RFP 27-012 Mathematics Assessment & Intervention

The Bridgeton Public School District is actively seeking proposals for an advanced mathematics assessment and intervention program designed to support students in grades K-12. The program should provide timely, actionable data on student understanding of key mathematics concepts and skills, including screening, diagnostic information, progress monitoring, and standards-aligned intervention resources. The district is seeking a solution that supports targeted instruction, differentiated intervention, and measurable student growth in mathematics.

B. SCOPE OF SERVICE

The selected respondent shall work with the district to provide a comprehensive mathematics assessment and intervention solution that can be used to identify student needs, support instructional decision-making, monitor progress, and provide targeted intervention aligned to the New Jersey Student Learning Standards for Mathematics.

Universal Screening and Diagnostic Assessment

• Provide a universal screener and/or diagnostic assessment that identifies students in need of mathematics intervention across grade levels K-12.
• Assess foundational mathematics domains such as number sense, operations, fractions, algebraic reasoning, geometry, measurement, data, and problem solving, as appropriate by grade level.
• Provide reports that identify prerequisite skill gaps and readiness needs to support intervention grouping and instructional planning.
• Ensure assessment content is aligned to the New Jersey Student Learning Standards for Mathematics.

Progress Monitoring

• Provide ongoing progress monitoring assessments on a digital platform to track student growth and intervention effectiveness.
• Include real-time data reports for teachers, interventionists, building leaders, and district administrators.
• Allow data to be reviewed by student, class, grade level, school, subgroup, standard, and skill area, where available.
• Support MTSS/RTI decision-making by helping staff identify students who may require Tier 2 or Tier 3 intervention support.

Instructional Support and Intervention Resources

• Provide differentiated, standards-aligned mathematics lessons and intervention activities for classroom teachers, interventionists, and support staff.
• Include targeted lessons, practice opportunities, and instructional recommendations based on assessment results.
• Provide adaptive digital practice for students, when applicable, to support individualized learning pathways.
• Include resources that support conceptual understanding, procedural fluency, mathematical reasoning, problem solving, and application.
• Provide materials and supports that can be used during guided math, small group instruction, intervention blocks, tutoring, and extended learning opportunities.

Accessibility, Language, and Student Support

• Provide accommodations and accessibility features to support students with diverse learning needs, including students with IEPs, 504 plans, and multilingual learners.
• Provide student-facing and teacher-facing supports in English and Spanish where available.
• Ensure the platform and materials support equitable access to mathematics intervention for all students.

Implementation, Training, and Ongoing Support

• Provide initial and ongoing professional development for teachers, interventionists, administrators, and district leaders.
• Provide training on assessment of administration, data interpretation, intervention planning, progress monitoring, and reporting tools.
• Provide implementation support, onboarding guidance, and customer support throughout the contract term.
• Describe how the respondent will support rostering, platform setup, data integration, and implementation monitoring in collaboration with district staff.

C. QUALIFICATIONS OF RESPONDENTS

Each respondent shall provide a detailed narrative demonstrating their knowledge, qualifications, and experience providing mathematics assessment and intervention services for public school districts. Respondents should describe prior experience supporting districts with mathematics screening, intervention, progress monitoring, professional development, and implementation support.

• Provide evidence of successful implementation in comparable school districts.
• Provide qualifications and resumes of key personnel who will support the district.
• Describe experience aligning mathematics intervention resources to state standards.
• Describe experience supporting multilingual learners, special education students, and students requiring tiered intervention support