RFP Comprehensive Mathematics K-12 Curriculum FINAL 12.22.2023.pdf

RFP-24061 RFP Template Effective Date: 2/17/2021 Comprehensive Mathematics K-12 Curriculum

200 EAST NORTH AVENUE

BALTIMORE, MD 21202

REQUEST FOR PROPOSALS

COMPREHENSIVE MATHEMATICS K-12 CURRICULUM

RFP-24061

ISSUED BY: Procurement Office Baltimore City Public Schools 200 East North Avenue, Room 401 Baltimore, MD 21202 Attention: Patricia Graff

RFP NUMBER: RFP- 24061

RELEASE DATE: Friday, December 22, 2023

PRE-PROPOSAL

MEETING: Wednesday, January 3, 2024 @ 1:00 PM

QUESTIONS DUE: Friday, January 5, 2024 @ 3:00 PM

PROPOSAL DUE DATE: Tuesday, January 16, 2024 @ 11:00 AM Proposals to be submitted electronically to eMaryland Marketplace Advantage website

DIRECT INQUIRIES TO: Buyer Name PH: Patricia Graff

FX: 410-545-6977

E-mail: pjgraff@bcps.k12.md.us

Entities are cautioned not to make changes to any of the terms and conditions in this solicitation. Doing so may render an Entity’s Proposal unacceptable and subject to rejection. Questions and inquiries may be addressed as outlined in Part II, Item 4 of this solicitation. Any exceptions to the Baltimore City Public Schools’ mailto:pjgraff@bcps.k12.md.us

RFP-24061 RFP Template Effective Date: 2/17/2021 Comprehensive Mathematics K-12 Curriculum

(“City Schools’”) terms and conditions are not binding unless they are negotiated and affirmatively deemed mutually agreeable by the Entity and City Schools in an executed Contract. City Schools is not required to negotiate changes to its terms and conditions.

RFP-24061 RFP Template Effective Date: 2/17/2021

TABLE OF CONTENTS

PART I: SCOPE OF WORK 5

1.0 INTRODUCTION AND DEFINITIONS 5

2.0 BACKGROUND 5

3.0 SCOPE OF SERVICES 6

3.1 INSTRUCTION ALIGNED TO THE MARYLAND COLLEGE AND CAREER-READY 7

STANDARDS 7

3.2 MATERIALS, INCLUDING DIGITAL TOOLS, TO SUPPORT IMPLEMENTATION 8

3.3 LEADERSHIP ENGAGEMENT 9

3.4 PROFESSIONAL LEARNING 10

3.5 WHOLE-SCHOOL APPROACH TO IMPLEMENTATION 10

3.6 SUPPORTS DATA-DRIVEN DECISION MAKING 11

3.7 EVIDENCE BASED PRACTICES/RESEARCH BASED PROGRAM 11

3.9 SUBMISSION EXPECTATIONS 11

4.0 EVERY STUDENT SUCCEEDS ACT (“ESSA”) 12

1.0 STATEMENT OF CONFIDENTIALITY 14

2.0 TERM OF AGREEMENT 14

3.0 PRE-PROPOSAL MEETING 14

4.0 QUESTIONS AND INQUIRIES 15

5.0 POINT OF CONTACT 15

6.0 CITY SCHOOLS PROJECT MONITOR/CITY SCHOOLS SUPERVISION 15

7.0 CONTRACT TYPE 15

8.0 PAYMENT TERMS 15

9.0 TRAVEL REIMBURSEMENT 17

10.0 ELECTRONIC PAYMENT 17

11.0 RFP REVISIONS 17

12.0 SUBMISSION DEADLINE 17

13.0 PROPOSAL OPENING 18

14.0 DURATION OF OFFER 18

15.0 MINORITY & WOMEN BUSINESS ENTERPRISE PROGRAM 18

16.0 E-MARYLAND MARKETPLACE ADVANTAGE 18

17.0 INSURANCE 18

18.0 LIQUIDATED DAMAGES 19

N/A 19

19.0 CRIMINAL BACKGROUND CHECK/FINGERPRINTING/PHOTO IDENTIFICATION BADGE 19

22.0 TERMS AND CONDITIONS 19

23.0 STATE OF MARYLAND CERTIFICATE OF GOOD STANDING 20

24.0 UNNECESSARILY ELABORATE BROCHURES 20

26.0 Equivalent Access; Accessibility Conformance Report 23

RFP-24061 RFP Template Effective Date: 2/17/2021 Comprehensive Mathematics K-12 Curriculum

2.0 VOLUME I: TECHNICAL PROPOSAL FORMAT 25

PART IV: EVALUATION AND SELECTION PROCEDURE 28

1.0 EVALUATION COMMITTEE 28

2.0 EVALUATION PROCESS 28

3.0 EVALUATION CRITERIA 29

PART V: APPENDICES 31

APPENDIX A - SPECIAL TERMS AND CONDITIONS FOR RFP’S 32

APPENDIX B - CITY SCHOOLS GENERAL ARTICLES 38

APPENDIX C - REFERENCES 57

APPENDIX D - NON-COLLUSION CERTIFICATE 59

APPENDIX E - DEBARMENT AFFIDAVIT 60

APPENDIX F - ANTI-BRIBERY AFFIDAVIT 61

APPENDIX G - ETHICS CERTIFICATION 62

APPENDIX H - EDGAR 64

APPENDIX I - FINANCIAL PROPOSAL FORM 72

RFP-24061 RFP Template Effective Date: 2/17/2021

PART I: SCOPE OF WORK

1.0 INTRODUCTION AND DEFINITIONS

This Request for Proposals (“RFP” or “solicitation”) is soliciting Proposals from qualified Entities for a Comprehensive Math (K-12) Curriculum for core mathematics courses in all traditional schools. Comprehensive curriculum includes the elements highlighted in the Scope of Services. City Schools is seeking a comprehensive mathematics program for use in up to 130 schools that: (1) has a copyright date of 2019 or later; and (2) (a) has been externally validated by EdReports or clear plans to have one completed prior to the 2024-2025 school year; or (2)(b) demonstrates a comprehensive review has been completed by an alternate external organization. Proposals that do not meet the above copyright date will not be reviewed by the evaluation committee.

