018_PUR_2026 RFP for Social Emotional Learnin.pdf

Addendum No. 1

PROJECT: SEL / Character Development Program Bid 018-PUR-2026

OWNER: Dougherty County School System

601 Flint Avenue

Albany, Georgia 31701

CONTACT: Sharonda Thompson

Dougherty County School System

601 Flint Avenue

Albany, Georgia 31701

Phone: (229) 431-1270 Fax: (229) 431-1814

Sharonda.thompson@docoschools.org

DATE ISSUED: March 25, 2026

DUE DATE: April 14, 2026

PAGE TOTAL: Seven (7)

Bid 018-PUR-2026 dated February 27, 2026, is hereby amended and shall be interpreted as noted herein. Vendor-submitted questions, if any, are quoted. Responses are bold and underlined.

AMENDMENT(S)

1. Bids are due on Tuesday, April 14, 2026, at 11:00 am EST

2. All proposals must include a Table of Contents

CLARIFICATION(S) THRU Q&A

Q1 “Does DCSS currently utilize a districtwide SEL framework (e.g., CASEL-aligned), or is the selected vendor expected to introduce a new foundational framework?”

A1 DCSS has utilized Second Step and 7 Mindsets. We discontinued this SEL program in November 2025.

Q2 “Is DCSS seeking a fully scripted, daily student curriculum for each grade level, or a flexible framework with adaptable lesson resources?”

A2 DCSS is seeking a comprehensive SEL/Character Development program that includes both structured, grade-level lessons for Tier 1 universal instruction and flexible resources that can be adapted for Tier 2 and Tier 3 supports. Tier 1 instruction should be appropriate for delivery during advisement or designated instructional time, while additional resources should support implementation by counselors and social workers through classroom lessons, small groups, and individual interventions.

mailto:Sharonda.thompson@docoschools.org

Q3 “Approximately how many schools and students will be included in the initial implementation phase?”

A3 The initial phase will be K-8 students. There are approximately 6000 K-8 students.

Q4 “Is the District open to phased implementation (pilot year before full rollout)?”

A4 Vendors may propose phased implementation approaches; however, proposals should clearly define timelines and associated costs.

Q5 “Should the cost proposal reflect curriculum licensing only, or a comprehensive implementation model including training, coaching, and evaluation services?”

A5 Vendors should submit a comprehensive cost proposal consistent with the scope of work outlined in the RFP, including all components necessary for successful implementation.

Q6 “Does DCSS anticipate a phased multi-year rollout with increasing district capacity, or full implementation in Year 1?”

A6 See A4.

Q7 “For Tier 2 and Tier 3 supports, does DCSS expect the vendor to deliver direct student interventions, or to train school staff to deliver interventions?”

A7 DCSS prioritizes a capacity-building model in which school-based staff (teachers, counselors, and social workers) are trained to deliver Tier 2 and Tier 3 supports.

Vendors may propose limited direct services as part of implementation support;

however, the primary expectation is to build internal staff capacity for sustainable delivery.

Q8 “What data systems does DCSS currently use for MTSS tracking (e.g., Infinite Campus, PBIS platforms, etc.)?”

A8 Infinite Campus and Midas (Early Warning System)

Q9 “Does the District require a specific universal SEL screener, or is the vendor allowed to propose options?”

A9 The vendor may propose options.

Q10 “Approximately how many administrators, teachers, counselors, and support staff will require professional development annually?”

A10 Professional development will be required for approximately 22 administrators, 29 counselors, 28 social workers, and 20 support staff annually. In addition, classroom teachers across K–8 schools will require access to training to support Tier 1 implementation. DCSS prefers a scalable professional learning model for teachers

(e.g., train-the-trainer approach, virtual modules, or turnkey resources) rather than requiring direct vendor-led training for all teachers.

Q11 “Does DCSS prefer in-person, virtual, or hybrid professional learning delivery?”

