment is necessary and a wise use of public funds. Even in the case of a prepayment, the District will only agree to payments based on project phases (or project milestones) and established outcome targets for each phase. At the District’s sole discretion, these progress payments may be tied to the satisfactory completion of the work. The District may also include a ‘retainage clause’ of 5% to 10% to be released only after the entire project has been satisfactorily completed.

6.2 General instructions on submitting cost proposals

The original cost proposal and one copy should be submitted in a separate envelope with the written proposal. The cost proposal will be scored as described in sections 3.4 and 3.5.

6.3 Format for submitting cost proposals

The format for submitting Cost Proposals has been established in Attachment D and should not be modified.

6.4 Fixed price period

All prices, costs, and conditions outlined in the proposal shall remain fixed and valid for acceptance for 60 days starting on the due date for proposals.

7. Special Contract Terms and Conditions

7.1 Hold harmless

By submitting a proposal, the contractor understands that the District and its representatives will determine which proposal is accepted. Vendor/Proposer waives any right to claim damages of any nature, whatsoever, based on the selection process, and any communications associated with the selection of the successful contractor. All completed proposals and supporting documentation submitted shall be the property of the Madison Metropolitan School District.

7.2 Liquidated damages

The Vendor/Proposer acknowledges that, if after being awarded a contract the contractor fails to deliver the goods or services in a timely manner, substantial economic and other damages will be incurred by the District, in an amount that is not easily ascertained, and that $1,500.00 per working day, not to exceed one-half of the total of the contract, for every day past the scheduled delivery date(s) is a fair and appropriate estimate of such damages. The contractor agrees that such amount is not intended to be a penalty but to represent actual damages incurred, and that the District shall have the right to assess such damages either through deducting the damages from the amount due under contractor’s invoices or by directly billing Contractor.

7.3 Prime contractor and minority business subcontractors

The prime contractor will be responsible for contract performance when subcontractors are used. If subcontractors are to be used, the proposer must clearly explain their participation and they must abide by all terms and conditions of the contract.

7.4 Additional terms

The District reasonably believes that sufficient funds are available or can be obtained to make payments due under any contract issued under this proposal; however, the contract will terminate immediately and absolutely if appropriated and otherwise unobligated funds are no longer available to satisfy the obligations of the District under this contract.

The District shall not be bound by any terms and conditions included in any proposer’s packaging, service catalog, brochure, technical data sheet or other document which attempts to impose any conditions at variance with or in addition to the terms and conditions contained in this solicitation, including the standard terms and conditions contained herein, or in the resultant contract. If a proposer objects to any term or condition that shall relate to a contract resulting from this solicitation, the objection shall be clearly stated on a separate page entitled “Objection to Term or Condition.”

If the objection is accepted by the District it will be stated in any resultant contract. If not stated in the contract, the terms and conditions shall remain as written in the RFP.

7.5 Termination of contract

The District may terminate the resultant contract at any time at its sole discretion by delivering sixty (60) days written notice to the contractor. Upon termination, the District’s liability will be limited to the pro rata cost of the services performed as of the date of termination plus expenses incurred with the prior written approval of the District. Termination by the contractor shall require written notice to that effect to be delivered by the contractor to the District not less than ninety (90) days prior to said termination.