For the purposes of this RFP, the following definitions apply: “City Schools” refers to the Baltimore City Board of School Commissioners, which operates a system of public schools commonly known as the Baltimore City Public School System or Baltimore City Public Schools; “Entity” means any qualified, reliable, and interested broker, vendor, bidder, consultant, contractor, manufacturer, and/or other entity that responds to this RFP, as well as the entity awarded a Contract or otherwise duly authorized by City Schools to provide Services in accordance with applicable Laws; “Contract” or “Agreement” refers to the legally enforceable contract or agreement between City Schools and the Entity that is the successful respondent to this RFP; “Services” or “Work” refers to the work, deliverables, products, goods, materials, equipment, and/or services required to be provided or performed by the Entity under the terms of the Agreement; “Law” or “Laws” refers to any applicable federal, state, and local laws, regulations and rules, as well as Baltimore City Board of School Commissioners policies and administrative regulations, which are available at this link: www.baltimorecityschools.org/board-policies; and “Proposal” means a bid or submission to City Schools in response to this RFP.

2.0 BACKGROUND

City Schools serves the needs of public education in Baltimore City, covering approximately 77 square miles, with a residential population of more than 646,000. It is the fourth largest public school system in the State of Maryland. City Schools operates 156 facilities over a ten-mile radius, which includes Pre-k, elementary, middle, and high schools as well as special education centers and alternative schools. The Central administration headquarters is located at 200 East North Avenue, Baltimore, Maryland.

City Schools is governed by the Baltimore City Board of School Commissioners (“Board”), which has 10 members (including a student member). The Board is appointed by the Mayor of Baltimore. The Board sets and oversees policy and implementation of regulations for the school system and approves all major appointments. The City Schools Chief Executive Officer reports to the Board.

City Schools currently has approximately 79,000 students supported by approximately 10,000 employees and an annual operating budget of approximately $1.3B.

For over eight years City Schools has implemented Eureka Math for grades K-12 that is aligned to the Maryland College and Career Ready Standards (MCCRS). These standards are designed to ensure that students graduating from high school are prepared http://www.baltimorecityschools.org/board-policies

RFP-24061 RFP Template Effective Date: 2/17/2021 Comprehensive Mathematics K-12 Curriculum to go to college or enter the workforce and that parents, teachers, and students have a clear understanding of what is expected of them. The standards are benchmarked to international standards to guarantee that our students are competitive in the emerging global marketplace.

City Schools’ strategy for mathematics is focused on ensuring that all students will become proficient and persistent mathematical thinkers who meet or exceed grade level expectations, and will be taught by skillful teachers who hold high expectations for their students.

To this end, City Schools has assessed the needs of its student population, provided teachers with instructional models to inform structure in the classroom, and provided teachers and school leaders with professional development to support MCCRS implementation. In an effort to support these current and ongoing efforts, Baltimore City Schools’ Chief Academic Office is committed to providing teachers and schools with high-quality instructional materials and resources that are culturally relevant to student populations represented in City Schools, and professional development designed to strengthen the pedagogy particularly around reasoning and modeling tasks and planning needed for teachers to not only meet the needs of their diverse learners but also support their knowledge and implementation of the MCCRS.

3.0 SCOPE OF SERVICES

The following list of requirements, although extensive, is not exhaustive and is intended to provide interested Entities with sufficient basic information to submit proposals meeting minimum requirements, but it is not intended to limit a Proposal’s content or exclude any relevant or essential information.

The general scope of Work shall consist of high-quality curriculum and instructional materials, including an assessment suite, that are aligned to MCCRS and provide robust and engaging math tasks, both print and digital, that are content-rich, free from bias, fully accessible to all learners, and culturally relevant to City Schools’ population. It is essential that the proposed program: (1) has a copyright date of 2019 or later; and (2) (a) has been externally validated by EdReports or clear plans to have one completed prior to the 2024- 2025 school year; or (2)(b) demonstrates a comprehensive review has been completed by an alternate external organization. Proposals fitting into either category must demonstrate a comprehensive external review has been completed and provide explicit documentation of that process and its results.

A comprehensive curriculum will not only provide teachers with a coherent sequence of targeted work on grade level 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 necessary to meet the needs of the continuum of learners we serve, including but not limited to, multilingual learners, gifted and advanced learners, and students with disabilities. Preference will be given to curricular materials that demonstrate supports and interventions for students who are two or more grade levels behind in accessing grade level content in mathematics.

Each Proposal should contain only one unique product, which is defined as a distinct program or curriculum including instructional materials, assessments, and teacher resources in a grade band or grade bands. Entities that publish multiple products or programs should submit separate proposals for each product or program. Single distinct

RFP-24061 RFP Template Effective Date: 2/17/2021 Comprehensive Mathematics K-12 Curriculum products that cross-over multiple grade bands can be submitted in a single Proposal, but they must be aligned with the grade bands below and be clearly labeled and organized as such.

