RFP 4155 for K-8 or Aligned K-5 and 6-8 Core Instructional.docx

REQUEST FOR PROPOSAL

For K-8 or Aligned K-5 and 6-8 Core Instructional Resources for the Teaching of Mathematics

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: 4155

ISSUE DATE: October 10, 2025

DUE DATE: November 19, 2025 - 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 PBPA – Room 200A at 545 West Dayton Street, Madison, WI 53703-1967. Proposals not date/time stamped by PBPA – Room 200 (608) 204-7819 staff (or designee) 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:

Planning, Budget, Purchasing and Accounting Department 545 W Dayton St. Madison, WI 53703 | 608.663.1879 | madison.k12.wi.us

Table of Contents

General Information 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-8 or aligned K-5 and 6-8 Core Instructional Resources for the Teaching of Mathematics. The District as represented by Curriculum & Instruction intends to use the results of this solicitation to award a contract for purchasing K-8 or aligned K-5 and 6-8 Core Instructional Resources for the Teaching of Mathematics.

Approximately 25,500 students, about 60% of which are minority, are currently enrolled in the Madison Metropolitan School District (District), making it the second largest school district in the State of Wisconsin. The District employs 2,664 teachers, 141 administrators and 1,382 support personnel, plus 2,200 part time staff (including substitute teachers and summer recreation workers). The District includes 52 school buildings in a 72 square mile area that includes the City of Madison and all or parts of several surrounding municipalities, with 33 elementary schools (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). Several of the schools at each level have been named National Schools of Excellence by the U.S. Department of Education. 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, and the Affiliated Alternatives.

Madison Metropolitan School District 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) Empower School Communities – We will empower principals along with school teams, providing them the resources, flexibility and integrated support necessary to collaboratively create strategies with students, staff and families that accelerate student progress; 2) Invest In People – We will commit to investing in and fully supporting our staff, with a focus on anti-racist, culturally responsive and inclusive teaching and powerfully aligned hiring, placement, induction, professional growth, coaching and evaluation practices; 3) Streamline Priorities – We will focus the work of the central office team on breaking down systemic barriers and filling gaps in access, services and resources; 4) Plan for the Future – We will think and plan long-term in partnership and collaboration with our students, families, staff and the larger Madison community.; and 5) Embrace Innovation – To address challenges without clear solutions, we will adopt new mindsets toward risk-taking and support people in bold, new and innovative work within the classroom and beyond.

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

Scope Project Description MMSD seeks to provide schools with high-quality instructional materials that 1) are aligned to the Common Core State Standards, 2) reflect the three foundational shifts of the CCSS: focus, coherence, and rigor 3) are informed by the latest educational research and evidence-based best practices. Such a program will not only provide teachers with a coherent sequence of targeted work on grade specific standards but will also include lessons that are written with a clear purpose, structure, pacing, and background information to provide teachers with the content and pedagogical knowledge to meet the needs and the exceptional talents of the learners we serve: multilingual learners, students with advanced learning needs, and students with disabilities.

In this RFP, Curricular and Instructional Materials are defined to be the comprehensive curriculum and materials needed for the total instructional experience for all diploma-bound learners in every classroom, aligned to the Common Core State Standards. Materials should utilize current evidence-based and research-based practices in preparation for increased achievement on the state mandated Wisconsin Forward Exam. Respondents may submit responses for the Curricular and Instructional Materials in English or English/Spanish translation, or for both.

Respondents may submit responses for a continuous K-8 mathematics curriculum or aligned K-5 and 6-8 mathematics curriculum.

Objectives

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. Provide high-quality, grade-level, and standards-aligned math instruction that develops students' positive math identity and strong sense of agency by empowering them through skill mastery, deep conceptual understanding, and collaborative meaning-making of their learning and its real-world applications.

Needs

1. K-8 mathematics curriculum or aligned K-5 and 6-8 mathematics curriculum.

2. Math core instructional materials and curriculum-embedded assessments aligned to the Common Core State Standards and the MMSD math instructional vision.

3. At least two evidence-based interventions available in both English and Spanish that address problem solving and computation.

