RFP PUR26-039 Framework and Interventions (FINAL).pdf

RFP PUR26-039, Behavioral Framework and Interventions: SEL, Drug Prevention and MTSS Platforms (Pre K - 12 Grade)

REQUEST FOR PROPOSAL

RFP PUR26-039

BEHAVIORAL FRAMEWORK AND INTERVENTIONS:

SEL, DRUG PREVENTION AND MTSS PLATFORMS (Pre K - 12 Grade)

ISSUED BY:

The Department of Purchasing & Supply Services

Attention: Travis Clarke

RFP NUMBER:

RFP PUR26-039

RELEASE DATE:

February 11, 2026

PRE-PROPOSAL

MEETING:

QUESTIONS DUE DATE:

NOT APPLICABLE

February 18, 2026, at 11:00 am EST

PROPOSAL DUE DATE:

March 13, 2026, at 11:00 am EST

DIRECT INQUIRIES TO

PROCUREMENT:

Travis.Clarke@pgcps.org

Michelle2.Tucker@pgcps.org

To All Prospective Offerors:

Prince George’s County Public Schools (PGCPS) is soliciting proposals from qualified vendors for

RFP PUR26-039, BEHAVIORAL FRAMEWORK AND INTERVENTIONS: SEL, DRUG

PREVENTION AND MTSS PLATFORMS for Pre K- 12 Grade.

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://emma.maryland.gov/page.aspx/en/usr/login 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 Prince George’s County Purchasing Office, including downloads from the County web-site. Offerors are directly responsible for obtaining updates, changes or addendums either from mailto:Travis.Clarke@pgcps.org mailto:Travis.Clarke@pgcps.org about:blank https://offices.pgcps.org/purchasing/bids.aspx https://emma.maryland.gov/page.aspx/en/usr/login 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.

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 131,657 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 Prince George’s County. 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.

1. PURPOSE

The Board of Education of Prince George’s County (the Board) is issuing this Request for Proposal

(RFP) to procure a comprehensive Pre-K–12 social-emotional learning (SEL) and student intervention digital platform. The platform will be used primarily by the Department of Student Services and may also be utilized by other departments within Prince George’s County Public Schools system. The RFP seeks to identify a vendor capable of providing a scalable, evidence-based solution that supports students’ academic, behavioral, and social-emotional development.

2. SUMMARY OF SERVICES

The selected vendor will provide and support a Pre-K–12 platform that delivers age-appropriate social-emotional learning (SEL) lessons and activities for students, implements tiered interventions to address academic, behavioral, and social-emotional needs, and offers evidence-based drug prevention and intervention modules in multiple languages (English and Spanish minimally). The platform will include professional development and training to equip educators and staff with the skills and resources necessary for effective implementation. In addition, the platform must provide robust tools for tracking, monitoring, and reporting student engagement, outcomes, and program effectiveness. Vendors are expected to ensure seamless technical implementation, integration with existing district systems, and accessibility across all schools, while providing ongoing support and maintenance to ensure the platform remains fully operational, sustainable, and scalable throughout the contract term.

3. 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 considered to be a

"Non-Exclusive" use contract. The Board does not guarantee any usage. The Board will not be held to purchase any particular 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.

4. 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.”

5. 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 three (3) years (“Initial Term”). In its sole discretion, The Board shall have the unilateral right to renew the Contract for two (2) one-year option periods successive (each a “Renewal Term”) at the prices established at contract award. “Term” means the Initial Term and any Renewal Term(s).

6. 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 provision may be exercised more than once, but the total extension of performance hereunder shall not exceed 12 months.

7. 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 our team partner information shall be included in response.

8. CONTINUITY OF SERVICES

The Vendor recognizes that the services under this contract are vital to the 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 affect an orderly and efficient transition to a successor.

9. 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 amounts 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.

10. 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.tucker@pgcps.org about:blank mailto:Michelle2.tucker@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 to 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 of Solicitation, milestones are listed with target dates. Please adhere to the schedule unless notified by way of an Addendum.