Currently, City Schools begins its honors mathematics program in 6th grade with a goal for students to complete Algebra I by the end of 8th grade. Consideration for honors level courses in each Proposal for these grade levels are preferred. Honors level courses should also be described in the Proposal for any and all high school courses offered in the curriculum from Algebra I and beyond.

Respondents may submit responses for all grade levels or for specific grade bands in mathematics as follows:

● Kindergarten through Grade 5

● Grades 6-8, which may include Algebra I

● Kindergarten through Grade 8

● High School Courses starting with Algebra I

City Schools reserves the right to award contracts for multiple products or outside of the bands listed above if applicable.

3.1 INSTRUCTION ALIGNED TO THE MARYLAND COLLEGE AND CAREER-READY

STANDARDS

City Schools seeks a K-12 mathematics curriculum that is research based and aligned to the Maryland College and Career-Ready Standards (MCCRS) with consideration towards the Maryland Comprehensive Assessment Program mathematics evidence statements.

Curricula should be grade level and developmentally appropriate and demonstrate a thorough understanding and use of culturally relevant pedagogy. The curriculum resources should include numerous opportunities for reasoning with mathematics and modeling with mathematics.

The curricular product should demonstrate how rigor with mathematics was a core component of the development of materials. Achieving rigor requires that materials balance students' conceptual understanding, their procedural skills and fluency, and their ability to apply what they know to real-world, problem-solving situations.

The curriculum should provide structures for students to engage in the Standards for Mathematical Practice (SMPs) including but not limited to cooperative learning with an emphasis on communicating both verbally and in writing. Guidance for students and teachers should be included in lesson notes. Media and technology should be central to the curriculum in both teaching and learning. Additionally, materials with content supportive of continued development of fluency and mathematical language are preferred.

In addition, the curriculum should also include the following:

● evidence-based and tiered interventions for students not meeting the learning standards or achieving below grade level, supplemental to the core curricula

● resources that support the teaching and learning of students needing enrichment and acceleration

● explicit instruction and resources to support the teaching and learning of Multilingual Learners https://marylandpublicschools.org/about/Pages/DCAA/Math/MCCRSM.aspx https://marylandpublicschools.org/about/Pages/DAAIT/Assessment/MCAP/Math.aspx https://marylandpublicschools.org/about/Pages/DAAIT/Assessment/MCAP/Math.aspx https://marylandpublicschools.org/about/Pages/DAAIT/Assessment/MCAP/Math.aspx https://marylandpublicschools.org/about/Pages/DCAA/Math/MCCRSM.aspx https://marylandpublicschools.org/about/Pages/DCAA/Math/MCCRSM.aspx

RFP-24061 RFP Template Effective Date: 2/17/2021 Comprehensive Mathematics K-12 Curriculum

● explicit instruction and resources that support the teaching and learning of students with disabilities

● culturally relevant materials and culturally relevant teaching and instructional practices that are inclusive of a variety of cultures and ethnicities and are free from bias in the portrayal of individuals based on race, ethnicity, color, ancestry, national origin, nationality, religion, sex, sexual orientation, gender, gender identity, gender expression, marital status, pregnancy or parenting status, family structure, ability (cognitive, social/emotional, and physical), veteran status, genetic information, age, immigration or citizenship status, socioeconomic status, language, or any other legally or constitutionally protected attributes or affiliations, as outlined in Baltimore City Board of School Commissioners Policies JBA, JBB, JICK, ACA, ACB, and ACD.

3.2 MATERIALS, INCLUDING DIGITAL TOOLS, TO SUPPORT IMPLEMENTATION

The curriculum must provide clear, specific guidance for teachers and school leaders. The teacher materials should include lessons that are written with a clear purpose, effective lesson structure and pacing, and provide teachers with embedded supports to differentiate for the learning needs and styles of all students. Lesson materials should provide opportunities for student inquiry. Lesson structures should include learning goals as well as step-by-step guidance for implementation. The curriculum should include features and resources that support teachers in developing their content knowledge and pedagogy.

Materials should show evidence of how they can be modified to fit into a school year calendar or where prioritization can occur and explicitly address the differentiation necessary to reach all students.

The scope and sequence of each grade must align to standards identified in the MCCRS.

In addition, evidence must be provided to show how the scope and sequences can be modified to address state summative assessment timelines, school year calendars, and teacher pacing. For high school level courses from Algebra I on, considerations for pacing for course completion on a semesterized schedule should be highlighted. In addition, Entities should demonstrate how an honors pathway could be structured within their curricular materials to lead to the completion of Algebra I by the end of 8th grade. A defined and distinct scope and sequences for honors courses is preferred for middle school students. Additional honors pathways and courses are preferred for high school level courses.

Curriculum-based assessments should be relevant and varied, providing teachers with professional tools to evaluate student understanding and mastery of the content. A suite of formative and summative assessment materials, available in print and digitally are expected. A robust digital reporting platform is required to maintain visibility on student outcomes across grade levels. Detailed item analysis reports at the teacher level, school level, and district level are preferred. There must be overall alignment across grades within the curriculum in both knowledge building aspects as well as strategy and skill development.

