RFP_Draft__8_FINAL_3-28-25_Approved_by_Managment.docx

De’Nerika Johnson, MBA, CPPO, NIGP-CPP | denerika.johnson@pgcps.org

13300 Old Marlboro Pike | Upper Marlboro, MD 20772 | 301-952 6560

REQUEST FOR PROPOSAL

PUR-25-063

Office of Community Schools Professional Development Services

ISSUED BY:

The Department of Purchasing & Supply Services Attention: Travis Clarke, Senior Procurement Specialist

RFP NUMBER:

PUR-25-063

RELEASE DATE:

March 25, 2025

QUESTIONS DUE DATE:

PRE-PROPOSAL MEETING:

April 11, 2025, at 11:00 am EST

April 8, 2025, at 11:00 am, EST

PROPOSAL DUE DATE:

April 28, 2025, at 11:00 am, EST

Michelle2.tucker@pgcps.org

To All Prospective Offerors:

Prince George’s County Public Schools (PGCPS) is soliciting proposals from qualified vendors for RFP PUR-25-063, Office of Community Schools Professional Development Services.

A virtual pre-proposal conference will be held on April 8, 2025, at 11:00 am, EST.

Solicitation Documents may be obtained by:

· Download the solicitation by accessing the Prince George’s County Public School Board’s website at the following link: https://offices.pgcps.org/purchasing/bids.aspx

· Download the solicitation by accessing eMaryland Marketplace link: https://ebidmarketplace.com/

Please respond according to the instructions provided in the RFP. Offerors are cautioned not to make changes to any of the terms and conditions or specifications in this solicitation, doing so may render an Offeror’s Proposal unacceptable and subject to rejection.

The Department of Purchasing & Supply Services is not responsible for information obtained from sources outside the Prince George’s County Purchasing Office, including downloads from the County website. Offerors are directly responsible for obtaining updates, changes or addendums either from the updated webpage or by contacting the Purchasing Office for instruction. If the Offeror has questions, they must be in writing and directed to the procurement contacts specified. Failure to adhere to this requirement may subject the Offeror to immediate disqualification.

TABLE OF CONTENTS

1.

PART I: INTRODUCTION AND BACKGROUND:

The Board of Education of Prince George’s County (The Board) serves the needs of public education in Prince George’s County, covering approximately 1,789 square miles, with a residential population of more than 904,430. Prince George's County Public Schools (PGCPS), one of the nation's 20th largest school districts, has 208 schools and centers, has approximately 132,000 students and nearly 22,000 employees and an annual operating budget of $2.3 billion.

The school system serves a diverse student population from urban, suburban and rural communities located in the Washington, DC suburbs. PGCPS is nationally recognized for college and career-readiness programs that provide students with unique learning opportunities, including dual enrollment and language immersion. The Central administration headquarters is located at 14201 School Lane, Upper Marlboro, Maryland.

2. PURPOSE

The Board of Education of Prince George’s County (The Board) is issuing this Request for Proposal (RFP) to provide PUR-25-063, Office of Community Schools Professional Development Services as defined in Part III, Scope of Work. These services are to be performed principally by the Department of Building Services; however, services may be requested by other Departments within the Prince George’s County Public School system.

3. SUMMARY OF SERVICES

Description of Service Prince George’s County Public Schools (PGCPS) seeks a provider to deliver comprehensive professional development services for K-12 teachers and school staff. The selected provider will design and implement high-quality training sessions that align with school goals and address the evolving needs of educators.

The professional development services must include, but are not limited to:

· Monthly Training Sessions: Facilitate a minimum of one to two professional development sessions per month, scheduled before, during, or after school, including Saturdays as needed.

· District-Wide Access: Provide professional development opportunities for all PGCPS teachers and school staff across various grade levels and disciplines.

· Diverse Training Topics: Offer a range of professional development sessions, including but not limited to:

· Curriculum workshops

· Student engagement strategies

· Social-emotional learning

· Trauma-informed care

· Parent and family engagement

· Other relevant instructional and support topics

· Customized Curriculum Development: Design and tailor professional development content to align with the identified needs and strategic goals of participating schools.

· Structured Course Outlines: Present detailed training outlines with clear learning objectives, key content areas, assessments, and evaluation strategies.

· Flexible Delivery Formats: Provide training through various formats, including in-person, virtual, blended, and self-paced learning options.

· Effectiveness Evaluation: Conduct formal assessments to measure the impact of training sessions and analyze participant data for continuous improvement.

· Outreach and Engagement: Implement initiatives to promote awareness and encourage participation among teachers and staff.

Through this initiative, PGCPS aims to enhance instructional practices, support educator growth, and improve student learning outcomes.

