Solicitation_RFP# R27010 English 9-12 Core Curricular Resource Adoption 26-27.pdf

LOUDOUN COUNTY PUBLIC SCHOOLS

DEPARTMENT OF BUSINESS & FINANCIAL SERVICES

PROCUREMENT AND RISK MANAGEMENT SERVICES

21000 Education Court, Suite #316 Ashburn, VA 20148

Phone (571) 252-1270 Fax (571) 252-1432

REQUEST FOR PROPOSAL (RFP)

RFP #: R27010

Title: English 9-12 Core Curricular Resource Adoption 26-27 Issue Date: June 22, 2026 Procurement Specialist: Hind Zegoud, Procurement Supervisor Commodity Code: Instructional Resources Period of Contract: Four (4) to Seven (7) years from date of award, plus one (1) to five (5) optional renewal years (varies by course).

Sealed proposals shall be received by August 7, at 2:00 PM (Eastern Time) for furnishing the goods/services described herein. PROPOSALS MUST BE SUBMITTED THROUGH THE LCPS

ELECTRONIC BIDING SYSTEM ON OR BEFORE THE DEADLINE STATED.

In compliance with this Request for Proposals (“RFP”) and all conditions imposed herein, by submitting a proposal in response to this RFP, the undersigned, having become thoroughly familiar with the terms and conditions of this document and with the local conditions which may affect performance and costs, hereby proposes and agrees to furnish all services, labor, and/or materials hereinafter specified, and to fulfill the intent of this agreement in accordance with this document as interpreted by Loudoun County School Board.

The undersigned firm hereby certifies that all information provided in any schedule attached hereto is true, correct, and complete.

Inquiries: All inquiries for information should be provided under the “Questions” tab in the LCPS Electronic Bidding System.

RFP INCLUDES:

● STATEMENT OF NEEDS

● GENERAL SPECIFICATIONS

● GENERAL TERMS AND CONDITIONS

● CONTRACTUAL TERMS AND CONDITIONS

● EXHIBITS: 1, 2, and 3

This public body does not discriminate against faith-based organizations in accordance with the Va. Code, § 2.2-4343.1 or against an Offeror because of race, color, national or ethnic origin, religion, sex, pregnancy, childbirth or related medical conditions, sexual orientation, gender identity, marital status, disability, age, or genetic information or any other basis prohibited by state or federal law relating to discrimination in employment.

Loudoun County Public Schools

RFP# R27010

TABLE OF CONTENTS

Contents

GENERAL SPECIFICATIONS

1. PURPOSE

2. BACKGROUND

3. LCPS ENGLISH INSTRUCTION

4. STATEMENT OF NEEDS

5. SUBMISSION OF PROPOSALS

6. PROPOSAL REQUIREMENTS

7. PRICING SCHEDULE

8. TEXTBOOKS RESOURCES

9. EXCEPTIONS AND DEVIATIONS FROM THE RFP

10. EVALUATION PROCESS

11. SELECTION CRITERIA

12. ORAL PRESENTATION

13. AWARD OF CONTRACT

21. DEFINITIONS

ATTACHMENT 1 - POLICY 5130 TEXTBOOK ADOPTION

ATTACHMENT 2 - INSTRUCTIONAL RESOURCES CURRENTLY IN USE IN LCPS

ATTACHMENT 3 - EVALUATION PROCESS & CRITERIA

EXHIBIT 1 - REFERENCE FORM

EXHIBIT 2 - PROPRIETARY CONFIDENTIAL INFORMATION IDENTIFICATION

EXHIBIT 3 - QUALITY ASSURANCE AND EDITING PROCESS

EXHIBIT 4 - PUBLISHER CERTIFICATION AND AGREEMENT

EXHIBIT 5 - AUTHORS, EDITORS, AND CONTENT REVIEW EXPERTS

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GENERAL SPECIFICATIONS

1. PURPOSE

The intent and purpose of this Request for Proposals (“RFP”) is to establish a multiple term contract through competitive negotiations with qualified source(s) for the adoption of curriculum textbooks and instructional resources for English 9-12 courses for implementation in Fall 2027 for the Loudoun County School Board, operating as Loudoun County Public Schools (“LCPS”). The term “textbook” means print and electronic media for teacher and student use that serves as the primary curriculum basis for a grade-level subject or course.

LCPS intends that this RFP permit competition. It shall be the Offeror's responsibility to advise the LCPS Purchasing Agent in writing if any language, requirement, specification, etc., or any combination thereof, inadvertently restricts or limits the requirements stated in this RFP to a single source. Such notification must be received by the Purchasing Agent not later than fifteen (15) days prior to the date set for acceptance of proposals.

2. BACKGROUND

LCPS is the third largest school division in the Commonwealth of Virginia. Established in 1870, LCPS is located in the rapidly growing Washington DC metro area.

LCPS is organized to focus on empowering all 80,494 students to make meaningful contributions to the world, while managing one hundred (100) schools and nine (9) educational support buildings. It is a dynamic, well-managed, and efficient organization.

Detailed information on the LCPS district is available on the website’s “About Loudoun” section and within this LCPS fact sheet for the prior school year.