4. Professional Development

d. A variety of formats made available:

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

1. just-in-time asynchronous learning

d. Topics including, but not limited to:

2. the framework of the curriculum

2. performance-based assessments

2. grade level standards and skills

2. targeted, small group instruction

2. student to student discourse

2. digital instructional resources (compatible with Google Chromebooks)

2. leadership development

1. for Administrators, Instructional Coaches, District leaders

2. data analysis

2. topics as specifically requested by MMSD

5. Customer Service

e. designated customer service representative for immediate problem solving and ongoing support

e. implementation project manager to support the district team in leading implementation with regular consultation, data review, and planning

Current Operations

Per the state mandated Wisconsin Forward Assessment, in the year of 2024-25, 3rd and 8th grade students scored as follows on the math assessment:

Of this 3rd and 8th grade data, the following shows the percentage of students who are meeting and/or exceeding grade-level expectations.

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.

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, Manager – Procurement & Contract As it pertains to this RFP, vendors shall NOT have contact with anyone other than the Manager – Procurement & Contract Services (if absent, the Lead Purchasing Clerk) 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. The contract administrator will be Becky Kundert, Senior Executive Director of Curriculum & Instruction.

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.

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 bids@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 October 23, 2025 - 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 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.

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.

Vendor conference A vendor conference could be held virtually on October 30, 2025 at 1:00 pm (CST) 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.

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) 204-7819.

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.

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, 2027, with an option by mutual agreement of the District and contractor, to renew for 5 (five) additional one-year periods unless amended, cancelled or rebid.

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.

Preparing and Submitting a Proposal 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.

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.

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

Submitting the proposal Proposers must submit ONE hardcopy original (identified as such), ONE electronic version (memory stick or e-mail attachment), and TWO hardcopies including all materials (for the Cost Proposal; see paragraph 6.2) required for acceptance of their proposal by November 19, 2025 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 PBPA – Room 200 (or designee) 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:

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:

Cover Page (Sign and complete associated Request for Proposal cover page) Response to vendor/proposer qualifications (See Section 4):

Introduction Organizational capabilities

Response to requirements (See Section 5) Cost proposal (See Section 6) Required forms (See Section 9):

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.

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 to interview or permit a site-visit on the date scheduled may result in rejection of the vendor’s proposal.

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.

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.

Proposal Selection and Award Process 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.

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.

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.

Evaluation criteria The proposals will be scored using the following:

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.

Vendor/Proposer Qualifications Introduction Please provide an appropriate brief introduction as it pertains to your organization.

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

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

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.

Requirements Mandatory requirements The following requirements are mandatory and must be complied with.

Core Instructional Resources

1.1.1.1. Instructional resources that are designed to focus on grade-level content and spend the majority of instructional time on the work of the grade. Each grade’s materials are coherent and consistent with the Common Core State Standards.

1.1.1.1.1. Materials assess the grade-level content and, if applicable, content from earlier grades.

1.1.1.1.1.1. Assessment information is included in the materials to indicate which standards are assessed, along with rubrics that include clear criteria for success.

1.1.1.1.1.2. Assessments include opportunities for students to demonstrate the full intent of the grade-level/course-level standards and practices across the series.

1.1.1.1.1.3. Materials give all students extensive work with grade-level problems to meet the full intent of the grade-level standards.

1.1.1.1.1.4. When implemented as designed, the majority of the materials focus on the major clusters of each grade (K-2 at least 75% and 3-8 at least 65%)

1.1.1.1.1.5. Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.

1.1.1.1.1.6. Connections between supporting and major work enhance focus on major work through explicit use of the coherence map.

1.1.1.1.1.7. Materials include problems and activities that serve to connect two or more clusters in a domain or two or more domains in a grade.

1.1.1.1.1.8. Content from future grades is identified and related to grade-level work, and materials relate grade-level concepts explicitly to prerequisite skills from earlier grades to support students in making connections and provide access to grade-level instruction.

1.1.1.2. Instructional resources that align with Common Core State Standards for rigor (balance of procedural skill & fluency, conceptual understanding and application) and mathematical practices.

1.1.1.2.1. Materials support the intentional development of students’ conceptual understanding of key mathematical concepts throughout the grade-level, especially where called for in specific content standards or clusters.

1.1.1.2.2. Materials provide intentional opportunities for students to develop procedural skills and fluencies throughout the grade-level especially where called for in specific content standards or clusters.