4. NON-EXCLUSIVE

The intent of this contract is to provide the Board with an expedited means of procuring supplies and/or services at the lowest cost. This contract is for the convenience of the Board and is a "Non-Exclusive" use contract. The Board does not guarantee any usage. The Board will not be held to purchase any Brand, in any groups, prices or discount ranges, but reserves the right to purchase any item/service listed in the price schedule submitted under Attachment A, Cost Proposal.

5. OFFERORS IN LEGAL PROCEEDINGS WITH PGCPS

PGCPS recognizes the significant costs and imposition on the time of personnel associated with legal proceedings. Accordingly, PGCPS has adopted a process stating that:

“One factor, among others, that are to be considered when awarding a contract or purchase order is the existence of a pending legal dispute – whether in court or an alternative dispute forum – with any Vendor or Offeror which has submitted a Proposal. Before including consideration of the legal dispute as a factor, the Procurement Officer shall seek the advice of the Office of General Counsel regarding the legal dispute and shall obtain the concurrence of the CEO or his designee.”

6. PERIOD OF PERFORMANCE

The term of this Contract begins on the date the Notice of Award is signed by both the Offeror and The BOARD (the “Effective Date”) and shall continue for a period of five (3) years (“Initial Term”). In its sole discretion, The Board shall have the unilateral right to renew that Contract for five (2) one-year successive (each a “Renewal Term”) at the prices established at contract award. “Term” means the Initial Term and any Renewal Term(s).

7. OPTION TO EXTEND SERVICE

The Board may require continued performance of any services within the limits and at the rates specified in the contract. The option to extend the provision may be exercised more than once, but the total extension of performance hereunder shall not exceed 12 months.

8. CONTRACT TYPE

The contract resulting from this solicitation shall be Fixed Rate requirements. Vendors are encouraged to partner with local Offerors or firms if they don’t meet all the required expertise or MBE requirements. Subcontractor and or teaming partner information shall be included in response.

9. CONTINUITY OF SERVICES

The Vendor recognizes that the services under this contract are vital to PGCPS and must be continued without interruption and that, upon contract expiration, a successor, either the PGCPS or another vendor, may continue them. The Vendor agrees to exercise its best efforts and cooperation to effect an orderly and efficient transition to a successor.

10. BONDING

The Offeror may be required to submit a Bid and or a Performance Bond as indicated below.

A. BID BOND (Not Required) If applicable, the bid bond will be in the amount of five percent (5%) as determined by the BOARD and specified in the RFP, to ensure the satisfactory completion of the work for which a contract or purchase order is awarded that may exceed $100K. (COMAR 21.06.07.10). The bond must be made in favor of the BOARD OF EDUCATION OF PRINCE GEORGE’S COUNTY, UPPER MARLBORO, MARYLAND 20772-9983.

B. PERFORMANCE AND LABOR BOND (Not Required) The awarded vendor(s) will be required to submit a performance and/or labor bond, Cashier’s or Certified Check in the amount of one hundred percent (100%) of the project cost as determined by the BOARD and specified herein to ensure all phases of the project are satisfactory complete for which a contract or purchase order is awarded that exceeds 100K. (COMAR 21.06.07.10). When applicable, the Board reserves the right to request performance and labor bond for amount over or under $100K. The bond, cashier or certified check must be made in favor of the BOARD OF EDUCATION OF PRINCE GEORGE’S COUNTY and mailed to 13300 Marlboro Pike, Upper Marlboro, Maryland 20772-9983 prior to the start of performance.

11. POINT OF CONTACTS

The Offeror’s performance will be under the direction of the Procurement Department ensuring the Offeror's compliance with the requirements of this contract to include managing the daily activities of the contract, providing guidance to the contract, and coordination. The Offeror shall be accountable to the end users on all matters relating to the scope of work.

PROCUREMENT CONTACTS

Travis Clarke, Senior Procurement Specialist Travis.Clarke@pgcps.org

Michelle Tucker, Procurement Specialist Michelle2.turcker@pgcps.org

PART II: INSTRUCTIONS TO OFFERORS

1. OFFEROR KNOWLEDGE OF TERMS AND CONDITIONS

Before submitting Proposals, Offerors are expected to fully inform themselves as to the conditions, requirements, and specifications before submitting a Proposal. Offeror shall acquaint themselves with all State and Federal governing laws, ordinances, etc. and otherwise familiarize themselves with all matters, which may affect the Proposal. The act of submitting a Proposal shall be considered as meaning that the Offeror has so familiarize themselves; therefore, there shall be no misunderstanding or lack of information. Offerors, or their authorized representatives, are expected to fully inform themselves as to the conditions, requirements, and specifications before submitting Proposals. Failure to do so will be at the Offeror's own risk and Offeror cannot secure relief on the plea of error. Neither law nor regulations make allowance for errors of omission or commission on the part of Offerors.

All correspondence concerning the Proposal and contract, including Notice of Award, copy of Contract, and Purchase Order, will be provided electronically.