3. LCPS ENGLISH INSTRUCTION

3.1. Overview of the LCPS Secondary English Curriculum Program.

The LCPS Secondary English curriculum focuses on fostering deeper learning and higher-order thinking skills, aiming to prepare students to interpret diverse communications, express their own ideas flexibly, and engage in respectful dialogue. Moving away from traditional chronological surveys or units isolated by a single text or genre, the program structures its courses around big "Essential Questions." This approach encourages students to analyze multi-genre texts, synthesize distinct perspectives, and align their skills with critical 21st century competencies.

Central to this philosophy is a commitment to a culturally responsive curriculum, which balances a narrowed set of traditional canonical works with contemporary, diverse texts. This intentional representation gives students "mirrors" to better understand their own lives and "windows" to look into the lived experiences of others.

Instruction is grounded in a personalized Reading and Writing Workshop methodology that prioritizes authentic, iterative experiences for the majority of classroom sessions. Students are expected to read extensively, averaging 30 minutes nightly and completing two to three books per 5-6 week unit, with a strong emphasis on purposeful student choice. To support this volume of reading, units leverage four distinct types of texts: anchor or core texts, book club texts, independent reading texts, and supplemental whole class texts.

To ensure all students succeed, the program relies heavily on differentiation, digital tools, and robust assessment frameworks. Teachers routinely personalize instruction through graphic organizers, pre-teaching, and small-group or individual conferences. For students requiring additional assistance, the core curriculum is reinforced by specialized interventions, such as the Leveled Literacy Intervention with systematic phonics, supported by school reading specialists and English learner educators. Furthermore, targeted digital resources are used to gather immediate data and deliver individualized feedback. Ultimately, student progress is tracked through a balanced assessment plan where units culminate in authentic performance tasks, such as multi-draft essays, Socratic seminars, or project-based learning experiences, that require students to synthesize, evaluate, and advocate a position.

https://www.lcps.org/page/about-loudoun https://files-backend.assets.thrillshare.com/documents/asset/uploaded_file/4461/Communications/b267b5e6-f74e-4d79-86af-61eacbd15276/2025-2026-LCPS-Fact-Sheet-Final-web.pdf?disposition=inline

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3.2. Textbook Adoption.

LCPS currently follows School Board Policy 5130 (Attachment 1) which establishes the procedures for textbook adoption for local use.

3.3. Instructional Resources Subject to Review.

This RFP seeks to review instructional resources for the following courses and needs:

High School Courses

English 9 Academic / Honors

In ninth grade, students continue to build upon skills previously learned in earlier grades. There is a continued emphasis on reading comprehension by comparing fiction and nonfiction texts. In fiction texts, students will apply knowledge of literary terms and analyze a variety of genres. In ninth grade, there will be an increased emphasis on expository reading, and students will make inferences and draw conclusions using explicit and implied textual evidence. The student will continue to expand vocabulary using the structural analysis of roots and affixes to understand complex words as well as specific vocabulary in reading materials. The student will also plan, draft, revise, and edit while writing in a variety of forms with an emphasis on analysis and persuasion while defending a position using counterclaims, reasons, and evidence from credible sources. Students will analyze and interpret the social, commercial, and/or political motives behind media messages. Students will use multimodal tools to create presentations both independently and in small groups. The student will apply research techniques to analyze information gathered from diverse sources by identifying misconceptions and possible bias citing both quoted and paraphrased information using either MLA or APA style. Students will continue to work in collaborative groups assisting with setting rules and working toward consensus. The ninth-grade curriculum is based on the 2024 Virginia English Standards of Learning.

English 10 Academic / Honors

In tenth grade, students continue to build upon skills learned in earlier grades.

There is a sustained emphasis on reading comprehension by comparing fiction and nonfiction texts. Students will analyze the cultural and social function and universal themes of fictional texts from different cultures. Tenth-grade students will analyze and synthesize information from nonfiction texts to solve problems, answer questions, and generate new knowledge. The student will continue the development of vocabulary, with attention to connotations, idioms, classical allusions, and figurative language. The student will continue to use the writing process to write/compose with an emphasis on persuasion and analysis while showing relationships among claims, reasons, and evidence from reliable sources.

The student will create media messages and analyze the cause-and-effect relationships between mass media coverage and public opinion trends. Students will continue to use multimodal tools to create presentations both independently and in small groups. The student will continue to build research skills presenting information gathered from diverse sources, identifying misconceptions and possible bias while crediting sources using MLA or APA style. The tenth-grade student will continue to become a skilled communicator, working both independently and in collaborative groups while presenting alternate views and working toward common goals. The tenth-grade curriculum is based on the 2024 Virginia Standards of Learning.

