ASD K-12 Science Program RFP Fall 2023-24

REQUEST FOR PROPOSAL K-12 Science Program Allentown School District Allentown School District (“ASD”) is inviting proposals from qualified firms to provide comprehensive curriculum and instructional materials in science that will effectively support equitable science learning for all students in all classrooms in Kindergarten through grade 12 within our large, urban school district. Respondents may submit programs designed for K-12 or for specific grade bands as follows: K-5, 6-8, and/or 9-12. ASD is interested in a rolling implementation starting in the spring of 2024. All proposals need to be sent electronically in PDF format by email to the following: RFP@allentownsd.org Proposals must be received no later than Tuesday, December 19, 2023 by 12:00 PM EST. The Allentown City School District is not liable for any cost incurred by any person or firm responding to the RFP. Questions prior to the submittal of the RFP are to be

directed to: Beth Hildabrant Director of Procurement RFP@allentownsd.org Beth Hildabrant is the only contact for this project. Contacting other administrators, School Board Members, or staff members as part of this process is not acceptable and is grounds for potential elimination from consideration. All questions must be submitted via email. Allentown School District K-12 Science RFP Page 1 GENERAL RFP TERMS AND CONDITIONS Purpose The purpose of this Request for Proposal (RFP) is to solicit one or more established providers of elementary and secondary science curricula to provide Allentown School District (ASD) with comprehensive, high-quality curricular and instructional materials in science that are designed for the Next Generation Science Standards (NGSS/STEELS) and aligned to Pennsylvania’s Science, Technology, Engineering, Environmental Literacy, and Sustainability (STEELS) standards. This RFP seeks curriculum providers (“Respondents” or “Offerors”) who will support the Allentown School District’s Science Education Philosophy: Allentown School District’s Science Education Philosophy Science Education in the Allentown City School District ensures that every graduate will... “...have some appreciation of the beauty and wonder of science; possess sufficient knowledge of science and engineering to engage in public discussions on related issues; are careful consumers of scientific and technological information related to their everyday lives; are able to continue to learn about science outside school; and have the skills to enter careers of their choice, including (but not limited to) careers in science, engineering, and technology.”1 This is achieved when: All of our students, at all grade levels, learn science by doing science through accessible, relevant, and responsive scientific investigation of phenomena (and engineering design for problems) that prioritizes evidence, reasoning, and creativity. All of our students continually engage in science and engineering practices and apply crosscutting concepts to deepen their understanding of disciplinary core ideas, all of which become progressively more sophisticated as students advance through school. All of our students have access to a highly qualified science teacher, an inclusive classroom environment, sufficient science resources, effective feedback, strategic supports, and coherent, cognitively demanding learning experiences. Each of our students feels valued as a unique member of a diverse learning community, is empowered to surpass historical and structural barriers, and is encouraged to contribute to scientific explanations and engineering solutions. 1National Academies of Sciences, Engineering, and Medicine. 2012. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: The National Academies Press. https://doi.org/10.17226/13165. Allentown School District K-12 Science RFP Page 2 https://doi.org/10.17226/13165 ASD seeks curricular materials and approaches that are culturally responsive; explicitly support English Language Learners, students with disabilities, and students in need of additional intervention; allow for enrichment and acceleration; and provide easy-to-understand resources for parents/guardians. Digital tools and formative assessments in the hands of teachers must allow for differentiated/scaffolded instruction and timely support to students, including accessibility features. Respondents must embrace “All Students, All Standards” approach to science teaching and learning. Background Allentown School District (ASD) serves approximately 16,600 students in Kindergarten through Grade 12 in 24 schools. The Allentown School District student population is: Allentown School District Mission Each and every student will graduate college and career-ready by having their individual needs met through active engagement in a rigorous, safe, and nurturing learning environment. Allentown School District Vision Each and every student, with the