The Entity’s Proposal should also identify and describe the applicable technical requirements and recommended configurations necessary to fully implement and utilize the digital or online Curricular and Instructional Materials and any other digital tools, including but not limited to;

a. Hardware requirements;

http://go.boarddocs.com/mabe/bcpss/Board.nsf/goto?open&id=ASRTES770F38 http://go.boarddocs.com/mabe/bcpss/Board.nsf/goto?open&id=BBKTY4793F51 http://go.boarddocs.com/mabe/bcpss/Board.nsf/goto?open&id=ANJJL24CDE71 http://go.boarddocs.com/mabe/bcpss/Board.nsf/goto?open&id=ACUMEN57AA7A http://go.boarddocs.com/mabe/bcpss/Board.nsf/goto?open&id=933RPG6EF4D4 http://go.boarddocs.com/mabe/bcpss/Board.nsf/goto?open&id=AD5K9G4EDD95

RFP-24061 RFP Template Effective Date: 2/17/2021 Comprehensive Mathematics K-12 Curriculum

b. Operating system requirements;

c. Software requirements;

d. Browser-specific requirements;

e. Network and security requirements;

f. Licensing models; and

g. Copyright and fair use guidelines.

In addition, process and provisions regarding the automated exchange of data between the respondent and City Schools student information systems should be described. The digital or online Curricular and Instructional Materials and any other digital tools should be compatible with the systems used by City Schools.

All online materials and other digital tools should be easily accessible via Chromebook, Windows laptop, iOS devices or generally web-based for access on any device type (platform agnostic). Proposals should describe on-line access to materials and provide online logins and passwords for teachers and students. This access shall be sufficient for a minimum of 15 of committee members to evaluate the online material. Access shall be available until the solicitation closes.

Online materials and other digital tools should be available 24/7 and should contain reporting tools that provide data about usage and student progress (if applicable).

Additionally, the tools should have an administrative dashboard or account that can be used to support staff at the local level (without them having to contact the vendor).

All online materials and other digital tools must be able to integrate with the Clever digital learning platform and ideally will allow for rostering and single sign on. As this award is made, City Schools will schedule meetings with vendors as needed to discuss the Clever integration process. In addition, digital tools shall comply with Maryland law regarding equivalent access, as specified in Section 26.0 below.

All online materials and other digital tools selected should be hosted in the cloud so protecting staff and student data privacy and security is a major consideration for all tools.

Vendors must be able to provide information about how they ensure that data is secured and alignment with the data privacy and security provisions set forth in City Schools General Articles (Appendix B). Additionally, selected tools will be part of the Student Data Privacy Consortium and/or the Common Sense Education Privacy Education Initiative. If a selected vendor is not part of one of these organizations prior to this solicitation, they must commit to becoming a member prior to the initiation of the agreement. Additionally, all tools should support student learning differences and provide accommodations for students with disabilities and students whose first language is not English.

3.3 LEADERSHIP ENGAGEMENT

A comprehensive curriculum will need to bring leaders and staff members together through collaboration and cooperation to assess the current needs of students and the school as a whole to set annual, quarterly, and monthly goals for growth, identify measurable targets for progress, create plans to provide actionable steps toward meeting established targets, and review progress in a systematic and ongoing fashion that celebrates targets met and assesses obstacles to success.

RFP-24061 RFP Template Effective Date: 2/17/2021 Comprehensive Mathematics K-12 Curriculum

Currently, each school within City Schools has leadership structures in place that should be leveraged to engage in and maximize the impact of the work through a comprehensive program. Part of doing so is making available tools, processes, and professional learning on how to use student data to inform the decision-making strategies for school leaders.

Proposals should demonstrate alignment with these leadership engagement goals.

3.4 PROFESSIONAL LEARNING

To meaningfully implement a comprehensive mathematics program, all schools using the curriculum will need professional learning support for teachers and school leaders.

Proposals must include options to support initial systemwide teacher training and implementation, including web-based and in-person training/professional learning.

Curriculum training should be grounded in sound adult learning theory and offered by the curriculum developers. Proposals shall also include options for ongoing professional development that includes regularly scheduled onsite coaching and follow up opportunities on specific topics for at least two consecutive years, as well as additional sessions of initial training for new teachers who are onboarding during the term of the contract.

City Schools’ staff will, with the support of the vendor, develop implementation plans aligned to the tenants of continuous improvement, that will include vendor product training, and online and/or in person supports. City Schools seeks not only product training, but a cohesive arc of learning required to meet the integrity of curricular content and implementation.

Entities must supply a scope of Work and cost proposal for training and PD that includes all costs associated with effective implementation, including both initial launch PD as well as PD to sustain the adoption of new curricular materials. This scope of Work should represent a comprehensive professional learning plan, with prices. Entities’ scope of work for professional learning shall be submitted within the financial proposal form.

3.5 WHOLE-SCHOOL APPROACH TO IMPLEMENTATION

Proposals should demonstrate a whole-school approach to implementation, including a comprehensive program that provides teachers with content and pedagogical insight as well as classroom management and cooperative learning techniques to encourage positive student to student interaction and promote a climate conducive to learning. Part of doing so will require a focus on the whole-child with sensitivity to academic and social emotional competencies.

Coupled with classroom-based techniques for engaging students and a focus on the whole child to promote a more positive classroom culture, City Schools values the integration of family and community to meet student achievement goals. As part of a comprehensive program, supports should be made available to assist schools in establishing messages for students, their parents, and community stakeholders. City Schools also provides access to curricular materials for mathematics to tutoring partners, paraprofessionals, central office staff, and other schools support staff.