English 11 Academic / Honors

The eleventh-grade student continues to build communication skills by working both independently and in collaborative groups. In eleventh grade, there is a sustained emphasis on reading comprehension of fiction and nonfiction texts.

https://go.boarddocs.com/vsba/loudoun/Board.nsf/files/DBZN4E5E18A2/$file/5130.pdf

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Students will conduct comparative analyses of multiple texts that address the same topic to determine how authors reach similar or different conclusions. The student will continue the development of vocabulary, with attention to connotations, idioms, classical allusions, and figurative language. The eleventh-grade student will continue to use the writing process to write/compose with an emphasis on persuasion/argumentation for multiple purposes and audiences to create focused, organized, and coherent writing. The student will create media messages and analyze the cause-and-effect relationships between mass media coverage and public opinion trends. Students will create persuasive multimodal presentations that address counterarguments. The student will engage in a research process that involves locating and evaluating reliable sources, integrating ideas from others, providing appropriate citations, and revising and editing. The eleventh-grade curriculum is based on the 2024 Virginia Standards of Learning.

English 12 Academic

In twelfth grade, there is a sustained emphasis on reading comprehension of fiction and nonfiction texts. Students will review multiple texts to identify and evaluate resources to make decisions and solve problems. The students will examine and analyze fiction texts evaluating how authors use key elements to contribute to meaning and interpreting how themes are connected across texts. The student will continue the development of vocabulary, with attention to connotations, idioms, classical allusions, and figurative language. The twelfth-grade student will continue to use the writing process to write/compose with an emphasis on persuasion/argumentation for multiple purposes and audiences to create focused, organized, and coherent writing. Students will write to a standard acceptable to both the workplace and to postsecondary education. The student will create media messages and analyze the cause-and-effect relationships between mass media coverage and public opinion trends. Students will create persuasive/argumentative multimodal presentations both independently and in collaborative groups. The student will produce a research product synthesizing information from primary and secondary sources while maintaining ethical and legal guidelines for gathering and using information. Students will continue to demonstrate the ability to work within diverse teams and collaborative groups working toward common goals. The twelfth-grade curriculum is based on the 2024 Virginia Standards of Learning.

Creative Writing I-III

Elective Creative Writing I-III provides a supportive environment in which students write prose, poetry, and drama and read examples of various genres.

These courses focus on the study of the fundamental elements of creative writing, including developing strategies for writing creatively, practicing aspects of narrative writing, using poetic devices, and developing voice. In Creative Writing I and II, students maintain a writing portfolio, collaborate to critique and improve their work for final review, and seek opportunities for publishing their writing. In Creative Writing III, in addition to refining their own writing portfolio, students serve as staff members, create page spreads using publication software, and produce a high school literary print magazine and/or online website.

Publishing Guide for Beginners

A resource that shows students how to publish in the real world in many mediums (novels, blogging, podcasting, mixed media print, etc.). After developing authentic writing, students request guidance on how to publish beyond the classroom.

African American Literature H

This course builds on students' abilities in reading, writing, listening, and speaking through the exploration of a variety of literature that demonstrates and celebrates voices from a diverse, African-American perspective. The course, through texts and media, will emphasize interpretive and critical analysis skills developed through close reading and consideration of historical and cultural contexts.

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Journalism I-III H

Students learn the basics of newspaper production while serving as staff writers for the school newspaper. Units of study include school press law and ethics, layout and design, basic photography, basic publication technology, journalistic research, interviewing, plant preparation, and advertising. Students are introduced to publication software. In Journalism II and III students serve as staff or editors for the school newspaper.

Women’s and Gender Studies

This course will offer an introduction to Women's and Gender Studies, exploring the meaning of gender in society. The primary goal of this course is to engage students with key issues, questions and debates in Women's and Gender Studies.

This course will survey the impact of women in American and World History, as well as study literacy texts written by women. The course takes a detailed look at the Suffrage Movement, all the way up to Intersectional Feminism and the current issues facing young women today in America and around the world. Courses tackle the following questions: Why has gender been a primary organizing principle in society? How do 'gendered scripts' for dress, appearance and behavior emerge among different social groups and in different societies and historical groups?

Public Speaking I-II

SEM

This elective course introduces students to key techniques and strategies for effective public speaking. This includes preparation for and delivery of speeches and presentations (live or recorded), interviews, or social/professional interactions.

Students develop confidence through practice and feedback in non-threatening environments.

Film Studies

This course involves the study of classic and award-winning films. Students critique both the artistic and technical merits of the films, and they study the development of theme, plot, characterization, and setting in each production.

Students will learn the vocabulary associated with film and use this vocabulary when creating movies and analyzing films.

3.4. Instructional resources must support the following LCPS instructional philosophy and approach:

Deeper Learning in Loudoun County Public Schools:

Deeper Learning is the process through which the learner becomes capable of applying what is learned in one situation to new situations. This process includes rigorous, authentic and student-centered instruction.

● Rigor is about providing cognitive demand and appropriate support so that every student in our classrooms is engaged in meaningful and complex intellectual work.

● Learning within an authentic context involves real-world tasks or tools, makes a real impact, and/or speaks to students’ interests, backgrounds, or lived experiences. Authentic learning might be community connected and include ongoing reflection.

● Student-centered instruction is culturally responsive and engaging; it includes student agency, voice and choice, and multiple pathways.

Deeper Learning prepares learners to adapt to change, innovate, create solutions and make meaningful contributions to the world. The heart of this process is engaging students in authentic, challenging problems.