active support of the entire community, will graduate ready to thrive in a diverse and complex world. Allentown School District Beliefs In the Allentown School District, our commitment to Excellence, Partnership, and Equity means we believe in: • Honoring each student's unique qualities • Ensuring equity of access and opportunities Allentown School District K-12 Science RFP Page 3 • Nurturing the pursuit of lifelong learning • Strengthening partnerships with families and communities • Promoting cultural responsiveness • Building trust and mutual respect Allentown School Board Policies 108 And 109 Proposals must comply with the following selection requirements as written in ASD Board Policy 108, Adoption of Instructional Materials and ASD Board Policy 109, Adoption of Resource Materials: Policy 108: The Board shall, by an affirmative vote of a majority of the full Board, adopt all textbooks used for instruction in the district’s educational program. The Board shall establish a planned cycle of textbook review and replacement. Definition Textbooks shall be defined as the books used as the basic source of information in the planned instruction. Delegation of Responsibility The Superintendent shall be responsible for the selection and recommendation of textbooks for Board consideration. No adoption or change of textbooks shall be made without the Superintendent's recommendation, except by a two-thirds vote of the Board. Policy 109: The Board shall, by an affirmative vote of a majority of the full Board, provide resource materials that implement, support, and enrich the educational program of district schools. Definition Resource materials shall include nonfiction and fiction books, magazines, reference books, supplementary titles, multimedia and digital materials, software, and instructional material. Delegation of Responsibility The Superintendent or designee shall be responsible for the recommendation of all resource materials. No adoption or change of materials shall be made without the Superintendent's recommendation, except by a two-thirds vote of the Board. The Superintendent or designee shall establish administrative regulations for the selection of resource materials. A list of resource materials provided by the district shall be maintained by the Superintendent and shall be available to Board members, district staff, students, parents/guardians, and community members. Allentown School District K-12 Science RFP Page 4 SCOPE OF SERVICES For this RFP, the ASD is seeking comprehensive science curricula and materials needed for the total instructional experience for all diploma-bound learners in every classroom, designed for the Next Generation Science Standards (NGSS) and aligned to Pennsylvania’s Science, Technology & Engineering, Environmental Literacy and Sustainability (STEELS) Standards. All instructional materials and teacher resources will be designed to address instructional shifts required by the NGSS/STEELS. The NGSS/STEELS curricular, instructional, and assessment shifts are articulated with the Framework for K-12 Science Education and elaborated with the EQuIP Rubric for Science (for additional guidance on EQuIP, visit EQuIP Detailed Guidance). Additionally, EdReports Review Tools articulate critical features of curricular resources designed for NGSS/STEELS: K-5, 6-8, High School. Materials should utilize current evidence-based and research-based practices; align to NGSS/STEELS Standards in preparation for increased achievement on the science Pennsylvania System of School Assessments (PSSA), Biology Keystone Exams, and other measures of college and career readiness; and provide explicit instruction of key shifts in daily lesson materials as outlined by the NGSS/STEELS Standards. Respondents may submit responses for all grade levels or specific grade bands and content areas as follows: ● Kindergarten through Grade 5 ● Grades 6–8 ○ ASD preference is for an integrated standards approach ● Grades 9-12 core science sequence ○ ASD preference is for programs that reach all high school science standards within a three-course sequence ○ ASD will also accept proposals for a four-course sequence or module-based curriculum resources ● Grades 9-12 science electives ○ Current semester elective courses include astronomy, environmental science, forensic science, genetics, and zoology. Additionally, the District offers year-long courses for AP Biology, AP Chemistry, and AP Physics. Each proposal for elementary programs should contain only one unique product, which is defined as a district program or curriculum of instructional materials, assessments, digital assets, and teacher resources. Single distinct products that cross over multiple grade bands can be submitted in a single proposal but must be aligned with the grade bands above and be clearly labeled and organized as such. For middle and high school courses of study, respondents who offer multiple distinct products