2. PROPOSAL SCHEDULE

Due to the constant need for Solicitation, milestones are listed with target dates. Please adhere to the schedule unless notified by way of an Addendum.

3. PROPOSAL SUBMISSION REQUIREMENTS

To be eligible, Proposals must be received via eMaryland MarketPlace Advantage (eMMA) no later than April 28, 2025, at 11:00 am EST. The Proposal shall consist of the required documentation for each volume as identified. Offerors shall retain one (1) original copy of the Proposal for their files. PGCPS may request the original notarized documents that were posted electronically before final award execution.

The electronic Proposal shall show the full business address, telephone number, email and fax number of the Offeror and be signed by the person or persons legally authorized to sign contracts and commit the company.

4. PROPOSAL MARKINGS

All Proposals shall be submitted without limitations. All sections of the Proposal that are considered Confidential or Proprietary shall be clearly marked within the Proposal. The Offerors shall provide justification for all confidential or proprietary information. Justification must be on a separate piece of paper and submitted with the Technical Proposal.

5. PROPOSAL SUBMISSION LAYOUT

The completed bid documents(s) should be without interlineations, alterations, or erasures. The bid should present all information in a concise manner, neatly arranged, legible, and in terms understandable for evaluation. All the information requested is to be addressed directly and completely. It is more desirable to give additional information than less when the answer could be misinterpreted. The submission layout will include four (4) parts:

GENERAL FORMAT- FOUR-PART SUBMISSION

· Volume I - Technical Proposal

· Volume II – Minority Business Enterprise (MBE)

· Volume III – Cost Proposal

· Volume IV - Appendices

6. BIDDER DELIVERY AND ENVELOPE PACKAGING

The bidder shall deliver their Proposal electronically through eMMA and package their bid in two separate eMMA envelopes as noted below.

A. VOLUME I – TECHNICAL PROPOSAL (Envelope One) The Technical Proposal shall be submitted in PDF format. Offerors shall not include any pricing. Offeror should include a table of contents and all pages in the technical proposal must be numbered, consecutively from beginning to end and separated by tabs as described below:

1) TAB A – TRANSMITTAL LETTER

Offeror shall include a brief transmittal letter prepared on the Offerors’ letterhead and signed by an individual who is authorized to commit the Offeror to the services and requirements in the RFP and Proposal. This transmittal letter shall include:

a) The name, title, address, telephone number, and electronic mail address of the person authorized to bind the Offeror to the contract and the person who will receive all official notices concerning this RFP.

b) The Offerors’ Federal Tax Identification Number or Social Security Number.

c) The Offerors’ PGCPS iSupplier ID Number must be listed. To obtain an iSupplier ID number, you must register with PGCPS at https://www.pgcps.org/offices/purchasing/isupplier

d) A brief statement of the Offerors’ understanding of the work to be done, the commitment to perform the work, and a statement of why the firm believes it is best qualified to perform the work specified in RFP.

e) A statement that the Proposal is a firm and irrevocable offer for a period of one hundred twenty (120) days following the closing date for receipt of initial Proposals or the closing date for receipt of a best and final offer, if applicable.

2) TAB B – LEGAL CLAIMS

Offeror shall identify any claims during the past three (3) years and provide information on any pending litigation, lawsuits etc. The failure to provide accurate information may be determined to be a material breach of any future agreement or contract with The Board. If applicable, the Offeror must state no claims exist.

3) TAB C – EXPERIENCE AND CAPABILITIES

Offeror shall prepare and present a Technical Proposal in such a way as to provide a straightforward description of response to experience and qualifications, product quality, demonstrated capacity to perform, past performance and references to satisfy the requirements of the RFP.

B. VOLUME II - MINORITY BUSINESS ENTERPRISE (MBE) (Envelope One) Offerors shall submit MBE information electronically in eMMA under the Technical Proposal folder in a separate file, titled as such. An MBE goal of 15% has been established for the contract representing a percentage of the total Contract dollar value, including all renewal option terms. Minority Businesses included in the Proposal package at time of opening, cannot be changed without prior approval of the Director of Purchasing and Supply Services.

By submitting a response to this RFP, the Offeror acknowledges the overall MBE participation goal and commits to achieving the overall goal by utilizing certified minority business enterprises, or will include a full or partial waiver of the overall goal with the Proposal.

1) Offerors shall describe how they intend to meet the MBE goals or justify why the goal cannot be met.

C. VOLUME III – COST PROPOSAL (Envelope Two) The Offeror cost proposal shall include all labor, delivery, materials, tools, and equipment to perform work

All pricing shall remain fixed for the full contract term, including renewals thereto unless an escalation or adjustment is included herein. Offerors should not include any portion of their Technical Proposal in its Cost Proposal.

