computing devices for common core technology … · 2013-05-15 · learning needs for the common...

LOS ANGELES UNIFIED SCHOOL DISTRICT

February 11, 2013

COMPUTING DEVICES FOR COMMON CORE TECHNOLOGY PROJECT

INDUSTRY FORUM

“Helping transform teaching and learning via 21st century technology”

Jaime Aquino Deputy Superintendent of Instruction

Matt Hill

Chief Strategy Officer

Mark Hovatter Chief Facilities Officer

Ron Chandler

Chief Information Officer

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Common Core Technology – Industry Forum

AGENDA: Welcome & Introduction Yvette Merriman-Garrett, Interim Director of Procurement Services Intent of Common Core Jaime Aquino, Ph. D., Technology Project Deputy Superintendent of Instruction Crucial Elements • Educational Jaime Aquino • Technical Ronald S. Chandler, Chief Information Officer • Contractual Mark Hovatter, Chief Facilities Executive

RFP Selection Process/ Hugh Tucker, Criteria Director of Contract Administration RFP Timeline Yvette Merriman-Garrett Question & Answer Session 2


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What are we looking for?

• Best value solution that meets LAUSD students’ learning needs for the Common Core State Standards and on-line, adaptive Smarter Balanced Assessments

• Upwards of 650,000 mobile devices for students and staff that are preloaded with instructional programs and capable of accessing the Internet and working with digital information and collaboration tools

• Useful life or extended warranty/plan that provides students and staff access to devices and content for a period of at least 5 years (ideally 7-10 years)

• Best pricing and financing


1. Standard texting rates only (worst case US $0.20) 2. We have no access to your phone number 3. Capitalization doesn’t matter, but spaces and spelling do

TIPS

How to participate via Texting:

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How to participate via PollEv.com:


Practice Poll Question

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Poll: I represent a:


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Vision

Our goal is to provide an individualized, interactive, and information rich educational experience by: Providing educators with tools (devices) to advance student

learning and create learning spaces that are designed to increase learner engagement

Supporting the Common Core State Standards implementation by providing all students with the opportunity to engage with digital curriculum, interactive supports and adaptive assessments

Closing the “Digital Divide” by ensuring all students have access to 21st century skills and technology


Crucial Elements: Educational


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What are we looking for? (Educational Component)

1. Full year curriculum in English Language Arts and Mathematics K to 12 aligned to the Common Core State Standards

• Additional points awarded for Pre-K • Alignment determined by Publishers’ Criteria

The system must:

• be delivered digitally. • include a powerful set of technology tools needed to engage and support

students. • provide meaningful feedback and assessments that are aligned to SMARTER

Balanced prototypes. • have access to a variety of instructional activities, including simulations, games,

and interactive tools for doing mathematics, reading, writing, listening and speaking

2. Intervention Programs In English Language Arts and Mathematics aligned to Common

Core State Standards for: • Struggling learners • English Learners • Students with IEPs


What are the Publishers’ Criteria?

• Released by CCSSO, NGA, Achieve, the Council of Great City Schools and NASBE

– ELA/Literacy K-2 and 3-11 (Summer 2011) – Mathematics K-8 (Summer 2012) – Mathematics 9-12 (2013)

• Illustrate shifts necessary in next generation of curricula – Underscore what matters most in the Standards – Remove what distracts from/is at odds with the Standards

• Intended to guide the design, evaluation, and selection of new materials or revision of existing materials

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What’s In and What’s Out for ELA/Literacy? IN OUT

1. Daily encounters w/complex texts 1. Leveled texts (only) 2. Texts worthy of close attention 2. Reading any ‘ol text 3. Balance of literary and info texts 3. Solely literature 4. Coherent sequences of texts 4. Collection of unrelated texts 5. Mostly text-dependent questions 5. Mostly text-to-self questions 6. Mainly evidence-based analyses 6. Mainly writing without sources 7. Accent on academic vocabulary 7. Accent on literary terminology 8. Emphasis on reading & re-reading 8. Emphasis on pre-reading 9. Reading strategies (as means) 9. Reading strategies (as end goal) 10. Reading foundations (central and integrated)