Solicitation Milestones Milestone Date

1 Issue RFP Solicitation February 11, 2025

2 Pre-Proposal Registration (Attachment B) NOT APPLICABLE

3 Pre-Proposal Conference Date and Time NOT APPLICABLE

4 Questions Due Date February 18, 2026, at 11:00 am EST

5 Proposal Due Date and Time March 13, 2026, at 11:00 am EST

3. PROPOSAL SUBMISSION REQUIREMENTS

In order to be eligible, Proposals must be received via eMaryland MarketPlace Advantage (eMMA) no later than March 13, 2026, 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 to the company.

4. PROPOSAL MARKINGS

All Proposals shall be submitted without redactions. All sections of the Proposal that are considered Confidential or Proprietary shall be clearly marked within the Proposal. The Offerors shall provide justification for any and 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 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 (Envelope One)

● Volume II – Minority Business Enterprise (MBE) (Envelope One)

● Volume III - Appendices (Envelope One)

● Volume IV – Cost Proposal (Envelope Two)

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 should 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 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 – Appendices (Envelope One)

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.

o Appendix A – Proposal and Addendum Acknowledgement o Appendix B – Past Performance and References o Appendix C – Non-Collusion Certificate o Appendix D – Debarment Affidavit o Appendix E – Anti-Bribery Affidavit o Appendix F – Certificate of Insurance Coverage o Appendix G – Financial Proposal Form o Appendix H – MBE Form o Appendix I – Certificate State of Maryland Tax Certification o Appendix J – Certification of Compliance o Appendix K – Vendor Conflict of Interest Disclosure Form o Appendix L – Digital Tool Status and Details o Appendix M – Data Privacy and Security Agreement o Appendix N Exhibits A-B – PGCPS Data Privacy and Security Agreement (DPSA) o Appendix O – Third Party Security Verification o Appendix P – Artificial Intelligence Declaration PGCPS o Appendix Q – Digital Accessibility Agreement o Appendix R – Letter of Commitment (LOC) o Appendix S – Accessibility Conformance Report (ACR) o Appendix T – Digital Accessibility Roadmap (DAR) o Appendix U – Digital Accessibility Summary (DAS)

Appendix N Exhibits A-B are provided as an Excel spreadsheet attachment to this solicitation in eMMA.

D. VOLUME IV – Cost Proposal (Envelope Two)

The Offeror cost proposal shall include all labor, delivery, materials, tools, and equipment to perform work.

Vendors shall submit a detailed Cost Proposal using the Excel spreadsheet labeled Attachment A located in eMMA as an attachment to this RFP. The Cost Proposal must be separated from the Technical Proposal. No portion of the Technical Proposal should be included in the Cost Proposal.

All pricing shall remain fixed for the full contract term, including any renewals, unless an escalation or adjustment is explicitly included herein. Vendors must provide complete, fully loaded pricing, including licenses, implementation, training, support, maintenance, reporting, and any other costs required to deliver the services and deliverables described in this RFP.

A. Requirements:

1. Excel Format – Attachment A:

o The Cost Proposal (Attachment A) is provided as an Excel spreadsheet attachment to this solicitation in eMMA. Offerors must download Attachment A, complete all required pricing fields, and upload the completed spreadsheet with their Proposal.

o Do not amend, alter, or leave blank items on the Proposal Form.

o Do not include additional clarifying, contingent, or conditional language within or attached to the Proposal Form.

o Any costs necessary to provide the proposed services that are not identified in the Cost

Proposal will be the sole responsibility of the Offeror.

2. Pricing Structure:

o Provide fully loaded pricing for Years 1–3, including all platform modules (SEL, Drug

Prevention, MTSS), implementation, training, support, data management, reporting, and optional services.

o Provide separate pricing for Optional Years 4–5.

o Include detailed line-item breakdowns by module and service type.

o Use the Notes / Comments column to clarify assumptions such as cost per user, number of training sessions, or subscription tiers.