1.1.1.2.3. Materials support the development of students’ ability to utilize mathematical concepts and skills in engaging real-world applications throughout the grade-level, especially where called for in specific content standards or clusters.

1.1.1.2.3.1. Materials include multiple routine and non-routine applications of the mathematics throughout the grade-level.

1.1.1.2.4. The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the three aspects of rigor within the grade as reflected by the standards.

1.1.1.2.5. Materials support the intentional development of MP1: Make sense of problems and persevere in solving them, for students, in connection to the grade-level content standards, as expected by the mathematical practice standards.

1.1.1.2.6. Materials support the intentional development of MP2: Reason abstractly and quantitatively for students, in connection to the grade-level content standards, as expected by the mathematical practice standards.

1.1.1.2.7. Materials support the intentional development of MP3: Construct viable arguments and critique the reasoning of others, in connection to the grade-level content standards, as expected by the mathematical practice standards.

1.1.1.2.8. Materials support the intentional development of MP4: Model with mathematics, for students, in connection to the grade-level content standards, as expected by the mathematical practice standards.

1.1.1.2.9. Materials support the intentional development of MP5: Choose tools strategically, for students, in connection to the grade-level content standards, as expected by the mathematical practice standards.

1.1.1.2.10. Materials support the intentional development of MP6: Attend to precision, for students, in connection to the grade-level content standards, as expected by the mathematical practice standards.

1.1.1.2.11. Materials support the intentional development of MP7: Look for and make use of structure, for students, in connection to the grade-level content standards, as expected by the mathematical practice standards.

1.1.1.2.12. Materials support the intentional development of MP8: Look for and express regularity in repeated reasoning, for students, in connection to the grade-level content standards, as expected by the mathematical practice standards.

1.1.1.3. Materials support teachers to fully utilize the curriculum, understand the learning of their students, and support a range of learners.

1.1.1.3.1. All student-facing materials for K-5 are available in both English and Spanish.

1.1.1.3.2. Some teacher-facing materials for K-5 are available in Spanish.

1.1.1.3.3. Materials provide comprehensive teacher guidance with useful annotations, demonstration videos and suggestions for how to enact the student materials and ancillary materials, with specific attention to engaging students to guide their mathematical development.

1.1.1.3.4. Materials contain explanations and examples of grade-level/course-level concepts and/or standards and how the concepts and/or standards align to other grade/course levels so that teachers can improve their own knowledge of the subject.

1.1.1.3.5. Materials include a year-long scope and sequence with standards correlation information, as well guidance for individual lesson pacing, including timestamps within lessons to help teachers manage instruction.

1.1.1.3.6. Materials provide strategies for informing all stakeholders, including students, parents, or caregivers about the program and suggestions for how they can help support student progress and achievement.

1.1.1.3.6.1. Materials for parents (like letters home) have been translated into Spanish.

1.1.1.3.7. Materials explain the program's instructional approaches, identify research-based strategies and explain the role of standards.

1.1.1.3.8. Materials provide the physical manipulatives needed to support instructional activities.

1.1.1.3.9. Include a comprehensive suite of formative and summative curriculum-embedded assessment materials, accessible in both print and digital formats, aligned to the curriculum and intended to inform and improve instruction, complimenting, not replacing other assessments administered in MMSD.

1.1.1.3.10. The assessment system provides consistent opportunities to determine student learning throughout the school year. The assessment system provides sufficient teacher guidance for evaluating student performance and determining instructional next steps.

1.1.1.3.11. Materials include supplemental resources for small group, targeted instruction, and evidence-based, tiered interventions. These resources are carefully aligned to the core curriculum and explicitly designed to ensure access to grade-level content for students who are not meeting the learning standards or achieving below grade level. Interventions are available in English for ELI programs and in Spanish (K-5) for DLI-DBE programs, serving as essential components to the core instruction.

1.1.1.3.12. Materials provide strategies and supports to meet the needs of a wide range of students and include accommodations for special populations, including multilingual learners and students with disabilities.

1.1.1.3.13. Materials regularly provide extensions and/or opportunities for students with advanced learning needs to engage with grade-level/course level mathematics at greater depth.

1.1.1.3.14. Materials include a comprehensive set of vocabulary cards or other method for specifically studying academic vocabulary, designed for easy integration into lessons and readily accessible for student reference.