RFP-24061 RFP Template Effective Date: 2/17/2021

3.6 SUPPORTS DATA-DRIVEN DECISION MAKING

City Schools is seeking a comprehensive program that provides access to and integrated use of technology and data applications to inform school and district leaders, teachers, students, and parents/caregivers of academic progress. Through progress monitoring tools, online applications, or other means, it is critical that a comprehensive program have the ability to assess student progress in a meaningful way that allows teachers and leaders to make informed decisions. Tools provided for this should be able to track longitudinal student progress on each mathematics standard and unit of study for each grade level or course. Tools should provide reports at the individual student, classroom, school, and district levels across grading periods.

3.7 EVIDENCE BASED PRACTICES/RESEARCH BASED PROGRAM

Applicants must provide research-based evidence of program effectiveness. This can include evidence of beta-testing or implementation pilots as well as overviews of the research-base for the curriculum. Evidence of effective implementation in an urban school setting is strongly encouraged.

As noted in prior sections of this document, all applicants must either have a current positive review from EdReports, be on track to obtain one prior to the 2024-2025 school year, or demonstrate a comprehensive external review has been completed and provide explicit documentation of that process and its results.

3.8 EQUITY

The curriculum must take into consideration Baltimore City Board of School Commissioners Policy ADA (Equity), which is available at this link:

https://go.boarddocs.com/mabe/bcpss/Board.nsf/goto?open&id=BLQTCN76BED4. The curriculum must provide resources and suggestions for topics, themes, and materials that authentically represent cultural and racial diversity. The curriculum must be rooted in appreciation and respect for the cultural needs of children and their families and provide information, support, and be responsive to these needs. The curriculum must also provide a developmentally and linguistically appropriate environment to enable multi-linguial learners. The curriculum must provide guidance on how to authentically incorporate a child’s home language into the learning environment. Scaffolding strategies must be provided to support the language and development of dual language learners. The curriculum must provide support and guidance for students with special needs, including adaptive learning environments, daily schedules, and activities. Suggestions for ensuring the physical environment and materials are accessible to children with special needs must be provided. In addition, the curriculum must embed principles of Universal Design for Learning (UDL).

3.9 SUBMISSION EXPECTATIONS

Complete digital materials must be shared. Specific grades (outlined below) may be shared as print components and sent to City Schools. Written content should be compatible and searchable with Adobe Reader. Each complete Proposal should be accompanied with a video submission. Video submissions should be web-based and compatible with all devices. The video submission is meant as a complement to the written submission and serves as a walk-through of the materials. The walk-through should https://go.boarddocs.com/mabe/bcpss/Board.nsf/goto?open&id=BLQTCN76BED4

RFP-24061 RFP Template Effective Date: 2/17/2021 Comprehensive Mathematics K-12 Curriculum demonstrate the key components of the content below, and support reviewers in navigating the components of the curriculum in support of efficient review. The video submission should be limited to 10 minutes. City Schools reserves the right to request a vendor presentation.

Each Proposal should include, and will be evaluated on, the above content and the below criteria.

● 3.1: Written response to the components outlined in 3.1, including an overview of the curriculum, complete scope and sequences for grades K-12 and standards alignment.

● 3.2: Complete digital samples of student and teacher materials including assessment materials for the grade levels supported by the curriculum. If the Entity chooses to send printed materials-, please only send for Kindergarten, Grade 3, Grade 7 and Algebra 1. It is suggested the video walk-through component provides a thorough explanation of how the lessons and assessments can be modified to address state summative assessment timelines, school calendars and teacher pacing.

● 3.3: Written response that incorporates the components outlined in 3.3, including structures to align support.

● 3.4: Written response to the components outlined in 3.4, a sample training plan and digital access to sample professional learning/training offerings.

● 3.5: Written response to the components outlined in 3.5, including how the curriculum includes research based best practices for social emotional learning.

● 3.6: Written response to the components outlined in 3.6, including identification of teacher materials and online tools that will support tracking student progress. It is suggested the video walk-through components provide a thorough explanation of these components.

● 3.7: Written response to components outlined in 3.7, including EdReports ratings for focus and coherence, rigor and mathematical practices,, and usability or an alternate comprehensive external review with explicit documentation of the process and its results; demonstration of effectiveness in urban districts with similar challenges to Baltimore City; and an overview of the research base that informed the content and design of the curriculum.

● 3.8: Please send the video no later than COB on 01/15/2024 via email to Patricia Graff pjgraff@bcps.k12.md.us

● 3.9: Please send complete digital materials and all associated resources included.

If applicable, complete print materials for specific grades noted above should arrive by 3:00 p.m. on 01/16/2024 and sent to:

Baltimore City Public Schools 200 North Avenue, Room 401 Baltimore MD, 21202 Attention: Patricia Graff

4.0 EVERY STUDENT SUCCEEDS ACT (“ESSA”)

Signed into law December 10, 2015, the federal Every Student Succeeds Act (“ESSA”) requires that any activity, service, or strategy implemented that utilizes federal funds must be evidence-based. Under ESSA, evidence-based interventions are defined as practices, strategies, activities, or programs that have been proven effective and have evidence to show that they produce results. ESSA advances that all students from pre-kindergarten to postsecondary, including low-income students, students of color, students with disabilities, English Learners, and other historically marginalized students, RFP-24061 RFP Template Effective Date: 2/17/2021 Comprehensive Mathematics K-12 Curriculum must have access to a world-class education that prepares them for college, career, and life.

Most schools in City Schools (as well as the district office) utilize Title I and other federal dollars. To comply with ESSA, City Schools is collecting and documenting the evidence and effectiveness of entities that provide Services to City Schools and our students. It is in the Entity’s interest to meet ESSA's evidence standards for its Services so that schools utilizing federal funds have the option of purchasing the Entity’s Services. If a school is using federal funds to secure a program and the Entity does not meet ESSA’s evidence standards, the Entity’s Services cannot be purchased.