Allentown School District K-12 Science RFP Page 5 https://nap.nationalacademies.org/catalog/13165/a-framework-for-k-12-science-education-practices-crosscutting-concepts https://www.nextgenscience.org/resources/equip-rubric-science https://www.nextgenscience.org/sites/default/files/EQuIPDetailedGuidanceMarch2021.pdf https://www.edreports.org/process/review-tools/science-k-5 https://www.edreports.org/process/review-tools/science-6-8 https://www.edreports.org/process/review-tools/science-hs (e.g. textbooks) rather than a multi-grade program may submit one proposal for a sequence of instructional materials that align with district graduation requirements and provide access to all standards for all students. Proposals will address the entire scope of services requested. ASD reserves the right to award contracts for multiple vendors or outside of the bands listed above if applicable. ASD is interested in a rolling implementation starting in the spring of 2024. Program Requirements Respondents should provide detailed descriptions and supporting evidence for how the submitted product meets the following expectations. Curriculum Materials and Resources The District expects that curriculum materials and resources: 1. Are designed for, not just aligned to, the NGSS/STEELS. Curriculum structure, features, and learning experiences: a. should meet the criteria described on pages 2 and 3 of the EQuIP Rubric for Science version 3.1, especially Category I and II, and/or EdReports Review Tools Gateway 1 and Gateway 2: K-5, 6-8, High School . Responses should be organized around one of those frameworks for assessing NGSS/STEELS curriculum programs. b. should provide explicit reference to and integration of the STEELS standards that are equivalent to NGSS/STEELS standards as well as the environmental literacy and sustainability standards unique to Pennsylvania. If there is support for the technology and engineering standards of STEELS that are integrated in grades K-5 or stand-alone standards for 6-12, please include that in your response. 2. Provide all students with equitable access to all standards through embedded principles of Universal Design for Learning (UDL) and: a. include evidenced-based and tiered interventions for students not meeting the learning standards or achieving below grade level, supplemental to the core curricula. b. include resources that support the teaching and learning of students needing enrichment and acceleration. c. integrate explicit instruction and resources to support the teaching and learning of English Language Learners. d. include explicit instruction and resources that support the teaching and learning of students with cognitive and physical disabilities. Allentown School District K-12 Science RFP Page 6 https://www.nextgenscience.org/sites/default/files/EQuIP%20Rubric%20for%20Science%20v3.1_2.pdf https://www.nextgenscience.org/sites/default/files/EQuIP%20Rubric%20for%20Science%20v3.1_2.pdf https://www.edreports.org/process/review-tools/science-k-5 https://www.edreports.org/process/review-tools/science-6-8 https://www.edreports.org/process/review-tools/science-hs e. include culturally relevant materials and culturally responsive teaching and instructional practices that are inclusive of a variety of cultures and ethnicities and are free from bias in the portrayal of ethnic groups, genders, ages, cultures, religions, and people with disabilities. These materials should also be designed to eliminate persistent racial, ethnic, and income opportunity gaps so that all students have access to high levels of science learning. 3. Include digital and print formats of essential instructional resources. Digital resources should be available in multiple languages. Digital resources should be interactive, engaging, and accessible for all students. 4. Include prepackaged investigation material kits that accommodate classrooms of 30 students, clearly organized by units of instruction, and with options for replenishment of consumables. Whenever possible, materials featured in the kits should be purposely selected to limit costs and avoid unnecessary complexity. 5. Include a suite of formative and summative quality assessment materials that are available digitally for editing. Assessment resources should be explicitly aligned to the curriculum, designed specifically for NGSS/STEELS, and intended to inform and improve instruction (see Category III from the EQuIP Rubric). 