A11 We are open to in-person, virtual, or hybrid delivery models. The vendor’s approach should be clearly defined in their proposal.

Q12 “Are there existing district SEL or climate teams we would collaborate with?”

A12 Yes, DCSS maintains district and school-based teams that support student services and school climate, including MTSS teams, PBIS teams, and student support personnel (counselors and social workers). The selected vendor will be expected to collaborate with these existing structures to support implementation and alignment.

Q13 “Are there specific student outcome metrics DCSS prioritizes (attendance, discipline referrals, academic growth, climate survey results)?”

A13 Yes, DCSS prioritizes outcomes related to student success and well-being, including:

• Academic growth

• Attendance and engagement

• Discipline referrals and behavior outcomes

• MTSS and SST referrals

• School climate survey results

• Mental health and wellness indicators (e.g., counseling referrals, wellness screener data, school-based health center data)

Q14 “What student data privacy requirements (FERPA considerations) must vendors comply with beyond standard expectations?”

A14 Vendors must comply with all applicable federal, state, and local data privacy laws and regulations, including FERPA.

Q15 “Is there an anticipated annual budget range allocated for this initiative?”

A15 We have not established a specific budget range. Vendors should propose pricing consistent with the scope of work outlined in the RFP.

Q16 “Is this initiative funded through a specific grant source (e.g., ESSER, Title IV, etc.)?”

A16 Funding sources may include a combination of local, state, and/or federal funds.

Q17 “Will pricing be evaluated as total 3-year cost or annual cost?”

A17 Pricing should be clearly presented to allow DCSS to evaluate both annual and total multi-year costs.

Q18 “Does DCSS currently provide family SEL resources, or would the vendor be expected to develop these from scratch?”

A18 DCSS currently provides family SEL resources; however, the District expects the selected vendor to enhance and expand these efforts by providing aligned, high-quality family engagement resources as part of the program.

Q19 “Could the district provide additional clarification on what is expected regarding collaboration with families and community partners?”

A19 DCSS expects the selected vendor to support a comprehensive approach to family and community engagement aligned with student wellness goals. This includes providing resources, tools, and strategies to help schools effectively communicate SEL concepts to families and reinforce skill development beyond the classroom. Vendors should also support opportunities for family education (e.g., workshops, take-home resources, digital content) and align with existing community partnerships, including mental health providers and school-based health centers. Collaboration should strengthen consistency between school, home, and community supports.

Q20 “Under the professional learning requirements, the RFP references coaching and modeling.

Could the district clarify what type of coaching or modeling support is expected from the vendor?”

A20 . DCSS expects coaching and modeling to include job-embedded, practical support that builds staff capacity for high-quality implementation. This may include in-class modeling of lessons, co-teaching opportunities, observation and feedback cycles, and support for school leaders in monitoring implementation. Coaching should prioritize building internal capacity among teachers, counselors, and social workers and align with the District’s MTSS framework. Vendors may reference A7 for additional context regarding capacity-building expectations.

Q21 “Are you looking for a created curriculum, looking to develop your own in–house curriculum based on an SEL framework like CASEL, or looking to purchase a curriculum where the proposal awardee (vendor) supports the vetting process?”

A21 DCSS is seeking to purchase a comprehensive, evidence-based SEL/Character

Development curriculum aligned to a recognized framework such as CASEL. The selected vendor will provide the curriculum along with implementation supports, including training, coaching, and resources. We are not seeking to develop a curriculum in-house but expect the vendor to support alignment with district priorities, including MTSS, PBIS, restorative practices, and leadership development initiatives.

Q22 “The RFP states that the opening bid date and due date are April 7, 2026, however, on page

5 on the RFP it also states the opening bid date (and Zoom link) is listed as March 26, 2026.

Can you please confirm the due date and the opening bid date?”

A22 The proposal due date and bid opening date are hereby extended to April 14, 2026.