When students engage in deeper learning, they develop the attributes and skills of the LCPS Profile of a Graduate (5Cs) as:

● critical thinkers

● communicators

● collaborators

● creators and contributors.

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LCPS Instructional Framework:

The Instructional Framework defines the philosophy of instruction and expectations for learning for each and every student in every school within LCPS. The curriculum defines what to teach; the instructional framework describes how to teach to ensure engaging, authentic student learning experiences.

An Instructional Framework is:

● A shared vision of effective instruction.

● Learner-centered.

● Applicable across all content areas and levels.

● The foundational piece that drives daily instructional and assessment practices.

The Instructional Framework will answer the following questions:

● What do we believe about learning?

● What dispositions and skills are essential for Loudoun County Public Schools learners?

● What constitutes effective and meaningful teaching and learning?

An Instructional Framework:

● Aligns curriculum, instruction, and assessment with district goals and provides a framework for ongoing professional learning for teachers.

● Leads to coherent instructional practices across the district that reduce or eliminate disproportionality in student achievement outcomes for historically marginalized students.

● Provides a way to measure progress and helps ensure that all educators in the district work together towards a common goal.

Learn more about the LCPS Instructional Framework Teacher and Student Actions here

4. STATEMENT OF NEEDS

4.1. General Requirement: Qualified Offerors are encouraged to submit a proposal for English 9- 12 resources representing the following courses and needs:

A. Secondary (Middle and High School) Universal Literacy Screening Tool. Stand-alone or textbook-associated digital universal literacy screening or diagnostic tool to assess secondary students' performance in reading fluency, comprehension, and vocabulary.

High School Core Curricular Courses English 9 Academic / Honors English 10 Academic / Honors English 11 Academic / Honors English 12 Academic

High School English Elective Courses:

Creative Writing I-III African American Literature H Journalism I-III Women’s Studies Public Speaking I-II SEM Film Studies

B. For Core English 9-12 Academic and Honors Courses, Offerors shall provide resources that align with the 2024 Virginia Standards of Learning for English, Reading, and Literacy. Information is available on Virginia Department of Education (VDOE) 2024 https://www.lcps.org/o/dtl/page/instructional-framework-project-page

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English Standards of Learning page linked here: https://www.doe.virginia.gov/teaching-learning-assessment/k-12-standards-instruction/english-reading-literacy/standards-of-learning.

C. Customer and Technical Support. Offerors shall provide customer and technical support for LCPS teachers and staff using contracted materials and related materials or services.

D. Digital Materials. Offerors shall provide access to digital materials and platforms gratis for school administrators and instructional facilitators and coaches, as well as LCPS Department of Teaching & Learning staff for supervision and curriculum planning purposes as requested.

E. Online Accounts. At the time of contract award, the Offeror shall provide LCPS with online accounts allowing for designated LCPS employees to access the contracted materials for review and planning purposes. Terms and conditions of pre-purchase access will be established during the negotiation phase of the RFP process.

F. Submission of Resources. The Offeror agrees to prepare and submit an electronic file of the curriculum resources including supporting materials which meet Web Content Accessibility Guidelines. Should the Offeror be a distributor of the materials and not the publisher, the distributor agrees to notify the publisher of its obligation to these files immediately. The files will be used to produce alternate format accommodations as permitted under the law.

4.2. Specific Requirements:

A. All proposals must be made on the basis of, and either meet or exceed, the requirements contained herein.

B. LCPS seeks the following formats in both student editions and teacher editions for evaluation:

1. Physical textbooks and instructional resources;

2. Digital textbooks and instructional resources (ePub, PDF, online reader, digital platform suite, etc.); and

3. Access to a digital textbook platform with interactive content and/or assessment features for teachers if applicable.

LCPS prefers to award ancillary resources for these courses in series but reserves the right to award resources that are not in series if in the best interest of LCPS.

C. Digital materials must meet the technical requirements included in “Attachment B” herein and must conform to one or more of the following integration protocols for SSO and/or Rostering:

1. Azure (SSO) - preferred

2. IMS Global LTI (OneRoster, including ClassLink and Schoology)

3. IMS Global QTI

4. Clever

5. Common Cartridge

6. Thin Common Cartridge

D. Multiple contracts may be awarded as a result of this RFP. A single Offeror may be awarded a contract which includes awards for multiple courses. LCPS reserves the right to award contracts for multiple resources to meet the needs of a single course or for use over several courses. LCPS reserves the right to consider a proposed resource for use with a course other than the one for which it was submitted. Both comprehensive products that offer content and digital practice as well as stand-alone digital tools will be considered, but the preference will be for a comprehensive product that also offers practice.

E. All LCPS textbooks and resources are subject to an evaluation and adoption process which includes staff and community input with final approval by the School Board. As such, the following process will be followed (specific criteria and details of the process are as provided in this RFP):

https://www.doe.virginia.gov/teaching-learning-assessment/k-12-standards-instruction/english-reading-literacy/standards-of-learning https://www.doe.virginia.gov/teaching-learning-assessment/k-12-standards-instruction/english-reading-literacy/standards-of-learning https://www.doe.virginia.gov/teaching-learning-assessment/k-12-standards-instruction/english-reading-literacy/standards-of-learning https://www.w3.org/TR/WCAG21/#requirements-for-wcag-2-1 https://www.w3.org/TR/WCAG21/#requirements-for-wcag-2-1

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1. Part 1: Evaluations of resources by a content focused Adoption Review Committee parallel to technical and user interface committee reviews, and school and community input.

