(1) Vendor needs to provide K–12 Spanish language arts supplemental resource curriculum solution that support core instruction (Tier 1) and academic intervention (Tier 2 or 3) in K–6 DLI Spanish language arts, including instruction and assessment aligned to world and native language standards and supportive of students’ Spanish biliteracy development.– Spanish phonological awareness and explicit, systematic Spanish phonics (including syllabication and accentuation as appropriate). – Decodable and connected Spanish texts to support early reading development (as applicable). – Reading fluency, vocabulary, and comprehension using Spanish–language texts (literary and informational). – Oral language development: listening and speaking routines that build academic language in Spanish. – Writing (composition, writing from sources, and written expression) in Spanish. – Spanish grammar, conventions, spelling/orthography, and handwriting (as appropriate by grade). – Language structures and meaning (morphology, syntax) to support reading and writing. – Cross–linguistic transfer, metalinguistic awareness, and biliteracy bridges (Spanish ↔ English). – Assessment supports for screening/diagnostic/formative/progress monitoring in Spanish literacy.– Align to the world and native language standards and support Spanish biliteracy development within a DLI instructional model. – Reflect the breadth and rigor of grade–level ELA literacy instruction (reading, writing, language, speaking/listening) delivered in Spanish. – Include instruction in Spanish foundational literacy skills and reading comprehension for at least a portion of students within K–6. – Include authentic, high–quality Spanish language texts and materials that are culturally and linguistically responsive (not solely direct translations). (2) All questions must be submitted no later than February 23, 2026. (3) A contract period will be for one year.