To learn more about how to meet ESSA’s evidence based standards, please visit https://www.baltimorecityschools.org/procurement-federal-funds or contact the Office of Achievement and Accountability at essaevidence@bcps.k12.md.us.

If an Entity has an ESSA level determination from City Schools, please include a copy of the ESSA Evidence Review Confirmation from essaevidence@bcps.k12.md.us with the Entity’s Proposal as outlined in Part III: Proposal Format, Tab F: Forms.

Entities’ Proposals that do not have the appropriate ESSA level shall be deemed non-responsive.

THE REMAINDER OF THIS PAGE LEFT BLANK INTENTIONALLY.

https://www.baltimorecityschools.org/procurement-federal-funds mailto:essaevidence@bcps.k12.md.us mailto:essaevidence@bcps.k12.md.us

RFP-24061 RFP Template Effective Date: 2/17/2021 Comprehensive Mathematics K-12 Curriculum

PART II: GENERAL TERMS AND CONDITIONS

1.0 STATEMENT OF CONFIDENTIALITY

It is understood and agreed that all information pertinent to this solicitation may contain trade secrets, which are confidential and proprietary. The selected Entity agrees not to disclose or knowingly use any confidential or proprietary information of the Baltimore City Schools and/or third-party participant.

Entities are notified that City Schools has unlimited data rights regarding Proposals submitted in response to this solicitation. “Unlimited data rights” means that City Schools has the right to use, disclose, reproduce, prepare derivative works, distribute copies to the public, or perform publicly and display publicly any information submitted by the Entity in response to this or any solicitation issued by City Schools. City Schools will exempt information that is confidential commercial or financial information of an Entity, as defined by the Maryland Public Information Act (“MPIA”), Title 4 of the General Provisions Article of the Maryland Annotated Code. It is the responsibility of the Entity to clearly identify each part of its Proposal that is confidential commercial or financial information by stamping the bottom right-hand corner of each pertinent page with one-inch, bold face letters stating the words “confidential” or “proprietary”. The Entity agrees that any portion of the Proposal that is not stamped as proprietary or confidential is not proprietary or confidential. As a condition for City Schools keeping the information confidential, the Entity must agree to defend and hold City Schools harmless if any information is inadvertently released. Each Entity must submit a proprietary and confidential redacted copy of its Proposal to be used in responding to MPIA requests. However, and in accordance with the MPIA, Entities are hereby notified that every portion of the Proposal may still be subject to disclosure under the MPIA.

2.0 TERM OF AGREEMENT

The anticipated term of the Contract that City Schools intends to award pursuant to this RFP shall be for three (3) years from the date after Board approval with one (1) (2) year renewal option(s) to be determined at the sole discretion of City Schools, and subject to the termination provisions set forth in the attached City Schools General Articles (Appendix B).

3.0 PRE-PROPOSAL MEETING

Entities are strongly encouraged to attend the pre-bid meeting scheduled for Wednesday, January 3, 2024 at 1:00 p.m. EST. The pre-proposal meeting will be conducted via Microsoft Teams. Call-in details are below:

Microsoft Teams meeting Join on your computer, mobile app or room device Click here to join the meeting Meeting ID: 225 572 154 278

Passcode: xN9EQD Download Teams | Join on the web Or call in (audio only) +1 443-961-1488,,729201246# United States, Baltimore Phone Conference ID: 729 201 246# https://teams.microsoft.com/l/meetup-join/19%3ameeting_ZTAxZTM4NWQtYzAwMy00ZTAyLWE3MjEtMDRlYmQ4MThiMWJl%40thread.v2/0?context=%7b%22Tid%22%3a%22065bb2f4-6fe3-414f-a910-f2886305c814%22%2c%22Oid%22%3a%22c40b0a80-280d-4634-a529-a88b731a2e1a%22%7d https://www.microsoft.com/en-us/microsoft-teams/download-app https://www.microsoft.com/microsoft-teams/join-a-meeting tel:+14439611488,,729201246

RFP-24061 RFP Template Effective Date: 2/17/2021

4.0 QUESTIONS AND INQUIRIES

No interpretation of the meaning of the specifications or other documents will be made to any Entity orally. Questions shall be submitted in writing to the Point of Contact (see Part II, § 5.0). If the Entity is allowed to submit the Proposal in hard copy, the word "INQUIRY” and the RFP name and number must be noted on the envelope. Alternatively, inquiries may be e-mailed to the Point of Contact. The subject field of the e-mail must include "INQUIRY” and the RFP name and number.

To be given consideration, the questions must be received NO LATER THAN January 5, 2024 @ 3:00 PM EST. Questions that are deemed to be substantive in nature will be answered only in writing, with both the question(s) and answer(s) posted on https://emma.maryland.gov. Unless expressly authorized by the Point of Contact, contact by Entities with any other City Schools employee regarding this solicitation until the Contract is awarded by the Board will be considered by City Schools as an attempt to obtain an unfair advantage and result in non-consideration of the Entity’s Proposal.

5.0 POINT OF CONTACT

Patricia Graff, Buyer Baltimore City Public Schools Office of Procurement 200 E. North Avenue Baltimore, MD 21202 Phone: 410-396-8846 E-mail: pjgraff@bcps.k12.md.us

6.0 CITY SCHOOLS PROJECT MONITOR/CITY SCHOOLS SUPERVISION

For purposes of the Contract awarded pursuant to this RFP, the City Schools Project Monitor are Kerry Steinbrenner, Chris Franklin, and Michael Turlik.

