SPANISH LANGUAGE READING COMPREHENSION AND PROFICIENCY WEB-BASED ASSESSMENTS
| Location: | Maryland |
|---|---|
| Posted: | Jan 28, 2026 |
| Due: | Feb 4, 2026 |
| Agency: | Montgomery County Public Schools |
| Type of Government: | State & Local |
| Category: |
|
| Solicitation No: | 4617.1 |
| Publication URL: | To access bid details, please log in. |
Open Solicitation
| Bid/RFP Number: 4617.1 | |
| Solicitation Title |
SPANISH LANGUAGE READING COMPREHENSION AND PROFICIENCY WEB-BASED ASSESSMENTS |
| Due Date & Time |
02/04/2026 02:00 PM
|
| Contract Type |
RFP |
| Buyer E-mail | |
| Description |
The purpose of this Request for Proposal (RFP) is to solicit proposals from qualified bidders, that demonstrate competence and possess the ability and experience to provide Montgomery County Public Schools (MCPS) with evidence-based, researched, and reviewed language proficiency assessments that the Maryland State Department of Education approves in the context of the Maryland Seal of Biliteracy, aligned with the World-Readiness Standards for Learning Languages. This RFP seeks assessment providers (“Respondents” or “Offerors”) who share a vision for ensuring that all students have access to the highest quality assessments aligned to the research of the ACTFL Language Connects (ACTFL) Proficiency Guidelines.
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| eMaryland Marketplace link | BPM054606 |
Attachment Preview
December 18, 2025
RFP Number: 4617.1
Due Date: January 20, 2026
Open Time: 2:00 p.m.
To: Prospective Respondents:
The purpose of this Request for Proposal (RFP) is to solicit proposals from qualified bidders,
that demonstrate competence and possess the ability and experience to provide Montgomery
County Public Schools (MCPS) with evidence-based, researched, and reviewed language
proficiency assessments that the Maryland State Department of Education approves in the
context of the Maryland Seal of Biliteracy, aligned with the World-Readiness Standards for
Learning Languages.
The contractor must submit their offer per the instructions under the RFP, Section 13.0
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: se
Angela McIntosh Davis, Director
Department of Procurement
Copy to:
RFP File
Division of Financial Management
MONTGOMERY COUNTY PUBLIC SCHOOLS
Department of Procurement, Suite 3100
45 West Gude Drive
Rockville, Maryland 20850
Request for Proposal #4617.1
SPANISH LANGUAGE READING COMPREHENSION
AND PROFICIENCY WEB-BASED ASSESSMENTS
1.0 INTENT
The purpose of this Request for Proposal (RFP) is to solicit proposals from qualified bidders, that
demonstrate competence and possess the ability and experience to provide Montgomery County Public
Schools (MCPS) with evidence-based, researched, and reviewed language proficiency assessments
that the Maryland State Department of Education approves in the context of the Maryland Seal of
Biliteracy, aligned with the World-Readiness Standards for Learning Languages. This RFP seeks
assessment providers (“Respondents” or “Offerors”) who share a vision for ensuring that all students
have access to the highest quality assessments aligned to the research of the ACTFL Language
Connects (ACTFL) Proficiency Guidelines. The program should offer high-quality, web-based, and
adaptive, ACTFL-aligned assessment questions with grade and age-appropriate item types aligned to
speaking, reading, writing, and listening skills in a wide variety of languages, including American Sign
Language (ASL). The assessment system should also provide real-time and longitudinal data with
easily accessible and customizable reports at the district, school, grade level, classroom, and student
levels.
2.0 INTRODUCTION
Montgomery County Public Schools (MCPS) is the 15th largest school system in the United States,
and the largest in the state of Maryland. During the 2025–2026 school year, it is projected that MCPS
will serve more than 156, 000 students from 157 countries speaking 162 languages. With a Fiscal
Year (FY) 2026 Operating Budget of approximately $3.6 billion, MCPS employs more than 25,000
employees. Among the 211 schools that MCPS operates, 39 are National Blue Ribbon schools. Six
MCPS high schools rank in the top 200 of The Washington Post’s 2015 High School Challenge, and
all 25 MCPS high schools appear on this list, which only includes the top 11 percent of high schools
in the country. MCPS has one of the highest graduation rates among the nation’s largest school
districts, according to an Education Week report. In 2010, MCPS was the recipient of the Malcolm
Baldrige National Quality Award, the highest presidential honor given to American organizations for
performance excellence. The student demographics of MCPS in 2016 are as follows:
Hispanic/Latino: 35.3%
White: 23.9%
Black or African American: 21.6%
Asian: 13.7%
Two or more races: ≤ 5.3%
American Indian or Alaskan Native: ≤0.2%
Native Hawaiian or other Pacific Islander: ≤0.1%
2 RFP 4617.1
In alignment with our strategic priorities, MCPS believes that each and every student matters;
outcomes should not be predictable by race, ethnicity, or socioeconomic status; equity demands the
elimination of all gaps; and creating and maximizing future opportunities for students and staff is
necessary. Therefore, MCPS holds high expectations for all students and staff; distributes resources as
necessary to provide extra supports and interventions so all students can achieve; identifies and
eliminates any institutional barriers to students’ success; and ensures that equitable practices are used
in all classrooms and workplace.
MCPS also believes that we must engage every student, every day; learning is achieved by cultivating
curiosity and encouraging determination, focus, and hard work; and adult learning and engagement
are key to student learning. Therefore, MCPS encourages and support critical thinking, problem
solving, active questioning, and risk taking to continuously improve; stimulate discovery by engaging
students in relevant and rigorous academic, social, and emotional learning experiences; and challenge
ourselves to analyze and reflect upon evidence to improve our practices.