6. Include tools, resources, and documents that provide parents/guardians and others with the necessary resources to provide transparency into the curriculum and support for academic progress at home or outside the school setting. These materials should be available in multiple languages. Curriculum Organization, Usability, and Teacher Support* The District expects organized curriculum with high degrees of usability and support for teachers, including: 1. Support for engaging students in Phenomenon‐/Problem‐Driven Three‐Dimensional Learning (3-D) by providing: a. background information about the phenomena or problems included in the learning sequence and across sequences. b. an explanation of the role of phenomena or problems in driving student learning. c. rationale for why the unit phenomena or problems were selected for the targeted Disciplinary Core Ideas (DCI), Crosscutting Concepts (CCC), and Science and Engineering Practices (SEP). d. charts that provide an at-a-glance view of when each standard is addressed and how progression occurs, for all three dimensions, within and across grade-bands. e. lesson-level objectives or learning performances that incorporate all three dimensions Allentown School District K-12 Science RFP Page 7 https://www.nextgenscience.org/sites/default/files/EQuIP%20Rubric%20for%20Science%20v3.1_2.pdf f. a comprehensive list of supplies needed to support instructional activities and clear science safety guidelines for teachers and students 2. Support for a coherent learning experience for students. Teacher materials describe and provide a rationale for: a. the conceptual framework and sequence of ideas, practices, and learning experiences in the learning sequences and across sequences. b. strategies for linking student experiences across lessons to ensure student sensemaking and/or problem‐solving focused on phenomena (or problems) is linked to learning across all three dimensions. c. connections to other science domains, nature of science, engineering, technology, and applications of science, math, and English language arts. d. clear learning goals at the lesson level, inclusive of all three dimensions, and how those goals connect across time to support the NGSS/STEELS learning progressions. e. Anticipated or common science misconceptions within units. 3. Support for implementing effective and inclusive teaching strategies. Teacher materials describe and provide a rationale for strategies that: a. support students in learning through authentic (real world) and meaningful phenomena or design problems. b. support student learning across the three dimensions. c. make student thinking visible; promote access to content for EL and special needs students, promote reasoning, sensemaking, and problem-solving; challenge student thinking; and develop metacognitive abilities. d. use embedded technology to enhance student learning. 4. Support for equitable teaching. Materials guide teachers to: a. support student access to effective science and engineering instruction, including multiple modes of engagement (linguistic, visual, and kinesthetic) that support science learning. b. identify and build upon strengths and resources specific to their students and communities. c. recognize and encourage multiple ways of knowing and expressing ideas. d. use evidence-based and/or research-based instructional strategies for a range of diverse learners that are explicitly identified and embedded into the core curriculum. e. improve their own knowledge of the subject through adult-level explanations and Allentown School District K-12 Science RFP Page 8 examples of the more complex grade-level/course-level concepts. 5. Support for monitoring student progress. Materials support teachers to: a. monitor student learning and progress over time. b. make decisions about instruction and provide feedback to students. c. offer accommodations that allow students to demonstrate their knowledge and skills without changing the content of the assessment. * the non-italicized text in this section comes from the NextGenTIME paper screen tool. Training and Professional Development The proposal shall describe both the initial and extended professional development necessary to begin the implementation of the proposed curriculum and the strengthening of next-generation science instruction for ALL students. The plan should include mechanisms to train district teachers and central staff who, in turn, will train school staff and provide support districtwide. Professional Development should be research-based and prioritize classroom teachers as the most critical district asset for student learning. Professional development should also work towards increased science teacher self-efficacy and increased student outcome expectations. As such, teacher training with approved instructional materials should lead to increased capacity to teach science and highlight the instructional shifts required for success with NGSS/STEELS (see A New Vision for Science Education). Differentiated and job-embedded professional learning opportunities should also be available. Technology and Digital Resource Integration The Respondent’s proposal shall identify and describe: 1. Applicable technical requirements and recommended configurations necessary to fully implement and utilize the digital or online program components, including but not exclusive to: a. Hardware requirements; b. Operating