Literacy Intervention Materials for Secondary & Elementary School Grades PreK-12
| Agency: | Montgomery County Public Schools |
|---|---|
| State: | Maryland |
| Level of Government: | State & Local |
| Category: |
|
| Opps ID: | NBD16471189252109738 |
| Posted Date: | Apr 5, 2024 |
| Due Date: | May 3, 2024 |
| Solicitation No: | 4609.1 |
| Source: | Members Only |
Open Solicitation
| Bid/RFP Number: 4609.1 | |
| Solicitation Title |
Literacy Intervention Materials for Secondary & Elementary School Grades PreK-12 |
| Due Date & Time |
05/03/2024 02:00 PM
|
| Contract Type |
RFP |
| Buyer E-mail | |
| Description |
The purpose of this Request for Proposal (RFP) is to solicit one or more established providers of evidence-based Tier 3 literacy intervention programs to be used in Montgomery County Public Schools (MCPS) with a focus on one or more of the following: Word Recognition and Spelling, Fluency, Language Comprehension and Vocabulary Development, Reading Comprehension, Handwriting, and/or Writing.
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| eMaryland Marketplace link | BPM043452 |
Attachment Preview
April 5, 2024
RFP Number:
Due Date:
Open Time:
4609.1
May 3, 2024
2:00 p.m.
To: Prospective Respondents:
The purpose of this Request for Proposal (RFP) is to solicit one or more established providers of
evidence-based Tier 3 literacy intervention programs to be used in Montgomery County Public
Schools (MCPS) with a focus on one or more of the following: Word Recognition and Spelling,
Fluency, Language Comprehension and Vocabulary Development, Reading Comprehension,
Handwriting, and/or Writing.
The contractor must submit their offer per the instructions under the RFP, Section 15.0 Mandatory
Submissions. The submission must be signed by an official having authority to contract with MCPS.
The firm and official's name shall be used. This solicitation does not commit the district to pay any
costs incurred in the submission of proposals or guarantee that an award will be made.
In the event of emergency closing of the MCPS Board of Education offices, this RFP will open at the
same time on the next regular working day.
Sincerely,
AMD
Enclosure
Angela McIntosh Davis, Director
Division of Procurement
Department of Materials Management
MONTGOMERY COUNTY PUBLIC SCHOOLS
Procurement Unit
45 West Gude Drive, Suite 3100
Rockville, Maryland 20850
Request for Proposal No. 4609.1
Literacy Intervention Materials for Secondary & Elementary School Grades PreK-12
1.0 INTENT
The purpose of this Request for Proposal (RFP) is to solicit one or more established
providers of evidence-based Tier 3 literacy intervention programs to be used in
Montgomery County Public Schools (MCPS) with a focus on one or more of the following:
Word Recognition and Spelling, Fluency, Language Comprehension and Vocabulary
Development, Reading Comprehension, Handwriting, and/or Writing. Programs need to
include explicit, systematic, targeted instruction that can be implemented successfully in a
daily 30-minute time block. Tier 3 instruction is more explicit and skill-focused. Students
are given intensive instruction using strategies that have been proven through research to
be effective.
These literacy intervention programs, as well as staff training to support their effective use,
are needed to support the instructional continuum for literacy. This RFP seeks providers
(“Respondents” or “Offerors”) who share a vision for ensuring that all students have access
to the highest quality interventions aligned to State Standards, to ultimately increase
student achievement and ensure success in college and careers. The award may be made to
more than one Respondent if it is in the best interest of MCPS to do so.
2.0 BACKGROUND
MCPS is the 14th largest school system in the United States, and the largest in the state of
Maryland. There were 161,313 total students enrolled in the district at the start of the
2023–2024 school year. MCPS serves a diverse student body, with 35.3% Hispanic/Latino,
23.9% White, 21.6% Black, 13.7% Asian, .2% Native Hawaiian or Other Pacific Islander,
and 5.2% two or more races. MCPS also serves 40.6% of students receiving Free and
Reduced Meals services, 19.7% identified as Emergent Multilingual Learners and 13.6%
receiving special education services. It is projected that MCPS will serve more than
162,460 students from 157 countries speaking 150 languages. With a Fiscal Year
(FY) 2023 Operating Budget of approximately $2.92 billion, MCPS employs more than
23,300 employees.
This RFP seeks to identify various evidence-based literacy intervention programs to
support elementary and secondary students who may not be reached by the core curriculum
including students with and without disabilities. Respondents should include in their
submission the results of any efficacy studies, regardless of sample size, to demonstrate
that the intervention is evidence-based.
For more information on MCPS, please visit: https://www.montgomeryschoolsmd.org
3.0 SCOPE OF SERVICES
The following list of requirements is intended to provide interested Respondents with
sufficient information to submit proposals meeting some or many of the requirements.
MCPS is seeking intervention programs that target specific language and literacy skills to
fulfill the specific needs of different learners, inclusive of students' cultural and linguistic
needs. The list is separated into three groups--General, K-2, and 3-12--because the Science
of Reading research explains that the needs of at-risk readers in the primary grades are
different from the needs of readers in grades 3-5 who are already demonstrating
reading/writing failure.