10. Reading foundations (peripheral and detached)

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1. Complex Texts CCSS Materials should include:

• Concrete evidence that texts align with the complexity requirements outlined in Standard 10

• Extensive opportunities for all students to encounter those texts, including: Read alouds in elementary school Shorter, challenging texts to allow close, sustained reading of complex texts

2. Texts Worthy of Close Attention CCSS Materials should include:

• Works of exceptional craft that span eras, cultures, and genres

• Texts that are a rich repository of ideas and information

• Specific texts (or text types) named in the Standards

3. Balance of Literary and Informational Texts CCSS Materials should include:

• Equal measures of literature and informational texts in K-5 (50/50)

• Substantially more literary nonfiction in ELA in grades 6-12


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4. Coherent Sequences of Texts CCSS Materials should include:

• Sequences of texts that provide students with well-developed bodies of knowledge

• Specific anchor texts for especially close and careful reading

• Additional, topically related texts that enable students to read widely

5. Text-Dependent Questions CCSS Materials should include:

• A significant percentage of text-dependent questions (80-90%)

• Questions that are text-specific not “cookie-cutter”

• Effective sequences of questions that build on each other so students stay focused on the central ideas of the text & learn fully from it

• Culminating text-based assignments that integrate reading and writing (and perhaps speaking and listening too)

6. Evidence-Based Analyses CCSS Materials should include:

• Writing to analyze sources as a key task (arguments and writing to inform)

• Extensive practice with short research tasks

• Guidance on how to plan substantive academic discussions that ask students to draw on textual evidence


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7. Academic Vocabulary CCSS Materials should include:

• Frequent and systematic attention to vocabulary (in every reading)

• A keen focus on words that appear frequently in a wide variety of texts/disciplines

• How meanings of words vary with context

• A focus on word choice

8. Emphasis on Reading and Re-reading CCSS Materials should include:

• Reading passages that are at the center of the lesson (and the layout)

• Highly focused pre-reading activities (<10% of time)

• Scaffolds & pre-reading activities that do not preempt or replace the text

9. Reading Strategies CCSS Materials should:

• Put the text first and reading strategies second

• Introduce strategies when they: help clarify a specific part of a text are dictated by specific features of a text assist with understanding more challenging sections


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10. Reading Foundations CCSS Materials should provide:

• A full range of foundational skills that are gradually interwoven from simple to complex

• A particular focus on fluency

• Assessment opportunities that measure progress in the foundations of reading


What are the Math Publishers’ Criteria?

1. Focus on major work 2. Focus in early grades 3. Focus and coherence through supporting work 4. Rigor and balance 5. Consistent progressions 6. Coherent connections 7. Practice-content connections 8. Focus and coherence via practice standards 9. Careful attention to each practice standard 10. Emphasis on mathematical reasoning

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Criteria for Focus

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Criteria for Rigor

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Criteria for Coherence


Criteria for the Mathematical Practices

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Indicators of Quality (1 of 2) • Problems are worth doing • Variety in what students produce • Variety in the pacing and grain size of content

coverage • Separate teacher materials that support and reward

teacher study • Use of manipulatives follows best practices • Materials are carefully reviewed (freedom from

mathematical errors, grade-level appropriateness, freedom from bias, freedom from construct-irrelevant language complexity)

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Indicators of Quality (2 of 2) • Visual design isn’t distracting, chaotic, aimed at

adult purchasers – serves only to support young students in engaging thoughtfully with the subject

• Support for English language learners is thoughtful and helps those learners to meet the same standards as all other students

• (For paper-based materials.) A textbook that is focused is short. For example, by design Japanese textbooks have less than one page per lesson. Elementary textbooks should be less than 200 pages, middle and secondary less than 500 pages

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Grade Focus Areas in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding

K–2 Addition and subtraction - concepts, skills, and problem solving and place value

3–5 Multiplication and division of whole numbers and fractions – concepts, skills, and problem solving

6 Ratios and proportional reasoning; early expressions and equations

7 Ratios and proportional reasoning; arithmetic of rational numbers

8 Linear algebra

Key Areas of Focus in Mathematics K-8

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Crucial Elements: Technical


(p. 1 of 2)


(p. 2 of 2)


Poll: Can you meet the minimum hardware requir...


