Glade Elementary School

Webster County Schools is seeking proposals from qualified individuals or organizations to design and facilitate professional learning focused on understanding and addressing the impact of poverty, drug/alcohol abuse, and mental health challenges on students, families, schools, and society.

Educators and public education professionals increasingly serve children and families facing complex barriers that directly affect learning, behavior, attendance, and overall well-being. This professional learning will equip participants with research-based knowledge, trauma-informed practices, and practical strategies to better support students from families experiencing economic hardship, substance use disorders, and/or mental health struggles.

Purpose and Goals

The purpose of this RFP is to identify a provider capable of delivering an engaging, interactive, and actionable professional learning experience that is fully aligned with the Elementary and Secondary Education Act (ESSA), including Title I, Part A requirements for high-quality professional development.

The professional learning experience must support schools in meeting ESSA expectations by providing professional learning that is designed to improve educator effectiveness and student outcomes, and grounded in evidence-based and trauma-informed practices. Specifically, the academy should:

·         Build educator understanding of how poverty, substance use, and mental health challenges impact learning, behavior, and achievement

·         Equip educators and public education professionals with practical tools, strategies, and resources to support students and families most at risk

·         Support equitable access to learning by addressing barriers that disproportionately affect Title I populations

·       Foster reflective practice and collaboration among participants

·         Strengthen the capacity of schools to create safe, supportive, and inclusive learning environments

Target Audience

The professional learning should be designed for a broad audience working within public education settings, including but not limited to:

• Teachers (PreK–12)

• School administrators

• Counselors, social workers, and psychologists

• Instructional coaches

• Support staff and paraprofessionals

• Community or family engagement staff

Scope of Work

Proposals should include a comprehensive plan for professional learning that addresses the following components:

A. Core Content Areas

The professional learning should address, at minimum:

·         The impact of poverty on learning, health, behavior, and opportunity

·         The effects of drug and alcohol abuse on families and children

·         Common mental health challenges affecting students and caregivers

·         Trauma-informed and resilience-based practices

·         Protective factors and strengths-based approaches

·         The role of schools as stabilizing and supportive environments

·         Ethical considerations and professional boundaries

B. Skill Development and Application

The professional learning must emphasize practical application, including:

·         Strategies for building trusting relationships with students and families

·         Classroom and school-based practices that support regulation, engagement, and belonging

·         Approaches for responding to challenging behaviors through a trauma-informed lens

·         Collaboration with families, community agencies, and support services

·         Strategies for educator self-care and preventing burnout

C. Active Engagement and Reflection

Sessions must be highly engaging and include structured opportunities for participants to:

·         Engage in small- and large-group discussions

·         Reflect on current practices and beliefs

·         Analyze case studies and real-world scenarios

·         Develop actionable plans and resources for immediate implementation

Format and Delivery

Proposals should clearly outline:

• Recommended format (in-person, virtual, or hybrid)

• Length and structure of the professional learning (e.g., multi-session series, full-day academy, or multi-day experience, primary academy with follow-up coaching)

• Instructional strategies to ensure engagement (interactive activities, reflection tools, collaborative work time)

• Materials and resources to be provided to participants (and if they incur an additional cost or are included in the proposal)

Preference will be given to proposals that allow participants time during the academy to develop customized resources, strategies, or action plans aligned to their specific roles and school contexts.

Deliverables

Expected deliverables should include:

·         A detailed academy agenda and session outlines

·         Participant learning materials and resources

·         Practical tools (e.g., checklists, reflection guides, strategy banks, planning templates)

·         Opportunities for follow-up support, reflection, or coaching (if available)

·         Post-academy evaluation or feedback tools

Timelines

Proposals should include a proposed timeline for:

• Planning and customization

• Delivery of the professional learning experience

• Submission of materials and follow-up supports

Webster County Schools anticipates launching the professional learning experience during the summer of 2026, though flexibility is encouraged.

Proposal Submission Requirements

Interested vendors or facilitators should submit a proposal that includes:

1. Organizational or individual background and qualifications

2. Relevant experience delivering professional learning on poverty, trauma, substance use, and/or mental health

3. Description of the proposed academy design and instructional approach

4. Sample agenda or session outline

5. Description of participant engagement and reflection strategies

6. List of deliverables and materials

7. Proposed budget and cost structure

8. Research/Evidence-base of proposed academy content and instructional approach

9. References from previous clients (if available)

Evaluation Criteria

Proposals will be evaluated based on:

• Alignment with the purpose, goals, and ESSA/Title I priorities outlined in this RFP

• Demonstrated expertise in poverty-informed, trauma-informed, substance use, and mental health-related professional learning

• Evidence of research-based or evidence-informed practices

• Quality, relevance and practicality of proposed strategies and resources

• Level of participant engagement, collaboration, and reflection

• Experience working with Title I schools or similar public education settings

• Cost-effectiveness and overall value

Vendor Scoring Rubric

Proposals will be scored using the rubric below. Total possible points: 100.

Submission Instructions

Proposals must be submitted electronically by midnight on Monday, March 31^st, 2026 to Allison Pyle at apyle@k12.wv.us. Late proposals will not be considered. Please include "Professional Learning Proposal" in the subject line of your submission. Questions regarding this RFP should be directed to the contact listed above.

Renewal Clause

The contract may be renewed annually for up to three years, pending continued funding availability, satisfactory performance, and mutual agreement between both parties.

Disclaimer

Webster County School District reserves the right to reject any or all proposals and to select the proposal that best meets the needs of the organization.

Allison Pyle, Ed.D.

Director of Student and Administrative Support

Webster County Schools

(304) 847-5638 ext. 2204

apyle@k12.wv.us