3. Financial Stability:

o Offerors shall demonstrate their financial stability by including a fiscal integrity / financial statement for the last two calendar years.

o If financial statements audited are available, submit them. If not, submit unaudited statements.

o Financial statements will be used to assess the Offeror’s ability to meet the contractual obligations.

4. Evaluation Reference:

o Cost proposals will be evaluated based on completeness, reasonableness, and alignment with the requirements of the RFP.

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) is committed to providing students with a comprehensive, coordinated approach to social-emotional learning (SEL) and student support services. In alignment with this commitment, the district is seeking qualified vendors to submit proposals for a platform that will streamline and enhance the delivery of SEL and intervention programs with supporting measurement tools across the district.

This RFP provides vendors with the opportunity to demonstrate their capability to deliver a scalable, fully integrated solution that supports district-wide implementation, aligns with recognized educational frameworks, and meets the diverse needs of students and staff. Responding vendors are expected to submit proposals that clearly describe their platform’s features, implementation strategy, training and support services, and capacity to integrate with existing district technology systems.

The information provided in this RFP is intended to guide vendors in preparing comprehensive proposals and to ensure a fair, competitive, and transparent selection process.

2. BACKGROUND

Prince George’s County Public Schools (PGCPS) currently relies on multiple platforms to deliver social-emotional learning (SEL) and student interventions across the Pre-K–12 spectrum. While each platform provides valuable resources, the district has experienced challenges related to duplication of services, inconsistent implementation across schools, fragmented data collection, and increased administrative complexity.

To address these challenges, PGCPS is seeking to consolidate all SEL and intervention services into a single, comprehensive platform. The goal is to streamline operations, provide consistent and equitable support to all students, and equip educators with a unified system for delivering lessons, implementing tiered interventions, monitoring outcomes, and accessing professional learning.

By consolidating platforms, the district aims to enhance efficiency, improve the quality and consistency of SEL and intervention programs, and enable data-driven decision-making at all levels. This initiative represents a strategic opportunity for vendors to provide a scalable, fully integrated solution that meets the district’s comprehensive needs and supports student success across all schools and grade levels.

3. SCOPE OF WORK

Prince George’s County Public Schools (PGCPS) invites qualified vendors to submit proposals to provide comprehensive behavioral framework and intervention services for students across Pre-K–12.

Vendors are expected to demonstrate the capacity to deliver high-quality, evidence-based services that support student social-emotional development, behavioral interventions, and positive school climate, in alignment with the district’s established behavioral framework and intervention strategies. All services must comply with applicable federal, state, and local regulations, including safety, privacy, and student protection requirements. Vendors should provide all necessary staffing, instructional materials, training, technical support, and implementation strategies to ensure effective, consistent, and measurable outcomes across participating schools.

3.1 Pre-K–12 Focus

The vendor should provide a comprehensive platform that serves students and staff across all grade levels, from Pre-K through Grade 12 in multiple languages (English and Spanish minimally). The platform must deliver differentiated, age-appropriate lessons, activities, and assessment tools that are accessible and inclusive for all learners, including students with disabilities. Services should be provided in-person at schools, virtually, or in a hybrid model as appropriate. Vendors must provide a staffing plan identifying the types of personnel required, including program coordinators, SEL specialists, trainers, and IT support, with qualifications, certifications, and experience levels clearly defined. Vendors must indicate whether their staff or district staff will deliver each component, provide staff-to-student ratios, and describe supervision and performance monitoring protocols. Vendors shall document service locations, hours of service, and any transportation needs or costs for on-site delivery.

Vendors should maintain a protocol for tracking, reporting, and updating background check status.

3.2 MTSS and PBIS Alignment

The platform must align with the district’s Multi-Tiered System of Supports (MTSS) and Positive Behavioral Interventions and Supports (PBIS) frameworks, ensuring consistent delivery of academic, behavioral, and social-emotional supports at all three tiers. Vendors will provide operational details, including hours of service, staff responsibilities, coordination plans, and reporting structures. Vendors shall provide documentation demonstrating MTSS/PBIS integration, escalation protocols from Tier 1 to Tier 3, and strategies for monitoring student progress.