2. Part 2: Recommendation by subject area Supervisor and Adoption Steering Committee to proceed with negotiations.

3. Part 3: Evaluation of proposed titles (and their related Ancillary Resources) that were selected for further review after evaluation. This includes:

a. Approximately 30-day public review and input,

b. Assistant Superintendent for Department of Teaching & Learning provides recommendation, and

c. School Board approval.

5. SUBMISSION OF PROPOSALS

5.1. Each Offeror shall respond to this solicitation using the LCPS Electronic Bidding System by August 7, 2026, at 2:00 PM (ET). Different forms of the proposal will NOT be accepted. NO

FAXED, MAILED, OR E-MAILED PROPOSALS WILL BE ACCEPTED.

5.2. A “How-To Guide” for step-by-step instructions on how to respond to this solicitation can be found on the login page of the LCPS Electronic Bidding System via the following link: LCPS Electronic Bidding System.

5.3. After your successful submission, the system will display “Response Submitted” followed by the date and time stamp in the “Response Status” field. It is the sole responsibility of the Offeror to ensure that their offer is submitted by the designated date and time stated. The digital signature must be signed by a person authorized to represent and bind the Offeror’s company. An incomplete submission will NOT be considered.

5.4. Requests for additional information or clarification of specifications must be sent via the LCPS Electronic Bidding System under the “Questions” tab. Requests for information must be received before the question cutoff date and time posted under the “Event Details” tab. Any material interpretation made to prospective Offerors will be expressed in the form of a written response or addendum to the solicitation which shall be posted on the LCPS Electronic Bidding System.

It shall be the Offeror’s responsibility to monitor the website for changes. The addenda will be posted no later than three (3) business days before the opening date. Oral answers shall not be authoritative or provide any basis for reliance by an Offeror. Offerors shall acknowledge receipt of any addenda with their proposal. Offeror will receive a system-generated email notification if an addendum has been issued.

5.5. Upon award, the solicitation in its entirety including any forms, vendor response, and addenda shall be referred to as the contract.

5.6. Offeror must provide contact information where remittance will be sent under the “Attributes” tab.

5.7. Each Offeror responding to this Request for Proposal must supply all the documentation required in the RFP. Failure to provide documentation with the Offeror's response to the RFP may result in the disqualification of the Offeror's proposal. This includes the technical documentation.

5.8. If a new edition of submitted materials becomes available, a copy of the new edition must be sent. The new edition will not be reviewed as part of review process; however, these submissions will be evaluated by content area specialists as “substitution” for the reviewed material.

5.9. Unnecessarily elaborate brochures of other presentations beyond that sufficient to present a complete and effective proposal are not desired. Elaborate artwork, expensive paper, bindings, press kits, display boxes, visual and other presentation aids are discouraged and will be separated from sample materials and discarded.

5.10. Physical samples do not require labeling so long as they match the titles & ISBNs provided on Exhibit IV - Completed Publisher’s Certification. If there are exceptions or variances for any reason, they must be clearly indicated on the cover of the physical sample.

https://lcpscm.ionwave.net/Login.aspx https://lcpscm.ionwave.net/Login.aspx

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5.11. If print samples have been submitted previously within the past year, they should not be submitted again.

5.12. Sample materials shall be delivered to the following address:

Proposals

(including digital access)

Print Samples

(only submit if not previously provided)

LCPS Electronic Bidding System found at LCPS website:

https://www.lcps.org/o/business/page/ current-solicitations

Loudoun County Public Schools Administrative Building

Attn: David Holt English Samples

21000 Education Court Ashburn, VA 20147

6. PROPOSAL REQUIREMENTS

6.1 General Instructions. Proposal Preparation:

A. Proposals shall be signed by an authorized representative of the Offeror. All information requested should be submitted. Failure to submit all information requested may result in LCPS requiring prompt submissions of missing information and/or giving a lowered evaluation of the proposal. Proposals which are substantially incomplete or lack key information may be rejected by Procurement & Risk Management Office. Mandatory requirements are those required by law or regulation or are such that they cannot be waived and are not subject to negotiation.

B. Proposals should be as thorough and detailed as possible so that LCPS may properly evaluate the Offeror’s capabilities to provide the required service.

C. Proposals should be prepared simply and economically, providing a straightforward, concise description of capabilities to satisfy the requirements of the RFP. Emphasis should be placed on completeness and clarity of content.

D. Proposals should be organized in the order in which the requirements are presented in the RFP. All pages of the proposal should be numbered. Each paragraph in the proposal should reference the paragraph number of the corresponding section of the RFP. It is also helpful to cite the paragraph number, sub letter, and repeat the text of the requirement as it appears in the RFP. If a response covers more than one page, the paragraph number and sub letter should be repeated at the top of the next page. The proposal should contain a table of contents which cross references the RFP requirements. Information which the Offeror desires to present that does not fall within any of the requirements of the RFP should be inserted in the appropriate place or be attached at the end of the proposal and designated as additional material. Proposals that are not organized in this manner risk elimination from consideration if the evaluators are unable to find where the RFP requirements are specifically addressed.

