Specifications include, but are not limited to: i. Overview CCPS is seeking proposals to provide an Elementary Tier 3 Reading Intervention Program to potentially all elementary district sites. The primary function of the intervention program will be to provide direct instruction for students in need of support in reading. All proposers must meet or exceed the minimum requirements of this solicitation. All items submitted in the proposal shall become the property of CCPS. CCPS has the right to use any or all ideas presented in any reply to this solicitation as it deems necessary and in the best interest of CCPS. Selection or rejection of any response does not affect this right. ii. Approach to the Scope and Description of the Program The program shall be designed to provide teachers with an intervention program that can be used throughout the course of the year. The proposer will supply its understanding and approach to each of the described areas. Please detail and describe in full, the intervention program being proposed including but not limited to: 1. Description of the Program: The program should be designed and developed with the intent of remediating and accelerating the growth of students with substantial reading deficiencies. The program should be sufficiently intense to describe in full, the intervention program being proposed including but not limited to: a. Texts: The program should include texts and other materials that are utilized in conjunction with the program. All texts are to be high quality, authentic, and worthy of careful reading and must contain a range of complexity and genres to support the various needs of the readers. A list of titles, authors, and publishers should be included. b. Instructional Model: The instructional model of the program shall provide but not be limited to explicit, systematic, and multisensory instruction in phonics and direct instruction in fluency, vocabulary, and comprehension. The instructional model should include the following: • Direct instruction with modeling and demonstration by the teacher. • Structured opportunities to: o Engage students in the immediate application of skills and concepts with connected texts. o Guide students students to read with purpose and understanding and to make connections between the acquisition of foundational skills and making meaning for reading. o Ample practice for students with targeted feedback. o Time spent reading, writing, listening, and speaking about texts. o A clear and concise description of instructional routines that would be implemented each day and throughout the intervention program. c. Teacher Materials: Materials should support the teacher to fully utilize the intervention, understand the skills and learning of their students, and support a range of learners. Teacher materials should include the following: • Include reasonable and flexible pacing rigorous enough for student growth within a 30- minute daily timeframe or less. • Provide teacher guidance with useful annotation and suggestions for how to enact the student materials. • Include rubrics, examples, or other resources to help teachers set high expectations for students. • Hard copies of the teaching manual, including detailed lesson plans d. Learner Support: Teachers have a range of students in their classrooms with varying needs. Describe how the program and materials provide differentiation for the range of struggling readers, including students who are English language learners and/or students receiving Exceptional Student Education services.