system requirements; c. Software requirements; d. Browser-specific requirements; e. Network and security requirements; f. Licensing models; or g. Copyright and fair use guidelines. Allentown School District K-12 Science RFP Page 9 https://bscs.org/nextgentime/nextgen-time-resources/paperscreen/ https://www.nextgenscience.org/sites/default/files/resource/files/NewVision.pdf 2. Processes and provisions regarding the automated exchange of data between the Respondent and ASD student information and data systems: a. for rostering and single-sign-on (SSO) of students and staff. b. for management of accounts for all users that enables ASD to establish, customize, and control levels of user access. c. for digital assessment data to be transferred efficiently to ASD assessment systems. 3. Processes and provisions regarding the handling, use, storage, and retention of ASD data and information to ensure the privacy of staff, students, and parents/guardians. 4. Processes and provisions regarding the teacher and administrator access to ASD data and information related to student/teacher usage or performance. a. Does your platform provide real-time data reporting in a dashboard with progress reports at the NGSS/STEELS standard, component, and element levels? b. Does your platform have data available to support fidelity of usage (minutes logged in, time on task, lessons/segments completed, and student growth)? 5. Processes and provisions to provide ongoing technical support to staff, students, and parents/guardians. Include any circumstances where technical support costs are not included with the cost of access to digital resources. Overall Program Cost Include overall costs for the entire program for 6 years, including but not limited to curriculum access, instructional resources in both hard copy and digital format, classroom investigation kits, guides, interventions, assessments, professional development, and related materials, program setup, and delivery service (which must include inside delivery). As of October 2023 ● There are approximately 7,923 students enrolled in fourteen, K-5 schools. ● There are approximately 3,378 students enrolled in four, 6-8 schools. ● There are approximately 5,397 students enrolled in three high schools and ASD requires three credits of high school science to graduate. ● There are approximately 630 teachers supporting students across grades K-5: 110 teachers per grade level supporting students in grades K-2, and 100 teachers per grade level supporting students in grades 3-5. This includes teachers in specialized roles, such as interventionists and learning support. ● There are approximately 120 teachers supporting students in science classes across grades 6-8; 40 per grade level. Allentown School District K-12 Science RFP Page 10 ● There are approximately 40 teachers supporting students in high school science. ● The numbers of classrooms are approximate as listed below for K-8: K 1st 2nd 3rd 4th 5th 6th 7th 8th 75 69 67 61 62 61 21 17 16 The number of classrooms at the high school level per grade level or per course is more variable based on student scheduling selection. Base pricing quote on 15 classrooms per grade level in 9-12. External Evaluations Programs submitted should have a comprehensive, independent evaluation of the extent to which all materials are designed for the NGSS/STEELS. ASD strongly prefers evaluations conducted by the NextGenScience Peer Review Panel using the EQuIP Rubric and/or EdReports. ASD reserves the right to consider other comparable evaluations, but such evaluations must be robust and comparable in scale, depth, and methodology. Allentown School District K-12 Science RFP Page 11 https://www.nextgenscience.org/peer-review-panel/nextgenscience-peer-review-panel https://www.edreports.org/reports/science PROPOSAL SUBMISSION AND DEADLINE All proposals must be submitted electronically to RFP@allentownsd.org, with K-12 Science Curriculum as the subject line. Proposals, including any/all attachments and cover letters, should be submitted as a single PDF document. In addition, digital access to all program materials must be provided. Limited physical copy curriculum samples that can be mailed directly to: Beth Hildabrant, Director of Procurement, Allentown School District, 31 S. Penn St., Allentown, PA 18102. Limited physical copy means a single grade level sample per grade band submitted. Additional units may be requested after the initial proposal review. Proposals should be submitted in accordance with the proposal guidelines outlined in this RFP. Allentown School District reserves the right to reject any and all proposals, waive irregularities, and to select the proposal that is determined to be the most advantageous to the school district. Late proposals will not be accepted. Proposals submitted via hard copy or fax will not be accepted. Timeline The Allentown School District is requesting proposals from experienced