3.3 Tiered Interventions

The platform shall provide evidence-based mental health lessons and structured tiered interventions for academic, behavioral, and social-emotional needs. The tiered intervention curriculum should address the diverse needs of students including issues like anxiety, depression, bullying, substance misuse and compliance with Erin’s Law. Interventions should offer lessons aligned with therapeutic practices such as Cognitive Behavioral Therapy (CBT), Dialectical Behavior Therapy (DBT) and Motivational Interviewing that allow students avenues for individualized learning paths. Vendors shall describe protocols for identifying at-risk students, delivering targeted interventions, adjusting support based on ongoing monitoring, and escalating interventions when required. Vendors should provide examples of intervention plans, tracking mechanisms, and reporting capabilities during demonstration.,.

3.4 SEL (Social Emotional Learning) Modules and Lessons

The platform should offer interactive and scaffolded or sequential SEL lessons for students in Pre-K-12 grade in multiple languages (English and Spanish minimally) and professional learning modules for educators and staff. Vendors shall supply instructional materials, including digital and physical resources, consumables, and student take-home materials as appropriate. The curriculum should embed principles such as emotional intelligence and positive psychology that have shown to impact overall wellbeing. Lessons should promote uniform language in PGCPS of belonging, hope, and equity to facilitate improved culture and climate in all schools. This platform should also include resources for families as well as students and in multiple languages (English and Spanish minimally) Vendors should provide curriculum mapping by grade level, lesson objectives, expected outcomes, and guidance for delivery across multiple school sites or virtual environments.

3.5 CASEL (Collaborative for Academic Social and Emotional Learning) Alignment

The platform shall integrate the five SEL competencies as defined by CASEL: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Vendors should provide a scope and sequence of each PreK-12 lesson and module to CASEL competencies and include assessment tools to measure student progress. Documentation shall demonstrate prior successful CASEL-aligned implementation.

3.6 Drug Prevention Intervention Modules

The platform shall provide age-appropriate drug prevention and intervention modules for Pre-K through Grade 12. The lessons should address a wide spectrum of substances that are pervasive among adolescents and teens, from vaping to opioids such as fentanyl, while exploring their physical, emotional, cognitive, and relational impacts. Additionally, the curriculum should incorporate evidence-based modules focused on prevention, intervention, and recovery, equipping students with tools for healing, resilience, and overcoming substance use and misuse. Vendors shall specify whether modules are prevention-focused, intervention-focused, or both, and describe how they integrate with SEL (Social Emotional Learning), MTSS (Multi-Tiered System of Supports), and PBIS (Positive Behavioral Interventions and Supports) frameworks. Vendors must provide operational details, including delivery methods (in-person or virtual), staffing requirements, staff credentials, supervision, and transportation needs for on-site delivery. Vendors should provide tools to monitor student engagement and outcome data, with tracking reporting procedures for district review.

3.7 Educator Learning Modules

The platform shall include professional learning modules for educators and staff, including live, virtual, and asynchronous options. The professional learning should offer initial and ongoing training for educators and staff. Vendors shall specify the duration, frequency, and target audience for each session. Materials, guides, and post-training support must be provided. Additionally, the vendor should offer data review and planning support as part of the ongoing support. Vendors shall track participation, completion, and mastery, and indicate whether modules provide certification or continuing education credits.

3.8 Data Dashboard

The platform should provide dashboards that allow real-time progress monitoring of the implementation of the lessons at the classroom, school and district level. The dashboard must also provide the capability to access the data via reports that can be downloaded for review and allow for real-time monitoring of student engagement, and SEL (Social Emotional Learning) competencies. Dashboards shall be customizable for students, classrooms, schools, and district-level administrators. Vendors shall describe the metrics tracked, reporting capabilities, and integration with district systems, including Clever. Staff using dashboards must comply with IT security and privacy standards.