The Entity’s performance will be under the technical direction of the City Schools Project Monitor, who will be responsible for ensuring the Entity’s compliance with the requirements of the Contract to include managing the daily activities of the Contract, providing technical guidance to the Entity, and overall project scheduling and coordination. The Entity shall be accountable to the City Schools Project Monitor on all matters relating to the Scope of Work.

7.0 CONTRACT TYPE

The Contract resulting from this solicitation will be a Requirements Contract.

8.0 PAYMENT TERMS

The prices, rates, and other compensation for Services performed is as described in the Agreement. When transportation or freight charges are billed to City Schools, a paid freight bill must accompany the invoice. Invoices received unaccompanied by such evidence will be paid only upon acceptance by City Schools. Cartage, handling, packaging, or boxing charges will not be allowed unless specifically so stated in the purchase order.

https://emma.maryland.gov/

RFP-24061 RFP Template Effective Date: 2/17/2021

The Parties acknowledge and agree that the Entity’s invoices are to be submitted to City Schools in a timely manner, per the terms of a purchase order, after the Services have been provided to City Schools. If invoices are submitted more than one calendar year after the last date the Entity’s Services have been rendered or the last date when Services were accepted by City Schools, then City Schools shall have no obligation to pay for the stale invoices. City Schools shall have no obligation to pay for Services performed before City Schools approves the Agreement or after it terminates, in excess of the monetary amount of the Agreement, or prior to the issuance of a purchase order. The Entity shall comply with additional City Schools guidance regarding invoices, proposals, and quotes, available on the City Schools website (https://www.baltimorecityschools.org/sites/default/files/inline-files/Quote- InvoiceGuidancev10.6.20.pdf).

The Entity’s invoices shall be approved for payment by the City Schools Project Monitor only after the City Schools Project Monitor is satisfied that the Entity is performing the Services and has prepared the invoice as required by the Agreement. Prior to approving any Entity invoices for payment, City Schools, through any authorized representative, has the right at all reasonable times to inspect, or otherwise evaluate, the Services performed or being performed at the premises on which it is being performed. If any inspection or evaluation is made by City Schools on the premises of the Entity or any of its subcontractors, the Entity shall provide and shall require its subcontractors to provide all reasonable facilities and assistance for the safety and convenience of City Schools representatives in the performance of their duties. All inspections and evaluations shall be performed so that they will not unduly delay the Services.

Within thirty (30) days after receipt of each invoice and accepting the Services, City Schools shall, except as provided in the Agreement, pay for the Services performed when approved by the City Schools Project Monitor. A payment schedule will be jointly developed between City Schools and the Entity. City Schools reserves the right to submit payment using an electronic payment method, such as credit card, Single Use Account, or Automated Clearing House. The Entity shall not assess City Schools with any additional charge, fee, or price for the use of these electronic payment methods.

Regardless of any other provisions of the Agreement, failure of the Entity to submit required reports when due or failure to perform or deliver acceptable Services will result in City Schools withholding or limiting payments under the Agreement until such time as City Schools determines that the Entity has met the performance terms as established by this Agreement, unless such failure arises pursuant to Article 7 (“Force Majeure”) of the City Schools General Articles and without the fault or negligence of the Entity. City Schools shall promptly notify the Entity of its intention to withhold or limit payment of any invoice submitted.

If at any time City Schools determines that a cost for which payment has been made is a disallowed cost, such as overpayment, City Schools shall notify the Entity in writing of the disallowance or claim for unallowable costs. City Schools shall also state the means of correction, which may be, but shall not be limited to, adjustment of any future claim submitted by the Entity by the amount of the disallowance, or to require repayment of the disallowed amount by the Entity.

https://www.baltimorecityschools.org/sites/default/files/inline-files/Quote-InvoiceGuidancev10.6.20.pdf https://www.baltimorecityschools.org/sites/default/files/inline-files/Quote-InvoiceGuidancev10.6.20.pdf

RFP-24061 RFP Template Effective Date: 2/17/2021 Comprehensive Mathematics K-12 Curriculum

The Entity shall fully comply with any bid, payment, performance bond and/or other bonding or surety obligations as set forth in this RFP.

9.0 TRAVEL REIMBURSEMENT

Hotel and meal expenses are limited to the U.S. General Services Administration (“GSA”) Per Diem Rate http://www.gsa.gov/Per Diem. In no event will meals totaling more than the GSA Per Diem Rate be reimbursed. A detailed receipt for all meals must be submitted on the Entity’s or other suitable Expense Account Form upon return. The receipt should include the date, name of the restaurant, and an itemized listing of what was purchased. Meals charged to the room must also include a detailed receipt. City Schools will not reimburse an individual for the purchase of alcoholic beverages, which are the sole responsibility of the traveler. The traveler must also include a copy of the conference agenda when applicable. The cost of transportation, including air and ground transportation, should be loaded into the hourly rates for personnel.

10.0 ELECTRONIC PAYMENT

City Schools has the ability to process payments to contractors electronically using the CTX+ (“Corporate Trade Exchange”) payment format. The payment format will contain summarized information and will not provide details concerning each invoice amount included in the check total if the depositing bank does not accept CTX+ format. Entities must contact their bank in order to receive the CTX+ format and the depositing bank may charge a fee for this format. Entities need to discuss potential charges with their bank.