E. Each copy of the proposal should be bound or contained in a single volume where practical.

All documentation submitted with the proposal should be contained in that single volume with the exception of standalone attachments as defined later in this document.

F. As used in this RFP, the terms “must,” “shall,” “should,” and “may” identify the criticality of requirements. “Must” and “shall” identify requirements whose absence will have a major negative impact on the suitability of the proposed solution. Items labeled as “should” or “may” are highly desirable, although their absence will not have a large impact and would be useful but are not necessary. Depending on the overall response to the RFP, some individual “must” and “shall” items may not be fully satisfied, but it is the intent to satisfy most, if not all, “must” and “shall” requirements. The inability of an Offeror to satisfy a https://www.lcps.org/o/business/page/current-solicitations https://www.lcps.org/o/business/page/current-solicitations

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“must” or “shall” requirement does not automatically remove that Offeror from consideration; however, it may seriously affect the overall rating of the Offeror’s proposal.

G. Ownership of all data, materials and documentation originated and prepared for LCPS pursuant to the RFP shall belong exclusively to LCPS and be subject to public inspection in accordance with the Virginia Freedom of Information Act. Trade secrets or proprietary information submitted by the Offeror shall not be subject to public disclosure under the Virginia Freedom of Information Act; however, the Offeror must invoke the protection of Va. Code § 2.2-4342(F), in writing, either before or at the time the data is submitted. The written notice must specifically identify the data or materials to be protected and state the reasons why protection is necessary. The proprietary or trade secret materials submitted must be identified by some distinct method such as highlighting or underlining and must indicate only the specific words, figures, or paragraphs that constitute trade secret or proprietary information.

H. The Offeror agrees to be bound by its proposal for a period of at least 365 days, during which time LCPS may request clarification or correction of the proposal for the purpose of evaluation. Amendments or clarifications shall not affect the remainder of the proposal, but only the portion so amended or clarified.

6.2 Specific Proposal Instructions.

A. Proposals should be as thorough and detailed as possible so that LCPS may properly evaluate the Offeror’s capabilities to provide the required service. Offerors are required to submit only the following items as a complete proposal to avoid submitting complete copies of the entire solicitation. This will help speed up the review process.

B. In order to be considered for selection, Offerors must submit a complete response to this RFP. Should the proposal contain proprietary information, provide one (1) redacted copy with proprietary portions removed or blacked out. This copy should be clearly marked “Redacted Copy.” The classification of an entire proposal document, line item prices and/or total proposal prices as proprietary or trade secrets is not acceptable. LCPS shall not be responsible for the Offeror’s failure to exclude proprietary information from this redacted copy.

Proposal Section 1: Executive Summary and Approach

A. Executive Summary.

One- or two-page executive summary of the proposal, including brief descriptions of the Contractor’s expertise and experience dealing with a contract of the size and scope of LCPS service operations, and a plan to address the requirements of the solicitation.

B. Specific Approach for Providing Goods/Services.

The Offeror must submit a written statement indicating the Offeror’s understanding of LCPS’s requirements and the specific approach being proposed for providing those services—a school-wide vision for providing English resources as outlined in this RFP to meet the diverse needs of all learners, including students who receive special education, gifted and talented, and English Learner services. Explain and provide illustrative examples of how your resources extend beyond the Virginia 2024 English Standards of Learning (SOL).

Proposal Section 2: References and Related Experience

A. References.

The Offeror shall provide at least two (2) contract references (K-12 experience is preferred) to enable LCPS to assess the quality of the Offeror’s past performance. The referenced contracts shall be similar in scope, magnitude, and complexity to that contemplated in this RFP.

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B. Related Experience Questions.

In addition, Offerors must respond to the statements below. The responses must be in sufficient detail so that evaluators can ascertain the company's past performance.

1. Describe the overall reputation of your company providing English resources.

Include all past relationships with public school divisions.

2. Provide information to support the consistent quality of service performed by your company, including letters of appreciation, contracts that have been renewed and long-standing relationships without contracts.

3. Describe your company’s past relationship with other customers placing particular emphasis on partnering, teamwork, communication, and cooperation.

4. Provide any additional information explaining why awarding this contract to your company will be beneficial to LCPS.

Proposal Section 3: Capability and Skills

The Offeror shall provide a description of qualifications and skills of the organization and personnel that shall be responsible for performance of the service in accordance with the statement of needs in this RFP. Such description shall, at a minimum, include:

A. Company Information and Organization.

1. Provide background information about your organization, e.g., the philosophy, ownership, officers, and directors. Offeror shall indicate the type of organization they represent, e.g., individual, partnership, or corporation. If the Offeror represents a corporation or partnership, the Offeror should include the names of the President, Vice President, Secretary, Treasurer, and all principals or partners of the organization.