3.9 Assessments

The platform should include nationally normed and research validated (multilingual) pre-assessments, post-assessments, and ongoing evaluation tools to measure student growth across behavioral, wellness, SEL (Social Emotional Learning) domains and school climate. Assessments must offer performance-based (early grades), strong psychometric validity and reliability and align with MTSS (Multi-Tiered System of Supports) tiers, CASEL competencies, and district standards. Vendors should provide scoring guides, sample reports, and instructions/workshops for using data to adjust instruction.

3.10 Outcome Data Tracking

The platform shall provide tools to track outcomes at student, classroom, school, and district levels.

Vendors should provide disaggregated reporting by grade, demographics, or other categories.

Outcome tracking shall inform program evaluation, adjustments, and decision-making. Vendors should provide sample reports and analytic methods. Staff responsible for data tracking must meet background clearance requirements.

3.11 Technology Integration

The platform shall integrate with district systems, including single sign-on via Clever and automated rostering via Clever Roster Sync, and comply with IT security and operational requirements. Vendors shall provide technical specifications, integration protocols, maintenance schedules, and support plans.

Vendors shall describe required hardware, software, internet, and district support needs.

3.12 Implementation and Support

Vendors should provide a comprehensive implementation plan, including rollout proposed school-by-school/district launch, professional development, and ongoing support. Delivery locations, transportation needs, and responsibilities for materials and supplies must be described. The implementation plan shall also address program fidelity, sustainability, updates, and post-implementation evaluation.

3.13 Vendor Demonstration Requirement

Selected vendors will be required to participate in a comprehensive demonstration of their proposed platform as part of the evaluation process. The demonstration will serve as a scored component of the overall evaluation and must address all elements outlined in the Scope of Work, including SEL (Social- Emotional Learning), MTSS (Multi-Tiered System of Supports), PBIS (Positive Behavioral Interventions and Supports), drug prevention and intervention modules, data reporting, system integration, usability, and training capabilities.

Selected vendors will be issued a scheduled date and time for a Zoom-based demonstration. Vendors must ensure that knowledgeable representatives are available to conduct the demonstration, provide detailed walkthroughs, and respond to technical and instructional questions from the evaluation panel.

3.14 Privacy, Data Security and Compliance

Vendors ensure that all services comply with federal, state, and local laws and regulations regarding the privacy, confidentiality, and security of student information. This includes, but is not limited to:

● FERPA (Family Educational Rights and Privacy Act): All student education records must be maintained in accordance with FERPA, ensuring confidentiality, restricted access, and proper handling of personally identifiable information. Vendors must implement procedures for secure storage, transmission, and disposal of student records.

● HIPAA (Health Insurance Portability and Accountability Act): If services involve the collection or management of student health-related information, vendors must comply with HIPAA requirements to protect the privacy and security of protected health information (PHI).

● Maryland State and Local Regulations: Vendors must adhere to applicable state and district policies regarding student privacy, data security, and reporting of behavioral or academic records.

● Data Security and Access Controls: Vendors ensure that only authorized personnel have access to student data. All digital platforms must meet PGCPS cybersecurity and IT security standards.

● Background Checks: All personnel providing services or interacting with students must complete district-approved background checks and maintain regular clearance updates throughout the contract.

● Audit and Reporting: Vendors shall maintain accurate records of all student interactions, interventions, and program delivery. Records must be available for review, audit, or monitoring by PGCPS upon request.

● Confidential Communication: Vendors must implement secure methods for communication with students, staff, and parents, ensuring confidentiality and compliance with all privacy laws.

● Security Audit Documentation: Vendors shall provide evidence of a current (issued within the last 18 months) System and Organization Controls 2 (SOC 2) Type 2 report that addresses security, availability, and confidentiality trust service criteria, OR an active ISO/IEC 27001 Certification with the corresponding Statement of Applicability (SoA).

Vendors’ proposals should include a detailed plan for safeguarding student information, ensuring regulatory compliance, and training staff on privacy and data security requirements.

TECHNICAL RESPONSE

4. Eligibility and Qualifications

Prince George’s County Public Schools (PGCPS) seeks proposals from qualified vendors to provide comprehensive behavioral framework and intervention services for students across Pre-K through Grade 12. Vendors must demonstrate the capacity, experience, and resources to deliver high-quality, evidence-based services that support student social-emotional development, behavioral interventions, and positive school climate in alignment with the district’s established frameworks and strategies.