1.1.1.3.15. Materials provide varied approaches to learning tasks over time and variety in how students are expected to demonstrate their learning with opportunities for students to monitor their learning.

1.1.1.3.15.1. Materials leverage the use of a variety of formats (e.g. lesson videos, interactive tutorials) over time to deepen student understanding and ability to explain and apply mathematical ideas.

1.1.1.3.15.2. Materials provide for ongoing review, practice, self-reflection, and feedback. Materials provide multiple strategies, such as oral and/or written feedback, peer or teacher feedback, and self-reflection.

1.1.1.3.15.3. Materials provide a clear path for students to monitor their own learning.

1.1.1.3.16. Materials provide opportunities for teachers to use a variety of grouping strategies

1.1.1.3.16.1. Materials provide guidance for varied types of interaction among students.

1.1.1.3.17. Materials include embedded discourse routines and collaborative opportunities designed to promote equity of voice and foster robust student-to-student discussions.

1.1.1.3.18. Materials include clear learning targets for each session, directly aligned to grade-level standards.

1.1.1.3.19. Assessments offer accommodations that allow students to demonstrate their knowledge and skills without changing the content of the assessment.

1.1.1.3.19.1. Materials offer accommodations that ensure all students can access the assessment (e.g., text-to-speech, increased font size) without changing its content.

1.1.1.3.19.2. Materials include guidance for teachers on the use of provided accommodations.

1.1.1.3.19.3. Materials do not include modifications to assessments that alter grade level/expectations.

1.1.1.3.20. Materials provide a range of representation of people accurately and authentically represented and include detailed instructions and support for educators to effectively incorporate and draw upon students’ different cultural, social, and community background to enrich learning experiences.

1.1.1.3.21. Materials provide supports for different reading levels to ensure accessibility for students.

1.1.1.3.21.1. Materials identify multiple entry points to help struggling readers access and engage in grade-level mathematics.

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

1.1.1.3.23. Manipulatives, both virtual and physical, are accurate representations of the mathematical objects they represent and, when appropriate, are connected to written methods.

1.1.1.3.24. Materials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic software in ways that engage students in the grade-level/series standards, when applicable.

1.1.1.3.24.1. Digital technology and interactive tools, such as data collection tools and/or modeling tools are available to students.

1.1.1.3.24.2. Digital materials can be customized for local use (i.e. student and/or community interest).

1.1.1.3.25. Materials include or reference digital technology that provides opportunities for teachers and/or students to collaborate with each other, when applicable.

1.1.1.3.26. The visual design (whether in print or digital) supports students in engaging thoughtfully with the subject, and is neither distracting nor chaotic.

1.1.1.3.26.1. Teacher and student materials are consistent in layout and structure across lessons/modules/units.

1.1.1.3.26.2. Materials’ organizational features (table of contents, glossary, index, internal references, table headers, captions, etc.) are clear, accurate, and error-free.

1.1.1.3.27. Materials provide teacher guidance for the use of embedded technology to support and enhance student learning, when applicable.

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

Vendors 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.

Tentative Timelines for Implementation The tables below depict MMSD’s tentative implementation plan for the curricula selected under this RFP, with the goal of full implementation for all schools by the 2027-28 school year.

Technical requirements The Respondents’s proposal shall identify and describe:

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

1.1.1.4. Hardware requirements;

1.1.1.5. Operating system requirements;

1.1.1.6. Software requirements;

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

1.1.1.8. Rostering requirements (must be compatible with ClassLink and have OneRoster protocol)

1.1.1.9. Network and security requirements;

1.1.1.10. Licensing models; or

1.1.1.11. Copyright and fair use guidelines.

Be compliant and satisfy MMSD’s software requirements (HERE) Processes and provisions regarding the automated exchange of data between the Respondent and MMSD student information and assessment systems.

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 the RFP.

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

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.

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).

Cost Proposal 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.

General instructions on submitting cost proposals The original cost proposal and two copies 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.

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

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.

Special Contract Terms and Conditions Hold harmless By submitting a proposal, 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.

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 the District shall solely determine the amount per working day that the District is entitled to, not to exceed one-half of the total of the contract, for every day past the scheduled delivery date(s) as 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.

Prime contractor and minority business subcontractors The prime contractor will be responsible for contract performance when subcontractors are used.