2. Describe your company’s management structure, roles, and duties, e.g., organization chart of the firm, proposed staffing for this contract, etc.

3. Describe the financial stability of your company and other resources that most adequately ensure delivery of acceptable services to LCPS. The Offeror shall include a copy of the Offeror’s most recent financial statement audited by an outside CPA firm.

B. Staffing Qualifications and Capacity.

1. Staffing/Personnel: Names, qualifications, and capabilities of key employees who will be associated with performing the services. List the following information for key personnel who are to work on the contract:

a. The name of the employee,

b. Employee’s craft/position,

c. Years with the company and the amount of time they expect to spend on the contract, and

d. Primary point of contact for the contract, and their role within the Company.

2. Offeror’s Capacity. The offeror’s qualifications to perform the service include the ability to handle requests during peak demands.

Note for All Offerors: In addition to the information provided by Offeror in these Sections, LCPS may make such reasonable investigations as deemed proper and necessary to determine the ability of the Offeror to perform the services and the Offeror shall furnish to LCPS all such information and data for this purpose as may be requested. LCPS reserves the right to inspect Offeror’s physical facilities prior to award to satisfy questions regarding the Offeror’s capabilities. LCPS further reserves the right to reject any offer if the evidence submitted by, or investigation of, such Offeror fails to satisfy LCPS that such Offeror is properly qualified to carry out the obligations of the contract and to provide the services

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and/or furnish the goods contemplated therein.

Proposal Section 4A: LCPS Required Documents (to be completed)

Submit the following items within your proposal following the above items:

A. Exhibit 1: Reference Form

B. Exhibit 2: Proprietary Confidential Information Identification

C. Exhibit 3 - Quality Assurance and Editing Process (complete)

D. Exhibit 4 - Publisher’s Certification and Agreement (complete)

E. Exhibit 5 - Author(s)/Editor(s) and Content Review Expert Information (complete)

Proposal Section 4 B: Documentation submitted as stand-alone documents (Attachments)

Submit the following documents as separate stand-alone documents, named as the corresponding attachment letter and title.

Important Note: Adoption review participants are not permitted to have any direct contact with publishers/vendors or their representatives and associates during the process. For this reason, do not include any contact information or information about who our sales associate or customer service representative is within these documents or within any digital review components.

Attachment A – Create/provide Executive Summary & Specific Approach In addition to including the required information in Proposal section 1a above within the proposal document, also include a stand-alone PDF version of the one to three-page Executive summary and Specific Approach.

Attachment B – Complete Technical Requirements of Digital Products

Submit completed and as a stand-alone Spreadsheet document for each digital platform on which digital texts and resources will reside. DO NOT SUBMIT INCOMPLETE. There will not be time to request follow-up.

Attachment C – Complete LCPS General English Requirements Rubric

Complete and submit ONE stand-alone PDF for each 9-12 series and each elective course title you are submitting

Attachment D - Complete Vertical Articulation 2024 SOLs 9-12 Standard Correlations

Complete and submit ONE stand-alone PDF for each 9-12 series you are submitting for English 9012 Academic & Honors.

Attachment E - Complete Universal Literacy Screening Tool Criteria

Whether submitting a universal literacy screening tool that is associated with a textbook series or a stand-alone tool, complete the unique criteria rubric for each digital screening tool being submitted for consideration.

Attachment F - Create/provide Publisher’s Submitted Titles & Formats

In addition to including the required information in Exhibit 4, Publisher Certification & Agreement within the proposal document, also include a stand-alone PDF version of just the table of resource titles etc. as Attachment E.

Attachment G – Provide a prepared 20-30 minute Introductory Video

(Preferred for all submissions but optional for elective courses)

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The introductory video is to introduce each textbook platform/series/resource being submitted for consideration to review committees. This may be something that already exists or something that is prepared just for this purpose.

Attachment H - Complete Accessibility & Adaptability details

Complete the vendor self-reflection regarding the user interface criteria for each digital platform being submitted as a potential solution.

Attachment I - Create and provide digital review information

Complete and provide digital review information as noted in the samples section below.

Attachment J – Complete Points of contact

Complete and submit a stand-alone PDF indicating whom to contact for various circumstances.

Attachment K - Sign and provide Data Privacy Agreement

Complete and sign the Standard Student Data Privacy Agreement. (DPA). Individual changes will not be permitted.

Attachment L – Complete the Pricing Schedule

Include all options listed above in RFP Section 3 throughout the contract period and renewal options.

Proposal Section 5 - Samples

A. Publisher / vendor provided digital review information. All of the below should be contained within one stand-alone PDF document with the login information on the first page. Name the document “Digital Review Access.” Do not include an attachment letter as this document will also stand-alone for school staff reviews.

1. Provide an access URL and already created usernames, and passwords as needed.

Include Accounts to view the product as a 1) student and 2) teacher (access limited to LCPS staff).

2. Include any overview and/or navigation information for the digital product necessary for the reviewer to access and review the product.

3. Note: Should you become a finalist for consideration, a second version of this document with just student credentials will be requested (with a quick turn-around) for public review.