Vendors must have a minimum of three (3) to five (5) years of relevant experience providing similar services in Pre-K–12 school settings.

Vendors must meet the following eligibility and qualification requirements for each program area:

4.1 Pre-K–12 Focus

● Experience delivering differentiated, age-appropriate lessons, activities, and assessments for Pre-K–12 students.

● Ability to provide services in-person, virtually, or in a hybrid model.

● Staffing plan with roles, qualifications, certifications, staff-to-student ratios, supervision, and performance monitoring protocols.

● Documentation of service locations, hours, and transportation needs.

4.2 MTSS and PBIS Alignment

● Proven experience implementing MTSS and PBIS frameworks in schools.

● Ability to provide operational details, escalation protocols, and documentation demonstrating

MTSS/PBIS integration.

4.3 Tiered Interventions

● Experience providing structured, evidence-based tiered interventions for academic, behavioral, and social-emotional needs.

● Ability to identify at-risk students, provide targeted interventions, monitor progress, and escalate support when required.

● Documentation of staff-to-student ratios, supervision, coordination, and follow-up procedures.

4.4 SEL (Social-Emotional Learning) Modules and Lessons

● Ability to provide interactive SEL lessons for students and professional learning modules for educators.

● Experience providing instructional materials (digital/physical) and curriculum mapping by grade level.

4.5 CASEL Alignment

● Experience integrating CASEL’s five SEL competencies into lessons and modules.

● Documentation of assessment tools for measuring student progress.

● Prior successful CASEL-aligned implementation.

4.6 Drug Prevention and Intervention Modules

● Experience providing age-appropriate drug prevention and intervention modules across Pre-K– 12.

● Ability to integrate modules with SEL, MTSS, and PBIS frameworks.

● Ability to monitor engagement and provide outcome data for district review.

4.7 Educator Learning Modules

● Experience delivering professional learning modules for educators in live, virtual, and asynchronous formats.

● Ability to provide materials, guides, post-training support, and track participation and mastery.

4.8 Data Dashboard

● Ability to provide dashboards for real-time monitoring of student engagement, behavioral outcomes, and SEL competencies.

● Experience with customizable dashboards for students, classroom, school, and district levels.

● Compliance with IT security and privacy standards.

4.9 Assessments

● Experience administering pre-assessments, post-assessments, and ongoing evaluation tools aligned with MTSS tiers, CASEL competencies, and district standards.

● Ability to provide scoring guides, sample reports, and instructions for using data to adjust instruction.

● Ability to offer nationally normed and performance-based assessments

4.10 Outcome Data Tracking

● Ability to track outcomes at student, classroom, school, and district levels, with disaggregated reporting by grade, demographics, or other categories.

● Experience using outcome data to inform program evaluation, adjustments, and decision-making.

4.11 Technology Integration

● Experience integrating platforms with district systems, including single sign-on via Clever.

● Compliance with IT security and operational requirements, including technical specifications, integration protocols, and maintenance schedules.

4.12 Implementation and Support

● Experience providing comprehensive implementation plans, including rollout schedules, school-by-school/district launch, and ongoing support.

● Ability to ensure program fidelity, sustainability, updates, and post-implementation evaluation.

5. Technical Approach

The contractor should provide a comprehensive technical approach designed to improve student social-emotional learning, behavioral outcomes, and positive school climate, while supporting educators and staff across Pre-K through Grade 12. This approach shall utilize evidence-based behavioral, social-emotional, and academic interventions aligned with PGCPS’s MTSS, PBIS, and SEL frameworks, ensuring measurable outcomes and program fidelity across all participating schools. The Offeror must acknowledge and agree to accept and execute Prince George’s County Public Schools (PGCPS) Data

Privacy and Security Agreement (Appendix M) as part of the final contract award.

