Salem-Keizer School District 24J Ionwave #RFP 524

Dual Language Professional Development Services for PreK-12 – Salem-Keizer Public Schools

Salem-Keizer Public Schools is seeking professional services to enhance its PreK-12 Dual Language programs: - Government Buyer: - Salem-Keizer Public Schools, Procurement & Contracting Services - Scope of Services: - Consultation and professional development for PreK-12 educators and administrators - Includes professional learning sessions, collaborative planning, site visits, job-embedded coaching, and ongoing support - Development of a train-the-trainer model and a comprehensive PreK-12 Biliteracy framework - Emphasis on translanguaging pedagogy and culturally and linguistically sustaining instructional practices - Services must align with the three pillars of Dual Language education: Biliteracy and Bilingualism, Academic Achievement, and Sociocultural Competence - Focus on improving multilingual student outcomes and family engagement - Notable Requirements: - Compliance with federal Title III funding terms and Oregon public contracting rules - Equity in public contracting is required - Vendors Invited: - Wide range of educational consulting and supply firms (e.g., 1st Class Educator, 22nd Century Technologies, 3J Consulting, 95 Percent Group, A to Z Books, Accelerate Learning, ACT Education Corp., and others) - No specific OEMs, products, or part numbers are requested; this is strictly for professional services - Place of Performance: - Salem-Keizer Public Schools District Office, 2450 Lancaster Drive NE, Salem, OR - 3630 State Street, Salem, OR (delivery location)

Description

Salem-Keizer Public Schools is soliciting proposals to provide consultation and professional development services to support the implementation and sustainability of Dual Language program instructional approaches. The services will focus on biliteracy instructional practices in reading, writing, listening, and speaking, integrating Spanish and English. The scope includes professional learning sessions, collaborative planning, site visits, job-embedded coaching, consultation with district staff, and ongoing support. The goal is to develop a train the trainer model and a comprehensive PreK-12 Biliteracy framework incorporating translanguaging pedagogy and culturally sustaining instructional practices.

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