Please complete and submit the Authorization for Entity Payment - ACH form. Forms can be obtained by visiting the City Schools procurement website at https//www.baltimorecityschools.org/procurement. City Schools will only process ACH forms for awarded Entities.

11.0 RFP REVISIONS

Should it become necessary to revise any part of this RFP, addenda will be posted on https://emma.maryland.gov. All addenda, amendments or changes issued shall be deemed received by the Entity, provided they are posted to eMaryland Marketplace Advantage or the City Schools website. Failure of any Entity to receive or acknowledge receipt of such addenda or interpretation shall not relieve any Entity from any obligations under this RFP as amended by all addenda. All addenda so issued shall become part of the Contract award.

12.0 SUBMISSION DEADLINE

Proposals for this solicitation are being accepted solely online through eMaryland Marketplace Advantage https://emma.maryland.gov

The Proposal due date is Tuesday, January 16, 2024 at 11:00 AM., EST. Offeror’s response shall be submitted in two (2) PDF files (one technical and one financial) on-line to eMaryland Marketplace Advantage.

http://www.gsa.gov/portal/content/104877?utm_source=OCM&utm_medium=print-radio&utm_term=HP_01_Requested_perdiem&utm_campaign=shortcuts

RFP-24061 RFP Template Effective Date: 2/17/2021

13.0 PROPOSAL OPENING

RFP Proposals are not opened publicly, but in the presence of at least two City Schools employees. Once the Proposals are opened, the Office of Procurement will prepare a document that summarizes the Proposals received. This document will be available for inspection after the Intent to Award letter is issued.

14.0 DURATION OF OFFER

A Proposal submitted in response to this solicitation is binding upon the Entity and is considered irrevocable for a minimum of 180 days following the closing date for receipt of initial Proposals or the closing date for receipt of a best and final offer, if applicable.

15.0 MINORITY & WOMEN BUSINESS ENTERPRISE PROGRAM

During the MBE/WBE goal determination process, this solicitation was not assigned M/WBE goals pursuant to City Schools Administrative Regulation DJA-RA, Procurement, pertaining to Minority and Women’s Business Enterprises (MBE/WBE Requirements).

16.0 E-MARYLAND MARKETPLACE ADVANTAGE

eMaryland Marketplace Advantage (https://emma.maryland.gov) is the primary site for

City Schools to transmit solicitations over $50,000. This website also serves to publish any addenda, associated materials, Entity/offeror questions and City Schools’ responses, and other solicitation related information.

Notices of solicitations are also posted on our website www.baltimorecityschools.org in accordance with the Maryland Annotated Code, State Finance and Procurement Article § 13-103 Competitive Sealed Bids, Article § 13-104 Competitive Sealed Proposals, and Article § 13-107 Sole Source Procurements.

The eMaryland Marketplace Advantage law became effective on June 1, 2008 and requires units of State government, including those otherwise exempt from State procurement law, and all local government entities, to publish notices of procurement and procurement awards on the State’s e-commerce website eMaryland Marketplace Advantage (“eMMA”). All Entities are required to register with eMaryland Marketplace Advantage, so that the award notice can be properly published.

17.0 INSURANCE

Insurance requirements are set forth in Article 20 of the attached City Schools General Articles (Appendix B). The Entity shall submit with their Proposal a Certificate of Insurance that complies with § 19-116 of the Insurance Article, Maryland Annotated Code. The Baltimore City Board of School Commissioners should be named as Additional Insured on the Entity’s insurance and named as Certificate Holder. The Entity’s insurance shall be effective at time that the Entity submits its Proposal. If the Certificate of Insurance contains a minor irregularity, the Entity will be allowed five (5) business days to cure the minor irregularity or be determined non-responsive. The Insurance Certificate shall meet the insurance coverage required by Article 20 of the attached City Schools General Articles.

http://www.baltimorecityschools.org/

RFP-24061 RFP Template Effective Date: 2/17/2021 Comprehensive Mathematics K-12 Curriculum

18.0 LIQUIDATED DAMAGES

N/A

19.0 CRIMINAL BACKGROUND CHECK/FINGERPRINTING/PHOTO IDENTIFICATION

BADGE

Depending upon the type of services that the Entity performs and the Entity’s access to students and/or student records, the Entity’s (and its subcontractor’s) employees may be required to submit to a criminal background check and fingerprinting. Also, such employees may be required to obtain a photo identification badge. A full statement of these requirements is set forth in Article 18 (“Obligations Regarding Criminal Records of Individuals Assigned to Work in City Schools Facilities”) of the City Schools General Articles (Appendix B).

20.0 LIVING WAGE

21.0 BONDING

22.0 TERMS AND CONDITIONS

City Schools plans to enter into a contractual agreement with the Entity, subject to these RFP General Terms and Conditions and the Special Conditions for this RFP (Appendix A). The Contract between City Schools and the Entity shall include the City Schools General Articles (Appendix B), unless modified in writing by City Schools.

In the event of conflict between the City Schools General Articles (Appendix B) and these General Terms and Conditions or the Special Conditions (Appendix A), the City Schools General Articles shall take precedence.

In the event of a conflict between this RFP and any of the terms and conditions proposed by any Entity or incorporated in any acknowledgement of Contract awarded to the successful Entity, then, and in such event, the terms and conditions stated herein shall take precedence, unless modified in writing by the Director of Procurement.

Any exceptions to City Schools’ terms and conditions are not binding unless they are: (i) negotiated and deemed mutually agreeable by the successful Entity and City Schools;

and (ii) memorialized in a binding agreement between the successful Entity and…