5.1 Pre-K–12 Focus

Vendors shall provide a comprehensive platform that delivers differentiated, age-appropriate lessons, activities, and assessments for students across Pre-K through Grade 12. The approach should outline delivery modalities (in-person, virtual, hybrid), staffing structures, and supervision protocols. Vendors will demonstrate how lessons are inclusive for all learners, including students with disabilities, and provide examples of scalable implementation across multiple schools. Clear operational details, including service locations, hours, and transportation logistics for on-site delivery, must be included.

5.2 MTSS and PBIS Alignment

Vendors shall describe how their platform integrates with PGCPS’s MTSS and PBIS frameworks at all three tiers. The approach must include coordination plans, escalation protocols from Tier 1 to Tier 3, staff responsibilities, and reporting structures. Vendors should provide examples of operational procedures to monitor student progress and maintain consistent program fidelity across participating schools.

5.3 Tiered Interventions

Vendors shall detail evidence-based protocols for identifying at-risk students, delivering targeted interventions, and adjusting support based on ongoing monitoring. The approach should include staff-to-student ratios, supervision protocols, and escalation procedures for students requiring intensive support. Examples of intervention plans, tracking mechanisms, and reporting processes are required to demonstrate measurable impact.

5.4 SEL (Social-Emotional Learning) Modules and Lessons

Vendors shall provide interactive SEL lessons and professional learning modules for educators. The technical approach must include curriculum mapping, lesson objectives, instructional materials (digital and physical), and delivery strategies for multiple school sites or virtual environments. Vendors will describe how lessons foster social-emotional competencies and how student outcomes will be monitored.

5.5 CASEL Alignment

Vendors shall describe how their program integrates CASEL’s five SEL competencies (self-awareness, self-management, social awareness, relationship skills, and responsible decision-making). The approach must include alignment of lessons and modules to these competencies, as well as assessment tools to measure student progress. Vendors should provide examples of prior successful CASEL-aligned implementation.

5.6 Drug Prevention and Intervention Modules

Vendors shall describe their approach to providing age-appropriate drug prevention and intervention modules across Pre-K–12. The approach should demonstrate integration with SEL, MTSS, and PBIS frameworks, including operational details, delivery methods, staff roles, supervision, and monitoring of student engagement and outcomes. Vendors will provide strategies for ensuring sensitive content is delivered appropriately and safely.

5.7 Educator Learning Modules

Vendors shall describe professional learning modules for educators and staff, including live, virtual, and asynchronous delivery. The technical approach must specify session duration, frequency, target audience, materials, guides, post-training support, and certification or continuing education opportunities. Vendors will detail tracking participation, mastery, and feedback mechanisms.

5.8 Data Dashboard

Vendors shall describe the design and functionality of dashboards for real-time monitoring of student engagement, academic performance, behavioral outcomes, and SEL competencies. The approach must include customization options for students, classroom, school, and district levels, as well as integration with district systems, including Clever. Vendors should outline metrics tracked, reporting capabilities, and data security protocols.

5.9 Assessments

Vendors shall describe pre-assessment, post-assessment, and ongoing evaluation strategies aligned with MTSS tiers, CASEL competencies, and district standards. The technical approach should include assessment design, scoring guides, sample reports, and procedures for using data to guide instruction.

Vendors shall demonstrate how assessments will inform student interventions and program adjustments.

5.10 Outcome Data Tracking

Vendors shall describe methods for tracking outcomes at student, classroom, school, and district levels, including disaggregated reporting by grade, demographics, or other relevant categories. The approach should include tools and processes for monitoring progress, generating reports, and supporting data-driven program evaluation and continuous improvement.

5.11 Technology Integration

Vendors must provide a detailed plan for integrating the platform with district systems. This plan must specify single sign-on (SSO) capabilities for all school-based users (students, teachers, and staff) exclusively through Clever. ADFS/SAML may be utilized for non-school-based staff. The plan must include automated rostering via Clever. The technical approach should cover single sign-on, automated data transfers, hardware/software and browser requirements, integration protocols, maintenance schedules, licensing models and processes, and IT support plans. Vendors are required to ensure compliance with PGCPS cybersecurity standards and clearly define staff responsibilities for system management and troubleshooting.