B. Notes regarding digital review information:

1. If a shared login can be used, it is preferred. If not, provide logins for up to 75 reviewers.

2. Logins should remain active through February 28, 2027.

3. In addition to individual reviews, the teacher and student accounts will be used for open school reviews and the student accounts for public previews (provided via the LCPS website), should your product be chosen as a finalist.

4. If your product does not offer SSO and integration, also provide an admin account and directions for account creation and management (for review).

C. Offerors must submit 1 hardcopy student edition and 1 hardcopy teacher edition per grade level and/or specific content area of the curriculum and resources. Failure to provide a print copy of the material by the closing date of this RFP will not render the proposal non-responsive; however, it is preferred that the print resource be submitted for review. IF PREVIOUSLY SUBMITTED THROUGH PREVIOUS RFP

ADOPTION, DO NOT SUBMIT PRINT SAMPLES AGAIN.

D. Send only the texts as requested (no cardboard displays or sales/press/sample kits that contain more than just the requested student and teacher texts). You may include relevant

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secondary resource samples, but this is not a requirement at this time. Shipping information is included below within REQUIRED SUBMITTALS. The samples submitted must match items listed within Exhibit 4: Publisher’s Certification.

Proposal Section 6: Proposed Pricing

A. The format for each line item (printed hardcopy, digital access, or interactive digital platform) should be identified.

B. Bundles including more than one item may be listed as a single line item, but details of the items included in each bundle must be clearly stated on the pricing schedule or an accompanying document.

C. Materials which will be offered gratis based on volume or otherwise should be identified and the details of the discount included.

D. Multiple subscription length options for online resources are preferred and each should be listed as a separate line item on the Pricing Schedule. LCPS requests the Offeror include one (1) year, four (4) year, and seven (7) year subscription length options in their cost proposal, if available. Pricing will be aligned with the following contract period options:

Four (4) year initial term with five (5) optional one (1) year renewal periods Seven (7) year initial term with two (2) optional one (1) year renewal periods

E. LCPS expects vendors to provide the necessary professional learning to teachers and content offices for onboarding of the digital resources and supporting the efficacy of the resource’s implementation throughout the adoption. State what professional learning is included with the acquisition and what additional fee based services are offered.

F. Any other costs that may arise throughout the life of the contract should also be identified in the Cost Proposal. Refer to Attachment J: Pricing Schedule.

Proposal Section 7: Additional Information

Provide LCPS with other information that may be pertinent.

7. PRICING SCHEDULE

7.1 The price will not increase throughout the life of the contract.

7.2 As required by Va. Code § 22.1-241, the contract price shall not exceed the lowest wholesale price at which the resource involved in the contract are currently bid under contract anywhere in the United States.

7.3 In accordance with Va. Code § 22.1-241, if, subsequent to the date of contract award, the prices of resources named in this contract are reduced or the terms of the contract are made more favorable to purchase anywhere in the United States or a special or other edition of any book named in the contract is sold outside of Virginia at a lower price than contracted in the Commonwealth, the publisher shall grant the same reduction or terms to LCPS and give LCPS the option of using such special or other edition adapted for use in Virginia and at the lowest price at which such special edition is sold elsewhere and the contract shall so state.

7.4 Unit prices must remain firm for the duration of the contract.

7.5 Offerors must provide contact information where payment will be rendered under the “Attributes” tab.

7.6 Unless stated otherwise in the solicitation, Offerors shall state offer prices in U.S. dollars.

8. TEXTBOOKS RESOURCES

8.1 During the evaluation process, the Offeror may be asked to provide any or all of the following as a sample provided for evaluation purposes, unless any of these formats are unavailable for a

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proposed resource. Additional copies of the items below may be requested throughout the evaluation process and all samples shall be provided to LCPS free of charge and delivered to the addresses provided in RFP Section 5.12.

A. The print version of the proposed student and teacher textbooks.

B. The offline version of the proposed student and teacher textbook resources in electronic format.

C. Login information allowing users to access the online student and teacher components related to the proposed resource. Logins may be requested which have administrative privileges.

Logins may also be requested which are equivalent to a student account or a teacher account.

D. A full set of electronic ancillary resources for each proposed textbook which cannot be accessed using the log in information requested in “Proposal Submission Requirements” Offeror’s Proposal Section 5- Samples, above.

9. EXCEPTIONS AND DEVIATIONS FROM THE RFP

If there is an exception or deviation in any proposal offer from the terms, condition, and specifications prescribed in this RFP, it must be noted under the “Attributes” tab of the LCPS Electronic Bidding System. LCPS reserves the right to determine the responsiveness of any deviation.

10. EVALUATION PROCESS

10.1 A Proposal Analysis Group (PAG) has been established to review and evaluate all proposals submitted in response to this RFP. The group shall conduct a preliminary evaluation of all proposals based on the information provided with the Offeror’s proposal, and the evaluation criteria listed below. Based upon this review, the highest rated Offeror(s) may then be invited to make oral presentations.

10.2 If additional information is requested, Offeror must respond within forty-eight (48) hours.

10.3 No Offeror, including any of their representatives, subcontractors, affiliates and interested parties, shall contact any member of the PAG or any…