1) Offerors shall provide the Cost Proposal in excel format (Attachment A). Do not amend, alter, or leave blank any items on the Proposal Form or include additional clarifying or contingent language on or attached to the Proposal Form. Items or costs required to provide the services and deliverables as proposed, but not identified will be the sole responsibility of the Offeror.

2) The Offeror shall demonstrate its financial stability. The Offeror shall include a fiscal integrity / financial statement for the last two calendar years. If the Offeror has not had its financial statements audited by an independent accounting firm, the Offeror must submit such un-audited financial statements.

D. VOLUME IV - Appendices (Envelope Two) Offerors shall submit the Appendices electronically in eMMA under the Technical Proposal folder in a separate file, titled as such. The Offeror shall sign, date, and notarize where applicable all appendices identified. Appendices shall be packaged together as one file and delivered under Volume IV.

· Appendix A – Proposal and Addendum Acknowledgement

· Appendix B – Past Performance and References

· Appendix C – Non-Collusion Certificate

· Appendix D – Debarment Affidavit

· Appendix E – Anti-Bribery Affidavit

· Appendix F – Certificate of Insurance Coverage

· Appendix G – Financial Proposal Form

· Appendix H – MBE Form

· Appendix I – Certificate State of Maryland Tax Certification

· Appendix J – Certification of Compliance

· Appendix K – Vendor Conflict of Interest Disclosure Form

Failure to provide any of the requested information or documents in this solicitation may render the Proposal non-responsive.

PART III: SCOPE OF WORK

1. INTRODUCTION

Prince George’s County Public Schools (PGCPS) seeks a qualified provider to design and deliver comprehensive professional development services for K-12 teachers and school staff. The goal is to enhance educator effectiveness, improve instructional practices, and strengthen school-community engagement.

The selected provider will be responsible for implementing high-quality training sessions that align with district goals and address the evolving needs of educators. These professional development services will focus on a broad range of instructional strategies, student engagement techniques, social-emotional learning, and other key topics essential for academic success.

To ensure accessibility and effectiveness, the provider must offer:

· Regular Training Sessions: Facilitate a minimum of one to two sessions per month, including flexible scheduling options before, during, and after school, as well as on Saturdays if needed.

· District-Wide Access: Professional development must be available to all PGCPS teachers and school staff across various grade levels and disciplines.

· Diverse and Relevant Topics: Training must address areas such as curriculum development, trauma-informed care, social-emotional learning, family engagement, and other instructional priorities.

· Flexible Delivery Methods: Sessions should be offered in various formats, including in-person, virtual, blended, and self-paced learning.

· Structured Course Design: Training programs must include well-defined objectives, content outlines, assessments, and evaluation strategies to measure effectiveness.

This initiative is a key component of PGCPS’s commitment to equitable and high-quality education. By strengthening the skills and knowledge of educators, this professional development program will support schools in improving student achievement, fostering inclusive learning environments, and enhancing family engagement.

The following sections outline the Scope of Work, Minimum Eligibility Requirements, and Evaluation Criteria for prospective providers. We invite experienced and mission-driven organizations to submit proposals demonstrating their ability to deliver impactful professional development services tailored to the needs of PGCPS schools and communities.

2. BACKGROUND

Prince George’s County Public Schools (PGCPS) has adopted the Community Schools strategy as a transformative approach to education, ensuring that students and families receive the comprehensive support necessary to thrive academically, socially, and emotionally. This initiative is rooted in the understanding that student success is closely linked to family stability, community engagement, and access to essential resources.

A Community School serves as a hub for academics, health and social services, youth and community development, and family engagement. This model integrates a holistic approach by leveraging partnerships with local organizations, government agencies, and businesses to provide wraparound services that address barriers to learning.

The PGCPS Community Schools initiative was established in response to the Blueprint for Maryland’s Future, which mandates increased investment in high-poverty schools to enhance educational outcomes and student well-being. Schools with high concentrations of poverty receive additional funding and resources to implement the Community School strategy effectively.

2.1. Community School Implementation

PGCPS designates Community Schools based on economic need, with funding allocated through the Concentration of Poverty Grants. Each Community School is supported by a full-time Community School Coordinator (CSC), who plays a vital role in:

· Conducting needs assessments to identify the most pressing challenges facing students and families.

· Developing strategic partnerships with local businesses, healthcare providers, food pantries, and social service organizations.

· Implementing programs and services that address critical areas such as food insecurity, mental health support, after-school enrichment, and family engagement.

PGCPS Community Schools operate under six core pillars that define their services and support structures:

1. Expanded Culturally Relevant Curriculum – Providing diverse, inclusive, and engaging learning experiences.

2. Effective Teaching Practices – Enhancing instructional effectiveness through professional development and best practices.

3. Inclusive Leadership – Encouraging collaboration among students, families, and educators in decision-making.

4. Multi-Tiered Systems of Support (MTSS) – Implementing academic, behavioral, and social-emotional interventions to meet student needs.

