Social Emotional Learning / Character Development Program fro Students K - 12

2026-11-03

I . Purpose and Overview The Dougherty County School System ( DCSS ) is seeking proposals from qualified and experienced organizations to design , implement , and support a comprehensive , multi - tiered Social Emotional Learning ( SEL ) and character development program for students in grades K – 12 . The intent of this Request for Proposals ( RFP ) is to identify a partner capable of delivering an evidence - based , culturally responsive , and developmentally appropriate framework that supports the academic success , well - being , and positive behavioral outcomes of all students . The selected vendor ( s ) will provide a scalable and sustainable SEL and character development solution aligned to a Multi - Tiered System of Supports ( MTSS ), integrating universal ( Tier 1 ), targeted ( Tier 2 ), and intensive ( Tier 3 ) supports . Services shall include , but not be limited to , curriculum resources , professional learning , coaching , implementation support , data tools , and ongoing program evaluation . II . Program Goals and Guiding Principles The proposed SEL and character development program should : • Support the whole child by addressing social , emotional , behavioral , and character competencies . • Align with recognized SEL frameworks ( e . g ., CASEL or comparable evidence - based models ). • Be developmentally appropriate across elementary , middle , and high school grade bands . • Be inclusive , culturally responsive , and supportive of diverse student populations , including students with disabilities , English learners , and students experiencing adversity . • Integrate with existing District initiatives related to MTSS , PBIS , restorative practices , trauma - informed practices , and academic instruction . • Emphasize sustainability , capacity - building , and continuous improvement . III . Scope of Services a . Program Design and Framework The vendor shall propose a comprehensive SEL and character development framework that : • Clearly articulates Tier 1 , Tier 2 , and Tier 3 supports and interventions . • Defines core competencies and character traits addressed at each grade band . • Aligns SEL instruction with classroom practice , school culture , and family engagement . • Provides flexibility for implementation across diverse school settings . b . Tier 1 – Universal Supports ( All Students ) Tier 1 services shall include : • Evidence - based SEL and character development curriculum and instructional resources for grades K – 12 . • Integration of SEL into daily classroom routines , schoolwide practices , and instructional content . • Guidance for embedding SEL into discipline approaches that emphasize skillbuilding , restorative practices , and positive behavior development . • Tools to support culturally and linguistically responsive practices . • Universal screening or progress - monitoring tools , if applicable , to assess student SEL competencies and inform instruction . c . Tier 2 – Targeted Supports ( Some Students ) Tier 2 services shall include : • Targeted small - group interventions and instructional supports for students requiring additional SEL or behavioral assistance . • Guidance for identifying students needing Tier 2 supports using data - informed decision - making . • Intervention materials , lesson plans , and progress - monitoring tools . • Coaching and consultation support for school staff implementing targeted interventions . d . Tier 3 – Intensive Supports ( Few Students ) Tier 3 services shall include : • Intensive , individualized SEL and behavioral intervention strategies . • Alignment with special education , counseling , mental health , and related services as appropriate . • Support for developing individualized intervention plans and monitoring progress . • Collaboration with District staff and , when appropriate , families and community partners . e . Professional Learning and Capacity Building The vendor shall provide a comprehensive professional learning plan that may include : • Initial and ongoing professional development for administrators , teachers , counselors , support staff , and other stakeholders . • Training on SEL foundations , MTSS alignment , culturally responsive practices , and implementation fidelity . • Onsite , virtual , or hybrid delivery options . • Coaching , modeling , feedback , and follow - up support to reinforce learning and implementation . f . Implementation Support and Project Management The vendor shall : • Collaborate with the District to develop an implementation plan and timeline . • Provide implementation guides , tools , and resources . • Designate a project manager or primary point of contact . • Participate in regular progress meetings with District staff

Georgia

2026-04-29