5.12 Security Audit Documentation

Vendors shall provide evidence of a current (issued within the last 18 months) System and Organization Controls 2 (SOC 2) Type 2 report that addresses security, availability, and confidentiality trust service criteria, OR an active ISO/IEC 27001 Certification with the corresponding Statement of Applicability (SoA).

5.13 Implementation and Support

Vendors shall provide a comprehensive implementation plan, including proposed school-by-school or district rollout professional development, and ongoing support. Vendors will describe procedures for maintaining program fidelity, ensuring sustainability, updating content, and conducting post-implementation evaluation.

6. Implementation and Support Plan

Vendors should provide a comprehensive Implementation and Support Plan detailing their approach to g, launching, implementing and maintaining the SEL, Drug Prevention, and MTSS platforms. The plan must include, at a minimum:

1. Implementation Phases: Describe each phase of integration, including Planning, Pilot Testing, Full Implementation, Integration, and Evaluation, with anticipated timelines and milestones.

2. Roles and Responsibilities: Identify key personnel and their responsibilities for project management, technical support, and training. Include point-of-contact information for ongoing communication.

3. Training and Resources: Describe training modalities (e.g., virtual, in-person, blended), schedules, and resources provided for staff, administrators, and end users. Include any guides, manuals, or self-paced materials.

4. Technical Support: Detail help desk availability, response and resolution times, escalation procedures, and ongoing maintenance plans.

5. Monitoring and Evaluation: Explain methods to track platform adoption, usage, and issue resolution during and after implementation.

6. Optional Enhancements: Include strategies for continuous improvement, system updates, user engagement, and integration with other district platforms.

Vendors should ensure their plan demonstrates the ability to provide a seamless deployment experience, sustain platform adoption, and support ongoing operational needs.

7. Data Management, Assessment, and Reporting

Vendors shall describe their approach to Data Management, Assessment, and Reporting, ensuring compliance, security, and actionable insights. The plan must address:

1. Data Security and Privacy: Describe compliance with FERPA, HIPAA, Maryland state laws, and other relevant regulations. Include encryption methods, user authentication, and data access controls.

2. Data Collection and Storage: Outline procedures for collecting, storing, and protecting student, staff, and program data. Include retention policies and secure deletion or anonymization procedures.

3. Assessment and Evaluation: Explain tools and methodologies for evaluating program effectiveness, student behavioral outcomes, and engagement. Include pre- and post-assessment measures if applicable.

4. Reporting Capabilities: Describe standard and custom reporting features, dashboards, analytic tools, and frequency of report updates. Provide examples of how reports can support data-driven decision-making.

5. Integration: Explain compatibility with existing district systems (e.g., Student Information System, Learning Management System) and ability to import/export data in required formats.

6. Data Retention and Management: Provide policies for long-term storage, archival, and secure deletion of sensitive information.

8. Past Performance and References

Vendors will provide a summary of their past performance, demonstrating experience and capability in delivering services like those requested in this RFP. This section should highlight the vendor’s ability to provide effective SEL, student interventions, drug prevention, and MTSS platforms, including implementation, training, and ongoing support.

For a minimum of three (3) projects completed within the last five (5) years, provide:

1. Project Overview: Name, description, objectives, contract value, and project duration (start and end dates). Explain how the project is like the services requested in this RFP.

2. Client Reference: Name, title, organization, email, and phone number of a client representative who can speak to your performance.

3. Performance Outcomes: Include measurable results, impacts, or lessons learned that demonstrate your ability to deliver high-quality services.

References may be contacted as part of the evaluation process. Vendors are encouraged to provide references that best reflect their experience and success in delivering comparable services.

9. MBE Minority Enterprise (MBE)

Offerors shall fully describe, in their Technical Response, how they intend to achieve the MBE participation goal specified in this RFP. The response must identify the role of each MBE firm in the project, including their responsibilities, relevant experience, and how their participation…