5. Family and Community Partnerships – Strengthening connections between schools, parents, guardians, and local organizations.

6. Community Support Services – Offering essential resources such as food assistance, mental health services, and housing stability programs.

2.2. Impact and Commitment

The Community Schools model has been instrumental in creating equitable learning environments, ensuring that students have access to the necessary resources to succeed. By focusing on whole-child development, these schools have demonstrated improvements in academic performance, attendance rates, family engagement, and overall student well-being.

As PGCPS continues to expand its Community Schools initiative, the district remains committed to:

· Reducing educational disparities across communities.

· Fostering strong school-community relationships to enhance student support.

· Ensuring every student has the opportunity to thrive in a supportive, resource-rich learning environment.

Through this initiative, PGCPS is dedicated to building a sustainable, inclusive, and student-centered education system that uplifts both schools and communities.

3. SCOPE OF WORK

The selected vendor will design, develop, and implement a comprehensive professional development curriculum to support Prince George’s County Public Schools (PGCPS) Community Schools in achieving their Schoolwide Performance Plan (SWPP) targets. The program will focus on English/Language Arts, Mathematics, student attendance, and parent and family engagement, ensuring that teachers, staff, and families receive ongoing, high-quality professional learning opportunities.

Professional development sessions will be strategically scheduled before, during, and after the day of school, including weekends, if necessary, to maximize accessibility and participation. Additionally, the vendor will collaborate with school leadership to enhance school climate and culture by equipping educators and staff with strategies that foster social-emotional learning (SEL), trauma-informed care, and culturally responsive teaching.

By delivering data-driven, engaging, and tailored professional development, the vendor will contribute to improved instructional practices, increased student attendance, and stronger family and community engagement.

3.1. Key Responsibilities

1. Professional Development Program Design & Implementation

· Develop and implement a comprehensive professional development curriculum aligned with PGCPS Community Schools’ goals, using evidence-based practices.

· Provide ongoing professional learning to support instructional excellence in English/Language Arts and Mathematics, equipping teachers with research-backed strategies to enhance student learning outcomes.

· Offer training to staff on attendance improvement strategies, supporting efforts to increase student participation and engagement.

· Conduct school climate and culture training to promote a positive, inclusive, and supportive learning environment.

· Ensure professional development sessions are interactive, engaging, and customized to the specific needs of each school community.

2. Training Delivery & Customization

· Conduct a minimum of one to two professional development sessions per month for K-12 teachers, school staff, and administrators.

· Offer training through a variety of flexible delivery formats, including:

· In-person workshops at school sites or district facilities

· Virtual training sessions via video conferencing platforms

· Blended learning models integrating in-person and online components

· Self-paced modules for flexible, asynchronous learning

· Align all training content with PGCPS Schoolwide Performance Plan (SWPP) goals and school-specific needs.

3. Needs Assessment & Program Evaluation

· Conduct an initial needs assessment survey to identify priority areas for professional development and customize training accordingly.

· Implement a pre- and post-evaluation system to measure training effectiveness, knowledge retention, and impact on instructional practices.

· Utilize feedback mechanisms, such as participant surveys and focus groups, to refine training content and delivery.

4. Data Collection, Compliance & Reporting

· The vendor is responsible for ensuring full compliance with all PGCPS data collection, privacy, and reporting requirement, including appointing a Data Administrator to oversee these responsibilities.

· Within twenty (20) business days prior to the start of programming, the vendor must enter enrolled participant information into the designated Office of Community Schools data-sharing system, including:

· Full name

· Date of birth

· School name

· Grade level

· Gender

· Permanent address

· Zip code

· Ward of residence

· Verification of an on-file parent/guardian-provided FERPA consent form for each participant

· Maintain accurate attendance records for all training sessions and enter participant attendance in the Office of Community Schools data-sharing system on a weekly basis (or monthly if providing one-time services).

· Retain attendance documentation for a minimum of five (5) years in compliance with PGCPS record-keeping policies.

· Track teacher and staff engagement, analyzing participation rates and the impact of professional development on job performance.

· Provide quarterly reports summarizing program impact, participant engagement, and recommendations for improvement.

5. Family & Community Engagement

· Develop and implement family-focused training programs that empower parents and caregivers to support student learning at home.

· Provide workshops and resources on topics such as:

· Strategies for supporting literacy and numeracy at home

· Social-emotional development and student well-being

· Navigating school resources and advocating for student success

· Collaborate with local organizations, businesses, and service providers to enhance family engagement initiatives.

6. Quality Assurance & Continuous Improvement

· Ensure all professional development aligns with PGCPS standards for instructional excellence, equity, and cultural responsiveness.

· Regularly update training content based on emerging research, participant feedback, and evaluation results.

