NS27-132 Murray City School Dist - Elementary & Secondary Special Education Executive Functioning Curriculum

Murray City School District ("MCSD" or "District") is soliciting competitive proposals from qualified curriculum publishers and providers for a comprehensive, evidence-informed executive functioning curriculum for elementary, middle school, and high school students receiving special education services.

The selected curriculum will be implemented by special education teachers and appropriately qualified related-service providers to support the delivery of specially designed instruction ("SDI") for students whose IEP teams have identified skill gaps in executive functioning.

The District seeks a developmentally sequenced curriculum that provides explicit instruction, modeling, guided practice, independent application, generalization, and progress monitoring in executive functioning skills affecting students' access to, participation in, and progress in the general education curriculum.

The proposed curriculum shall support the delivery of specially designed instruction by allowing educators to adapt the content, methodology, or delivery of instruction to address the unique executive functioning needs of an individual student.

The curriculum shall:

• Provide explicit, systematic instruction rather than relying solely on accommodations, reminders, worksheets, or general study-skills activities;
• Identify prerequisite skills and provide multiple entry points based on student need rather than grade level alone;
• Include modeling, guided practice, corrective feedback, independent practice, and planned generalization;
• Allow providers to adjust pacing, prompting, instructional intensity, group size, examples, and response formats;
• Include methods for gradually fading adult prompts and increasing student independence;
• Connect skills to authentic educational demands, including classroom assignments, transitions, organization, homework, long-term projects, social problem solving, and postsecondary preparation;
• Provide strategies that can be communicated to general education teachers, families, and other staff to support generalization without transferring responsibility for SDI away from qualified personnel; and
• Include tools for documenting implementation and student response to instruction.

The curriculum shall include progress-monitoring tools that qualified providers can administer at baseline and at reasonable intervals throughout instruction.

The selected offeror shall provide professional learning that enables special education teachers and related-service providers to: understand the curriculum's executive functioning framework; select lessons based on individual student needs; deliver lessons as explicit and individualized SDI; collect and interpret progress-monitoring information; and monitor implementation fidelity.

Proposals must be received no later than **11:00 am MST** on **Thursday, November 19, 2026**. Late proposals will not be accepted except as permitted by applicable law and District procurement policy.

Proposals shall be submitted through **U3P/Bonfire platform**. The proposal shall contain separate technical and cost submissions. Cost information shall not appear in the technical proposal.

The evaluation committee will consist of Elementary and Secondary Curriculum Directors, Director of Special Education, and additional Stakeholders to be determined. The highest scoring responsive and responsible Offeror who meets the stated RFP requirements shall be awarded the contract.

This RFP is for a one-year contract, renewable annually subject to appropriations and renewable for up to five years. The supplier must be able to do business in the state of Utah and abide by all laws associated with required compliance such as FERPA and data privacy.