ND State Literacy Plan Update

The North Dakota Department of Public Instruction is seeking a contractor to update the State Literacy Plan and develop a professional learning Canvas course through RFP 201-2025-6000-3. The primary deliverables include a comprehensive content update of the current literacy plan, which must incorporate evidence-based research, align with Science of Reading principles, and conform to North Dakota law. The contractor will be responsible for collaborating with the state literacy team to redesign the plan professionally and create an asynchronous online course on the ND Educational Hub Canvas platform to guide local school literacy teams in developing their own local literacy plans. Technical proposals will be evaluated on a 100-point scale, with 60 points allocated to scope of work, 20 points to experience/qualifications, and 20 points to cost proposal. Key deadlines include February 26, 2025, at 11:00 am CST for questions and objections, and March 18, 2025, at 11:00 am CST for proposal submissions. The contract period is set from April 3, 2025, to April 2, 2026, with potential six-month extension, and specific milestones include completing the State Literacy Plan content update by September 30, 2025, and the ND Education Hub Course content by December 30, 2025.

While the RFP does not explicitly specify set-aside designations or restrictions for disadvantaged enterprises, it provides a clear budget of $90,000 for the entire project. The funding for this contract has been appropriated and identified, indicating a stable financial commitment. The procurement does not mention incumbent vendors or specific integration requirements with existing infrastructure, suggesting this is potentially a new initiative or a significant refresh of an existing program. Potential bidders should have strong expertise in literacy education, curriculum development, professional learning course design, and familiarity with Canvas learning management systems. The contract's scope implies that respondents should have deep knowledge of evidence-based literacy instruction, particularly in alignment with the Science of Reading principles, and the ability to develop comprehensive, actionable professional learning resources for educational practitioners.