· Work closely with school leaders and Community School Coordinators (CSCs) to refine professional learning strategies based on school-specific needs.

3.2. Expected Outcomes

By implementing this professional development program, the vendor will contribute to:

· Improved teacher instructional practices, leading to higher student achievement in English/Language Arts and Mathematics.

· Increased student attendance rates through staff training on attendance interventions and engagement strategies.

· Stronger family and community engagement, fostering meaningful partnerships between schools, parents, and local organizations.

· A more positive school climate and culture, where students feel supported academically, socially, and emotionally.

The selected vendor must demonstrate expertise, capacity, and commitment to delivering high-quality, results-driven professional development that aligns with PGCPS Community Schools’ vision.

4. MINIMUM ELIGIBILITY REQUIREMENTS

Vendors responding to this Request for Proposal (RFP) must demonstrate the capacity, experience, and resources necessary to effectively develop and implement a comprehensive professional development curriculum aligned with the PGCPS Community Schools initiative. To be considered, vendors must meet the following minimum eligibility requirements:

4.1. Organizational Experience & Expertise

· A minimum of five (5) years of experience in providing professional development services to K-12 educators and school staff, with a focus on high-poverty schools and/or Community Schools.

· Proven expertise in designing and delivering instructional support, school climate improvement strategies, and family engagement initiatives.

· Demonstrated knowledge of the Blueprint for Maryland’s Future, Multi-Tiered Systems of Support (MTSS), trauma-informed practices, and culturally responsive teaching methodologies.

· Experience working with large public school districts or similar educational institutions.

4.2. Professional Development & Training Capabilities

· Ability to provide a minimum of one to two monthly professional development sessions before, during, or after school hours, including weekends as needed.

· Capacity to offer training in various formats, including in-person, virtual, blended, and self-paced learning options.

· Ability to develop and implement customized curricula aligned with the specific needs and goals of PGCPS Community Schools.

· Expertise in curriculum design, instructional coaching, and the facilitation of interactive, evidence-based professional learning sessions.

4.3. Data Collection, Reporting & Compliance

· Ability to establish a baseline needs assessment survey to determine training priorities for staff.

· Implementation of a pre/post comprehensive evaluation plan to measure the effectiveness of the professional development program.

· Experience in collecting, analyzing, and reporting data on professional development participation, learning outcomes, and impact on teacher practice.

· Capacity to designate a Data Administrator responsible for ensuring compliance with all PGCPS data collection, privacy, and reporting requirements.

· Ability to enter and maintain participant records in the Office of Community Schools data-sharing system as required, including:

· Staff, volunteer, and contractor clearances

· Enrolled participant information (e.g., full name, date of birth, school name, grade, gender, address, and parental consent documentation)

· Weekly or monthly attendance tracking for all training participants

· Retention of attendance documentation for a minimum of five (5) years

4.4. Program Evaluation & Continuous Improvement

· Ability to provide quarterly progress reports detailing training participation rates, program impact, and recommendations for improvement.

· Commitment to conducting formal evaluations and collecting participant feedback to assess professional learning effectiveness.

· Capacity to adjust and refine training content based on data insights and evolving needs of PGCPS Community Schools.

4.5. Compliance with PGCPS and Maryland State Regulations

· Vendor must be licensed, registered, and in good standing to conduct business in the State of Maryland.

· Must comply with PGCPS policies, regulations, and guidelines related to professional development, data privacy, and community partnerships.

· Must meet all legal and regulatory requirements for working with students, families, and school staff, including background checks and clearances for personnel involved in the delivery of services.

5. ORGANIZATION OF TECHNICAL RESPONSE

The Offeror’s Technical Response to this RFP shall be organized in the format indicated in the RFP. Further, the Offeror’s Technical Response to Part III Scope of Work must be addressed in accordance with the numbering and order in which evaluation criteria is presented in Section 11.0. Respondents that do not follow organization may receive point deductions.

Offeror shall prepare and present proposal in such a way as to provide a straightforward description of Offeror’s response experience and capabilities, technical approach, capabilities, experience, qualifications, past performance and references to satisfy the requirements of this RFP. Emphasis should be concentrated on conformance with the RFP instructions, quality responsiveness to the RFP requirements, and completeness and clarity of content.

The completed documents(s) should be without interlineations, alterations, or erasures. The Proposal should present all information in a concise manner, neatly arranged, legible, and in terms understandable for evaluation. All the information requested is to be addressed directly and completely. It is more desirable to give additional information than less when the answer could be misinterpreted.

Required documentation shall be provided in each section/tab. The Offerors’ Table of Contents shall include reference to the page number(s) in the Proposal where such evidence can be found. Offerors shall submit quality proposals that fully address all aspects of the scope of work and implementation plan, including, but not limited to the following:

Offerors shall complete the Questionnaire included with this solicitation and provide requested attachments as indicated in the Questionnaire. See the Excel document.