General Requirements:
Allow for flexibility in meeting the needs of a wide range of students including students
who are dually identified as a student receiving special education services and as an English
Language Learner who require accommodations.
Include tools, resources, and documents that provide parents/guardians and others with
necessary resources to provide transparency into the intervention and provide support to
academic content subject areas.
Include a range of materials and resources for students who are verbal and nonverbal who
require Assistive Technology and Augmentative and Alternative Communication (AAC).
Be grounded in high interest texts with a range in Lexile levels, both informational and
literary, that are diverse in terms of perspective, topic, genre, and time period.
Grades K-2
3.1 Word Recognition and Spelling
● Pre-assessments to place students in a level of instruction
● Systematic Scope and Sequence for Phonemic Awareness and Orthography
Concepts
● Daily and weekly routines are clearly outlined
● Progress monitoring is embedded into instruction
● Phonemic Awareness instruction and practice includes all 44 phonemes
● Intensive Phonological Awareness instruction that includes isolation, blending,
segmenting and manipulation tasks that begin with large sound units and
progresses to individual phonemes
● Articulatory models and descriptors included
● Phonemic Awareness instruction continues with graphemes once graphemes are
mastered
● Instruction of letters includes explicit instruction of handwriting
● Spelling is addressed in tandem with phoneme/grapheme mapping and decoding
● Instruction of letters is supported with embedded mnemonics
● Irregular or Temporarily Irregular High Frequency Words are taught through
decoding with the unexpected grapheme(s)
● Daily practice reading words in isolation and connected, decodable text
● Decodable text is aligned with phonics concepts and Irregular High Frequency
Words taught
● Daily dictation practice
● Syllable instruction
● Instruction in multisyllabic words includes strategies for flexing the vowel sounds
(set for variability)
● Morphology instruction beginning with the 8 inflectional suffixes and most
common prefixes is taught along with Kindergarten concepts
● Repeated exposure to words in isolation and in connected text to support
orthographic mapping/sight word recognition
● Supports and scaffolds for Multilingual Learners
● Student materials are engaging and purposeful
● Teacher materials are supportive and user-friendly, and include suggestions for
adaptations for students with hearing and vision impairments, including how to
address phonics instruction with students who are blind or deaf.
● Pacing guides are rigorous but flexible to adjust to needs of different learners
● Assessments measure phonemic awareness, reading words in isolation, reading
decodable connected text and spelling
● Assessments measure both accuracy and automaticity
● Professional development is available and high quality
3.2 Fluency
● Pre-assessments to place students in a level of instruction
● Specially designed practice opportunities in varied levels of decodable text that
improve accuracy, reading rate and prosody
● Explicit instruction in attention to punctuation
● Explicit instruction in phrasing
● Explicit instruction in reading with expression
● Student materials are engaging and purposeful
● Teacher materials are supportive and user-friendly
● Assessment tools to measure progress in accuracy, reading rate and prosody
● Professional Development is available and high quality
3.3 Language Comprehension and Vocabulary Development
● Pre-assessments to place students in a level of instruction
● Explicit instruction in sentence structure supported with practice speaking in
complete sentences.
● Explicit instruction in the academic vocabulary needed to access and explain
content across genres
● Explicit instruction in multiple meaning words
● Systematic scope and sequence for morphology instruction
● Morphemic patterns in words are taught in multiple contexts
● Includes deliberate practice that requires word retrieval and appropriate and
varied usage of new vocabulary
● Topics used in instruction are intentional, cumulative, build content knowledge
and vocabulary
● Complex text is read aloud to provide language models and anchor instruction
● Authentic opportunities to use and practice language through play
● Supports and scaffolds for Multilingual Learners
● Student materials are engaging and purposeful
● Teacher materials are supportive and user-friendly
● Assessments measure sentence length, sentence complexity and accurate use of
vocabulary
● Professional development is available and high quality
3.4 Handwriting
● Pre-assessments to place students in a level of instruction
● Explicit instruction in pencil grip and appropriate pressure
● Systematic Scope and Sequence in lines, curves and letter formation in
manuscript and/or cursive
● Visual cues and verbal paths
● Deliberate practice opportunities to develop accuracy and automaticity
● Letter formation is taught with letter names and sounds
● Student materials are engaging and purposeful with suggestions for adaptation for
students with physical and visual impairments.
● Teacher materials are supportive and user-friendly
● Progress monitoring tools measure accuracy and automaticity
● Professional development is available and high quality
Grades 3-12
3.5 Word Recognition and Spelling
● Diagnostic pre-assessments to place students in a level of instruction
● Systematic Scope and Sequence for orthography and morphology concepts
● Daily and weekly routines are clearly outlined
● Progress monitoring is embedded into instruction
● Phonemic Awareness instruction that includes isolation, blending, segmenting and
manipulation tasks is addressed with graphemes; manipulation tasks are also
addressed aurally only
● Articulatory models and descriptors are included
● Instruction of letters includes explicit instruction of handwriting
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