Proposed Minimum Hardware Requirements

• 10-inch class Multi-Touch display (If a tablet, must meet the minimum screen size requirement as described by the Smarter Balanced Assessment Consortium, currently set to 9.5-inch display)

• 1024 x 768 minimum resolution

• Interactive display capable of operating with a stylus

• Wireless 802.11 b/g/n Wi-Fi (802.11n 2.4GHz and 5GHz)

• Bluetooth 2.1 wireless technology or greater

• 20GB usable storage capacity for local files, instructional apps, documents, books, etc.

• Built-in camera

• Built-in speaker

• Built-in microphone

• 3.5-mm stereo headphone mini-jack

• USB power adapter or compatible interface

• Input/output interfaces for video, keyboard, computer, audio

• Video mirroring

• Meets ADA accessibility standards

• Full-screen zoom magnification

• Multi-language keyboard support

• Android 4.0 or higher, most current Apple iOS, Mac OS, most current Microsoft OS, or Linux

• Compatible with industry-standard mobile device management solutions

• Compatible with industry-standard learning management systems


Poll: Can you meet the minimum hardware requir...


Poll: Which Smarter Balanced requirements can ...


Poll: The District requires a means of distrib...


Poll: Can you develop an app store specificall...


Poll: What is your realistic time frame for de...


Poll: Indicate the largest mass device deploym...


Poll: What type of device do you plan to propo...


Poll: Do you have the capability to provide of...


Poll: Does your content have the provisions fo...


Poll: Do you currently have a working relation...


Poll: What types of partnerships do you have t...


Poll: My software / content is compatible with...


Crucial Elements: Contractual


Poll: What is the additional cost for a protec...


Poll: What is the maximum length of time you w...


Poll: Over what period of time can allow finan...


RFP Selection Process/Criteria

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California Public Contract Code Section 20118.1 Responsible Bidder

• Financially stable • Able to deliver according to contract schedule • Reputation of integrity • Has or can obtain necessary equipment

Responsible Bidders will have price proposal opened Lowest three bids will be scored to determine who is an “acceptable bidder”.


RFP Selection Process/Criteria

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25 Points for experience with similar projects 75 Points for demonstrating how the Proposer can provide the scope of work requested by the RFP

• 10 of the 75 points for SBE/DVBE • 10 of the 75 points for essay assessment, Pre-k,

intervention programs • Balance of points described in the RFP


RFP Bid and Award Schedule (Tentative)

Release of RFP Fri., Feb. 15, 2013

Non-Mandatory Pre-Proposal Meeting Wed., Feb. 27, 2013, 10:00 AM

Last Day for RFI’s Thurs., Mar. 7, 2013, 3:00 PM

Issue Addendum by Thurs., Mar.,14, 2013

PROPOSALS DUE DATE Thurs., Mar. 21, 2013, 3:00 PM

Evaluation of Proposals Mar. 25 to Apr. 8, 2013

Interviews Apr. 9 to 10, 2013

Issue Letter of Intent to Award Wed., Apr. 17, 2013 to Selected Proposer(s) Board Documents Submitted Wed., Apr. 17, 2013

Board Approval Tues, May 14, 2013

Contract Execution Wed, May 15, 2013

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THANK YOU

Additional information will be posted as it becomes available on the Procurement website. If you have additional information to share per the questions provided in the invitation or during today’s Industry Forum, please submit your response to [email protected].

• Include the question number and limit your response to 100 words or less per question

• Any responses submitted will be considered public and will be shared at the Forum and/or on the District’s Procurement Services website as deemed appropriate