6. FINANCIAL PROPOSAL

Pricing must be inclusive of all Respondent’s staff costs, administrative support costs, supplies, office supplies, equipment, pagers, cell phones, parking fees, meals, lodging, rents, mileage, travel expenses, training, after hours or weekend time, insurance, use of subcontractors, overhead, profit, and costs for all other items consumed, utilized, and/or required by Offeror’s staff or subcontractor’s staff. Unless otherwise specified, all hardware and software, audio and video materials deemed necessary by the Offeror shall be included in the proposed costs. Travel time between PGCPS schools will not be compensated.

Items or costs required to provide the services and deliverables as proposed, but not identified in the Offeror’s pricing proposal will be the sole responsibility of the Offeror.

The Board of Education expects Offerors to offer a complete, viable solution. Solutions offered in response to this RFP shall not be contingent upon the purchase of additional optional services that may be offered.

As part of the financial proposal response, the Offeror must complete the Financial Pricing Worksheet included with the RFP and provide pricing for each proposed service option in the appropriate worksheet. Offerors shall enter their pricing on the Attachment A. Financial Proposal Form provided with the RFP. Proposals received in an altered format may be considered non-responsive and ineligible for the award.

PART IV: PROPOSAL EVALUATION AND AWARD

1. EVALUATION COMMITTEE

Only proposals that are submitted via eMMA will be utilized during the evaluation process. Proposals that are not submitted via this portal will be ruled non-responsive.

An evaluation of the proposals will be performed by a committee established for that purpose and will be based on the criteria set forth below. The contract resulting from this RFP will be awarded to the Offeror(s) whose proposal is the most advantageous to The Board, considering price and technical factors set forth herein. The Board will consider the Offeror's record and performance of any prior contracts with The Board, federal departments or agencies, or with other public bodies.

Offeror, including any of their representatives, subcontractors, affiliates and interested parties shall not contact any member of the Committee or any person involved in the evaluation of the proposals. All inquiries related to this procurement must be handled by the RFP officials identified on the cover page. Failure to comply with this directive may, at the sole discretion of the Board result in the disqualification of an offeror from the procurement process. The Evaluation Committee will make the final determination about acceptability of proposals.

2. EVALUATION PROCESS

The committee will evaluate each technical proposal using the evaluation criteria set forth below. As part of this evaluation, the Committee may hold discussions with all qualified Offerors. Discussions may be conducted via teleconference or may take the form of questions to be answered by the Offerors and conducted by mail, E-mail, or facsimile transmission at the discretion of The Board. During the evaluation process, the committee may request technical assistance from any source.

a. Following the completion of the technical evaluation of all Offerors’ technical proposals, including any discussions, the committee will rank each qualified Offerors’ technical proposal.

b. The cost proposal of each qualified proposal will be distributed to the Evaluation Committee following the completion of the technical evaluation. The cost proposals will not be distributed to the committee until the technical evaluation is completed. The Committee will determine total costs of the proposals in order to establish a financial ranking of the proposals from lowest to highest.

c. The Evaluation Committee may reject in whole or in part any and all proposals, waive minor irregularities, and conduct discussions with all responsible Offerors in any manner deemed necessary to serve the best interests of the Board.

d. Based on the results of the evaluation, the highest rated offeror(s) may be invited by the Director of Procurement to make oral presentations to the Committee. The Committee will then conduct final evaluation of the proposals.

e. If it is determined to be in the best interest of The Board, the Board may invite Offerors to make final revisions to their technical and/or financial proposals through submission of a Best and Final Offer.

f. Should the Committee determine in writing and at its sole discretion that only one offeror is fully qualified, or that one offeror is clearly more highly qualified than the others under consideration, a contract may be negotiated and awarded to that offeror. The Committee will make appropriate recommendations to the Board, if appropriate, prior to actual award of contract. The Committee will recommend the Offeror whose overall proposal provides the most advantageous offer to the Board considering both price and technical factors set forth in this RFP.

3. EVALUATION CRITERIA

The evaluation criteria include proposal responsiveness, demonstration of capability to perform, price factors, and responsibility. The Board reserves the right to: (1) reject in whole or in part any and all proposals and waive minor irregularities; (2) Reject any or all proposals, or portions thereof; (3) Cancel an RFP and re-solicit.

The Evaluation committee will evaluate the technical proposals using the following criteria below. The committee shall determine which proposals have the basic requirements of the RFP and shall have the authority to determine whether any deviation from the requirements of the RFP is substantial in nature.

EVALUATION FACTORS

Proposals will be evaluated based on the following criteria, with a total possible score of 100 points:

1. Organizational Capacity & Experience (20 points)

· Demonstrated experience in providing high-quality professional development (PD) for educators in a K-12 setting.

