RFP 26-0635-026 reading k-2 textbook adoption spanish language
Closed State & local contract opportunity Posted
- Solicitation number
- RFP 26-0635-026
- State
- New York
- Responses due
Opportunity facts
- Jurisdiction
- NIGP codes
Opportunity details come from buffaloschools.bonfirehub.com. Updated .
About this opportunity
Buffalo Public Schools is seeking a K-2 Spanish language reading textbook program through RFP 26-0635-026, targeting a comprehensive literacy solution for early elementary students. The procurement requires a scientifically research-based, stand-alone Spanish reading program aligned with New York State learning standards and the Blueprint for English Language Learner/Multilingual Learner Success. The selected program must address multiple literacy components including phonemic awareness, phonics, fluency, vocabulary, comprehension, spelling, grammar, writing, syllabication, and rhyming specifically for Spanish readers. Critically, the program must be culturally responsive and provide supports for diverse learners, including English and Spanish language learners, students with disabilities, and advanced learners in dual language programs. The RFP follows a structured evaluation process with key dates including a question period from September 15-29, 2025, with questions due by September 29 and answers posted by October 3, 2025. The proposal submission deadline is October 17, 2025, at 4:00 PM EDT, with vendors required to submit through the Bonfire digital proposal portal. Evaluation will be conducted on a 100-point scale, with points distributed across evidence (10), content (30), cultural responsiveness (10), universal access and instructional design (15), technology (10), professional development (10), customer service (5), and cost (10).
The procurement has specific requirements for minority and women-owned business enterprise (MWBE) participation, with the district maintaining a 25% participation goal for contracts over $25,000. Only MWBE firms certified by the Erie County/City of Buffalo Joint MBE/WBE Certification Committee or New York State can be used to fulfill this goal. Vendors must complete multiple compliance documents, including a Non-Collusive Bidding Certification, Equal Employment Opportunity report, W-9 form, and Subcontractor Listing and MWBE Utilization Plan. The contract is structured for a nine-year term from September 1, 2025, to June 30, 2035, with the selected vendor expected to provide comprehensive professional development, including training for 150 teachers per grade level, 10 literacy coaches, and presentations for approximately 25 administrators. Technological requirements include compatibility with various operating systems, single sign-on capabilities, mobile access, and data import/export functionalities. While specific budget ranges are not explicitly stated, the comprehensive nature of the program and its long-term contract suggest a significant investment in educational resources for Buffalo Public Schools.
Opportunity text
The purpose of this RFP is to provide the Buffalo Public Schools with a rigorous, scientifically research based, K-2 Spanish stand-alone reading program aligned to the New York State Blueprint for English Language Learner/Multilingual Learner Success and New York State Next Generation Learning Standards for English Language Arts (ELA). The program must take a foundational skills instruction approach based on the science of reading. The program can serve as a stand-alone Spanish program. The Spanish program should address all components of Spanish literacy, relevant to these grade levels including phonemic awareness, phonics, fluency, vocabulary, comprehension, spelling, grammar, writing, syllabication and rhyming for Spanish. The reading program should align with the sequence of foundational skills for Spanish readers and with the unique linguistic augmentations for Spanish reading development. The program must be culturally responsive and offer supports and scaffolds to meet the needs of all learners, including English and Spanish language learners, students with disabilities, and advanced learners in a dual language program. The program must be culturally responsive and offer supports and scaffolds to meet the needs of all learners, including English and Spanish language learners, students with disabilities, and advanced learners in a dual language program.
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