and qualified companies to provide the services described herein. Selection of the companies will be made based on proposals submitted. Select respondents will be asked to present remotely and in person. A timetable for the selection process is provided below: RFP Issued December 5, 2023 Proposals Due December 19, 2023, by 12:00 PM EST Presentations (If requested) January 4, 2024 (Remote) January 9, 2024 (In Person) Upon the release of this RFP and during the conclusion of the selection process, there shall be no communication between any prospective respondents, their lobbyist(s) or agent(s), and any employee of Allentown School District or its elected Board of Directors, except as provided for in the RFP. Any violation of this provision by any prospective firm and/or its agent shall be grounds for immediate disqualification. Submission All proposal packages shall be submitted to ASD as follows: Allentown School District K-12 Science RFP Page 12 1. Cover Letter: Provide the name, mailing address, e-mail address, and telephone number of the firm submitting the proposal. The cover letter must be signed by an authorized officer of the organization. 2. Table of Contents: Clearly identify material contained in the proposal by section and page number. 3. Introduction: Provide an overview of the company and its products as they relate to this RFP. Share relevant data-based evidence of impact and outcomes from prior and current school districts with similar demographics. 4. Program Requirements Overview: Provide an overview of the program and its core components and then address the specific program requirements and costs as described in the Scope of Services section of this RFP. 5. Independent External Evaluations: Provide access to findings from independent external evaluations, conducted by non-profit organizations (ex. EdReports), Evidence of ESSA, and the US Department of Education’s Institute of Education Sciences (IES), the What Works Clearinghouse. 6. Implementation Plan: Provide a suggested implementation timeline that includes flexibility for a staggered rollout beginning in the spring of 2024. Allentown School District K-12 Science RFP Page 13 EVALUATION CRITERIA AND SELECTION PROCESS ASD reserves the right to request a presentation from those companies determined to be in a competitive range and shall use the information derived from these interviews, if any, in its evaluation. The School District will evaluate all Proposals submitted in response to this RFP through a School District evaluation committee based on the Proposer’s ability to satisfy the requirements of this RFP cost-effectively and efficiently. Submission Components Weight Scale Introduction 5% 0-4 Program Requirements Curriculum Materials and Resources 40% 0-10 Curriculum Organization, Usability, & Teacher Supports 20% 0-10 Training and Professional Development 10% 0-10 Technology and Digital Resources Integration 5% 0-4 Overall Program Cost 5% 0-4 External Evaluations 10% 0-10 Implementation Plan 5% 0-4 The School District will select the Proposer for a recommended award of a Contract for the work, based on the School District’s evaluation and discretion as to the best-qualified Proposer whose Proposal best meets the needs of the School District as set forth in this RFP, and which constitute the best value to the School District, as determined in the School District’s sole discretion. The School District reserves the right to reject any and all Proposals. Allentown School District K-12 Science RFP Page 14 ALLENTOWN SCHOOL DISTRICT 31 SOUTH PENN STREET ALLENTOWN, PA 18102 ADDENDUM A TO REQUEST FOR PROPOSALS To: Prospective Proposers This Addendum A forms a part of the Contract Documents and modifies the original Request for Proposals due December 19, 2023, as noted below. Each prospective proposer shall acknowledge receipt of this Addendum A in the space provided. 1. The Contract Documents shall include the attached Appendix 1, as required by applicable Federal funding regulations. The successful proposer, by execution of this Addendum, acknowledges and accepts responsibility for compliance with the Federal contract provisions set forth in Appendix A. NOTE: ALL PROPOSERS MUST SUBMIT WITH THEIR RESPECTIVE PROPOSALS THIS CONFIRMATION OF RECEIPT OF THIS ADDENDUM A. PLEASE PRINT COMPANY NAME, SIGN AND DATE THIS PAGE. Receipt Acknowledged By: ___________________________________________ Print Name: ______________________________________________________ Company: ________________________________________________________ Date: ___________________________________________________________ Allentown School District K-12 Science RFP Page 15 Appendix 1 THIS APPENDIX 1 INCLUDES THE FOLLOWING DOCUMENTS: 1. Termination Clause. 2. Contract Provisions for Non-Federal Entity Contracts Under Federal Awards. 3. Standard Federal Equal Employment Opportunity Clause. Allentown School District K-12 Science RFP Page 16