· Qualifications and expertise of trainers, facilitators, and subject matter experts.

· Prior successful partnerships with school districts or educational institutions.

· Evidence of organizational stability and the ability to deliver large-scale training.

2. Alignment with District Goals & Educational Standards (20 points)

· Clear connection between proposed PD and the district’s instructional priorities, state standards, and strategic plan.

· Incorporation of evidence-based instructional practices.

· Focus on equity, inclusion, culturally responsive teaching, and student-centered learning.

· Alignment with state licensure and continuing education requirements for teachers and administrators.

3. Program Design & Delivery Methods (20 points)

· Comprehensive and structured PD plan, including scope, sequence, and learning outcomes.

· Variety of delivery formats, such as in-person workshops, virtual training, coaching, and asynchronous modules.

· Use of interactive, hands-on, and engagement-driven approaches.

· Differentiation for educators at various experience levels, including new teachers, veteran educators, and school leaders.

4. Measurable Impact & Evaluation Plan (15 points)

· Clear strategies for assessing the effectiveness of PD sessions.

· Use of pre- and post-training assessments, participant feedback, and data analysis.

· Defined process for ongoing adjustments and improvements based on results.

· Alignment with teacher growth, student achievement, and school improvement goals.

5. Implementation & Scalability (10 points)

· Feasibility of implementation timeline and rollout.

· Capacity to serve multiple schools, grade levels, and instructional areas.

· Plan for follow-up support, coaching, and mentoring.

· Adaptability to the district’s unique needs, including flexibility in scheduling.

6. Cost Effectiveness & Budget Transparency (10 points)

· Detailed, itemized budget with justifications.

· Competitive pricing while ensuring high-quality services.

· Cost-effectiveness and sustainability of the PD model beyond the initial contract period.

7. Commitment to Equity & Inclusion (5 points)

· Strategies to address diverse educational and student populations.

· Culturally relevant content and training materials.

· Focus on closing opportunity gaps and supporting historically underserved communities.

Total Possible Points: 100 See Part III, Scope of Work for all additional information.

4. PROPOSAL AWARD

The Award of this contract will not be final and complete until after: (1) Offeror has an active iSupplier, (2) the Offeror submits complete and satisfactory documentation required under the Contract and/or documentation required by the Procurement Officer; and (2) the Contract is signed by the Department following any required approvals of the Contract, including approval by the Board, if such approval is required.

PART V: GENERAL TERMS AND CONDITIONS

1. PARTNERSHIPS

Proposals by partnerships shall be signed with the partnership name by one of the members of the partnership or by an authorized representative, followed by the signature and designation of the person signing, who shall also state the names of the individuals composing the partnership.

2. CORPORATIONS

Proposals by corporations shall be signed with the name of the corporation, followed by the signature and designation of the officer having authority to sign. When requested, satisfactory evidence of authority of the officer signing on behalf of the corporation shall be furnished. Anyone signing the proposal as agent shall file satisfactory evidence of authorization to do so.

3. SAMPLES

Offerors may be required to submit samples of each product awarded with an affidavit stating that the chemical composition of the sample submitted is identical with the composition tested prior to the proposal and all remain unchanged during the period of the contract. This requirement shall be part of the specifications of the product or products requested if applicable.

If Samples are required, a properly tagged sample and descriptive data shall be submitted to the address specified no later than the date specified. The tag on the sample shall indicate the item number, the name of the company submitting the sample, and the IFB number. The Board will not be responsible for any samples not picked up within 30 days of the notification of Vendors to do so. Samples may be retained by The Board until Vendors are notified to remove them. Vendors agree that The Board will incur no liability for samples that are damaged, destroyed, lost, or consumed in testing processes. Failure to submit the above information when requested is sufficient grounds for rejection of the proposal.

4. PROPOSAL PREPARATION FEES

The Board will not be responsible for any costs incurred by a Offeror in preparing and submitting a proposal in response to a proposal.

5. RIGHT TO PROTEST

The Director of Purchasing and Supply Services shall attempt to resolve informally all protests of proposal award recommendations. Vendors are encouraged to present their concerns promptly to the Buyer and/or Purchasing Supervisor for consideration and resolution. The Director of Purchasing shall inform the Chief Financial Officer (CFO) upon receipt of the protest. Open dialogue is helpful for all parties and disputes are often only a misunderstanding of the evaluation and recommendation process. A vendor who does not file a timely protest before the contract is executed by the Board is deemed to have waived any objection.

a. An interested party (bidding of standing or offeror) must file a protest with the Purchasing Office within five (5) calendar days of the recommendation of an award or notification to the offeror or bidder that their proposal or bid will be rejected.

b. Purchasing and Supply Services a proposed award of a contract for supplies, equipment, services, or maintenance. An offeror of standing is a offeror who would be directly next in line for an award should the protest be supported.

c. The protest…