Any references to March 26, 2026, and April 7, 2026, are hereby amended.

Q23 “Are you accepting out of state vendor proposals?”

A23 Yes. We will consider proposals from all responsive and responsible vendors, regardless of location, in accordance with the RFP.

Q24 “When will the awardee vendor be notified of the decision?”

A24 We expect an award decision by May 1, 2026, and not later than May 28, 2026.

Q25 “My program is for K-8. Are you considering programs other than those that are K-12?”

A25 DCSS will consider programs designed for K–8 implementation; however, preference will be given to programs that offer a K–12 continuum to support future districtwide expansion.

Q26 “Is the district interested in an SEL curriculum for prekindergarten students only?”

A26 No.

Q27 “Can you please confirm which grades this RFP is requesting?”

A27 K-8 for the initial year, and will consider rolling out SEL for 9-12 the following year if the program supports 9-12 student needs.

Q28 “What current SEL/Character Development program(s), if any, are currently implemented across the district?”

A28 Second Step and 7 Mindsets. The Leader in Me program will be rolled out to students next year.

Q29 “Approximately how many students will be participating in the SEL/Character

Development program?”

A29 Approximately 6000

Q30 “Does the district have a preferred professional development delivery format (e.g., in person, virtual, hybrid, asynchronous)?”

A30 See A11.

Q31 “Approximately how many staff members would be expected to participate in professional development training?”

A31 See A10.

Q32 “Does the district currently utilize a multi informant screener (e.g., student, teacher, and/or caregiver input)?”

A32 Currently, we use the state’s climate survey and Leader in Me surveys.

Q33 “Can the district clarify whether the program scope includes Pre-K–8 or K–12?”

A33 The initial implementation will focus on grades K–8. DCSS may consider expansion to grades 9–12 in future phases if the program supports high school needs.

Q34 “How many schools and students will be included in the implementation?”

A34 The initial implementation will include approximately 14 elementary schools and 4 middle schools, serving approximately 6,000 K–8 students.

Q35 “What SEL, PBIS, MTSS, or restorative initiatives are currently implemented across the district?”

A35 DCSS is actively implementing a Multi-Tiered System of Supports (MTSS) framework to integrate academic, behavioral, and social-emotional supports. The district utilizes PBIS practices to establish school-wide expectations and promote positive behavior, and is expanding the use of restorative practices to strengthen relationships and address student behavior. Additionally, Leader in Me will be implemented districtwide to support student leadership and character development.

The selected SEL program should align with and enhance these existing initiatives.

Q36 “Does the district expect districtwide rollout in Year 1 or phased implementation?”

A36 See A4.

Q37 “Does the district currently use any SEL assessment tools?”

A37 DCSS currently utilizes the state school climate survey and Leader in Me surveys.

The District does not currently use a dedicated universal SEL assessment tool and is open to vendor recommendations.

Q38 “Are there preferred SEL frameworks beyond CASEL?”

A38 DCSS primarily aligns to the CASEL framework for social-emotional competencies.

However, the District is open to programs that incorporate additional evidence-based approaches that complement CASEL, including leadership development, character education, restorative practices, and whole-child frameworks. Preference will be given to programs that demonstrate alignment to a comprehensive student wellness approach and integration within MTSS systems.

Q39 “Will vendors be expected to provide direct student services or primarily staff training and implementation support?”

A39 See A7.

Q40 “Is there an anticipated budget range for this contract?”

A40 See A15.

Q41 “The proposal is requesting, "proposals must be organized using labeled tabs." For digital submission, does the proposal need to be formatted in a sheet format not a document (ex.

Google sheet or Excel sheet)?”

A41 No. Proposals should be submitted as a single, clearly organized PDF document.

‘Labeled tabs’ refers to distinct, clearly marked sections within a printed submission.

For digital submittals, we will rely on the required Table of Contents. Vendors may also include divider pages to facilitate review.

End of Addendum