The selected provider(s) must offer high-quality ACTFL aligned assessment questions with grade
and age-appropriate item types aligned to speaking, reading, writing, and listening skills in various
languages. Assessments may also include Spanish reading comprehension components designed for
students in Spanish immersion settings. Providers may propose assessments serving any or all of the
K–5 grade levels. The assessment system should also provide customizable reports at the district,
school, grade level, classroom, and student levels. Assessments must include at least (2) tests K-5 per
year with options to assess additionally as needed.
3.0 SCOPE OF SERVICES
The requirements outlined in this RFP, although extensive, is not exhaustive and is intended to provide
interested Respondents with sufficient basic information to submit proposals, meeting minimum
requirements but is not intended to limit a proposal’s content or exclude any relevant or essential
information. Proposals should address the entire scope of services requested. Requirements include:
3.1 Assessment and Materials Requirements
(a) Comprehensive assessment materials aligned to the research in the American Council on the
Teaching of Foreign Languages, evidence-based practices, and adaptable to meet the needs of
students with exceptionalities and English Language Learners.
(b) Assessment demonstrates authentic connections between content standards and proficiency
guidelines.
(c) Provide developmentally and age-appropriate assessments for K-12 learners including but not
limited to those receiving special education services, emergent multilingual learners, and
accelerated students.
(d) The assessment must be able to assess student proficiency in a wide variety of languages,
including American Sign Language, for speaking, listening, reading, and writing, as applicable
by language assessed.
3 RFP 4617.1
3.2 Assessment Purpose and Use
(e) The assessment must have reliability and validity to ensure that results represent accurate
information about students for the intended use of the assessment.
(f) Practice assessment materials should be pre-made and readily available. teachers.
(g) Assessments should provide students and teachers with a student’s current level of proficiency
in alignment to the ACTFL Proficiency Guidelines.
(h) Assessments must effectively measure incremental student growth through highly accurate
scoring of speaking, writing, and scaled scores for listening and reading.
3.3 Developmental appropriateness
(i) Assessments should be age and developmentally-appropriate. in order to accurately assess
students’ language proficiency.
3.4 Item Types
(j) All questions must be inclusive and free from bias in the portrayal of ethnic groups, gender,
age, cultures, religion, and people with exceptionalities.
3.5 Usability
(k) The assessment must be computer-based and must include online tools capabilities, such as
lockdown browser, highlighter, magnifier, color contrast, etc.
(l) Include features that support the access of students with disabilities and are adaptable to meet
the needs of students who are blind or visually impaired, deaf or hard of hearing, those with
print disabilities, and students with significant cognitive disabilities.
(m)Must allow for flexibility in meeting the needs of a wide range of students and include
accommodations for special populations, including Language Learners, students with
disabilities, including students who are visually impaired and/or deaf or hard of hearing, those
with print disabilities, and students with significant disabilities, and students identified as gifted
and talented.
3.6 Data and Reporting
(n) Generate data reports that include proficiency as growth measures over time.
(o) Assessment rubrics that are grade-level appropriate
(p) Data reports must contain detailed performance and progress information in both written and
graphical form to facilitate the use of the scores for instructional planning and decision-making.
(q) Include reports that provide parents/guardians and others with necessary information about the
progress of the learner so that they may provide support at home or outside the school setting.
(r) If the assessment tool is computer-based, it provides accessible digitally available student-
facing, teacher-facing, and parent/guardian facing data reports in multiple languages.
4 RFP 4617.1
3.7 Support, Training, and Professional Development
(s) The proposal shall describe the initial training and professional development necessary to begin
implementation of the proposed assessment system. The training plan should include
mechanisms to train district teachers and central staff, including the availability of digital
professional learning tools.
(t) The proposal shall allow respondent representative(s), in a timely manner, to work on a regular
basis with district/school personnel to answer all questions regarding production or financial
matters pertaining to the individual services required.
(u) Administration recommendations and expected timing per student.
(v) Suggestions for how assessment results can be leveraged by the teacher to examine self-
practice and improvement.
(w) Suggestions for how the results can be referenced by the school and district leaders to examine
school-wide growth and performance.
4.0 TECHNICAL REQUIREMENTS AND VENDOR EXPERIENCE
4.1 Materials are accessible from any Internet-enabled device including but not exclusive to personal
computers, laptop computers, Chromebooks, Apple iPads, tablets, and smartphones. A comparison of
features or functionality that vary across device types should be provided as applicable (ex. web-based
experience v. mobile application).
4.2 The Respondent supports single sign-on (SSO) for staff and students. District-supported options for
SSO include Microsoft Azure/AD (now called Entra ID), Google SAML, and Clever SSO.
4.3 Compatible with all modern Internet browsers including but not exclusive to Microsoft Edge, Google
Chrome, and Safari using default installation settings and without additional system hardware or software
components required on end-users’ devices.
4.4 The Respondent provides automated processes for the provisioning and management of user accounts.
District-supported processes for account provisioning and management include Secure File Transfer
Protocol (SFTP), OneRoster, and Clever rostering.
4.5 The Respondent includes centralized management of digital or online materials for all users that
enables MCPS to establish, customize, and control levels of user access and can be managed by the
district locally.
4.6 The Respondent shall provide MCPS with statistics regarding usage of online resources by MCPS
and its authorized users according to the then current standards in the industry.
This is the opportunity summary page. It provides an overview of this opportunity and a preview of the attached documentation.
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