REQUEST FOR PROPOSAL

OKLAHOMA INSTITUTIONS OF HIGHER EDUCATION – EARLY CHILDHOOD PROFESSIONAL PREPARATIONEFFECTIVENESS ASSESSMENT

Bid Submittal Deadline Friday January 11, 2013 at 5:00 pm CST

Award Amount: $90,000

ISSUING OFFICE:

SMART START OKLAHOMA

Oklahoma Partnership for School Readiness Foundation

SmartStart Oklahoma

421 NW 13th Street, Suite 270

Oklahoma City, Oklahoma 73103

TABLE OF CONTENTS

PART I.INTRODUCTIONp. 3

PART II.APPLICATION INSTRUCTIONSp. 7

PART III.EVALUATION CRITERIAp. 13

PART IV.GENERAL INFORMATION FOR CONTRACTORSp. 15

APPENDIX A.SUBMISSION CHECKLISTp. 20

APPENDIX B.BUDGET DETAILSp. 21

PART I

INTRODUCTION

I.1. Purpose. The Oklahoma Partnership for School Readiness Foundation (OPSRF) is soliciting proposals from organizationstocollaborate with Smart Start Oklahoma to assess the effectiveness of private and public Institutions of Higher Education (IHE) and other educational entities to adequately prepare professionals to enter and succeed in the early childhood workforce. For the purpose of this application an effectiveness assessment will examine the extent to which IHEs and other educational entities in Oklahomaadequately prepare graduates and professionals to effectively meet core competencies within their employment setting. Core competency areas include 1) child growth and development; 2) health safety and nutrition; 3) child observation and assessment; 4) family and community partnerships; 5) learning environment and curriculum; 6) interactions with children; 7) program planning, development, and evaluation; and 8) professionalism and leadership. The assessment should also examine the effectiveness of preparation in relation to Oklahoma early learning guidelines (including Oklahoma C3 Standards for Pre-kindergarten and Kindergarten) that, in addition to the core competencies, specify approaches to develop young children’s skills around creativity, language development, mathematics, physical development, science, social and emotional development, and self and social awareness.

The purpose of the assessment is to analyze whether graduates of IHEs meet core competencies for early childhood professionals and 1) the extent to which guidelines are used to implement curriculum based on nationally recognized professional preparation standards;2) the process IHEs and other institutions use to measure the degree to which they meet nationally recognized professional preparation standards; and 3) the extent to which institutions evaluate whether graduates of IHEs and other educational institutions in Oklahoma obtain employment and effectively meet core competency and early learning guideline expectationswithin their employment setting. This assessment shall focus on early childhood education and child development graduates from public and private institutions of higher education in Oklahoma offering 2- and 4-year degree programs.

The assessment shall be conducted in collaboration with Smart Start Oklahoma to assure the information meets the legislative goals of the Oklahoma Partnership for School Readiness.

I.2. Objective. The objective for contracting these services is to obtain a comprehensive assessment of the effectiveness of higher education institutions in the State of Oklahoma toward successfully trainingand preparing professionals in the early childhood workforce who provide care, education and support to families of children ages birth to age six. The proposal should provide a comprehensive review of the effectiveness of pre-service preparationthat includes:

  • Recruitment
  • Operational characteristics
  • Program characteristics/Standards
  • Instructional methods
  • Alignment with national preparation standards
  • Program evaluation

This solicitation provides interested contractors with sufficient information to enable them to prepare and submit responses for consideration by OPSRF. See Part II (Application Instructions) for detailed information pertaining to the proposal requirements.

I.3. Background. In 2007, under the federal reauthorization of Head Start, the Governor of each state was charged with creating or identifying a state advisory council for early childhood. The Oklahoma Partnership for School Readiness (OPSR), branded as Smart Start Oklahoma, received this designation in November of 2008, entering into a memorandum of understanding with the Governor’s Office and the Head Start Collaboration Office. To further solidify this Council, during the spring 2010 legislative session, the Oklahoma State Legislature passed HB 3125 to expand the duties of the Oklahoma Partnership for School Readiness Board to include the dutiesof the State Early Childhood Advisory Council (SECAC). This legislation became effective on November 1, 2010. The establishment of the council positioned Oklahoma to apply for federal funding to support the work of the SECAC, outline priorities for the state to address, and complement and enhance the work currently being done through the OPSR Board.

State legislation that originally created the OPSR board also authorized a foundation to be created for securing funding to support implementation of the OPSR Act. This foundation is named the Oklahoma Partnership for School Readiness Foundation (OPSRF). The OPSRF, while functioning to secure funding on a statewide level for OPSR and its network, also serves as the financial overseer and fiscal agent for the federal SECAC grant funds.

As the State Early Childhood Advisory Council, OPSR accepted additional tasks under the federallegislation identified in the paragraph below. To view the entire additional tasks of the advisory councils, please visit

“(vi) Assess the capacity and effectiveness of 2 and 4 year old public and private institutions of higher education in the state toward supporting the development of early childhood educators, including the extent to which such institutions have in place articulation agreements, professional development and career advancement plans, and practice or internships for students to spend time in a Head Start or prekindergarten program.”

To accomplish the additional tasks, OPSR created a workgroup structure, comprised of on-the-ground experts to advise and inform the state council. These workgroups are:

  • Quality, Access, Standards, and Accountability
  • Data Systems and Coordination
  • ProfessionalDevelopment and Workforce
  • Community Mobilization
  • Public Engagement
  • Special Populations

In addition OPSR has eighteen (18) local Smart Start Community offices, which provide services to communities and conduct periodic local needs assessments for the county or counties they serve. To date, approximately fifty-two (52) of the state’s seventy-seven (77) counties are represented by local Smart Start Community offices throughout Oklahoma.

The Professional Development and Workforce Workgroup (PDW) has been charged with task (vi) of the federal legislation. The intent of this application is an assessment of the effectiveness of IHEsand other institutions that train early childhood professionals. PDW, under the auspices of the Oklahoma Partnership for School Readiness, is seeking a contractor to accomplish this task.

I.4. Statement of Need. In order to effectively address pressing educational problems, early childhood professional preparation programs must attend to the changing needs of children, society, institutions, professionals, and the profession. The different systems that form or affect the child’s environment have direct and indirect effects on the child’s development and learning. Early childhood preparation programs should be in tune with changes and interactions within and between all of these systems. This includes changes in the nation’s demographics in terms of cultural and linguistic diversity, as well as diversity of family structures.

The National Association for the Education of Young Children (NAEYC) report “Workforce Designs, A Policy Blueprint for State Early Childhood Professional Development Systems” acknowledgesthat the knowledge and skills of early childhood program staff are the foundation of high quality early childhood programs. National findings point to the lack of cross-sector systems of professional development for early childhood educators as a serious barrier in providing high quality education for young children.

The NAEYC report sets out a blueprintfor early childhood professional development systemsto be comprehensive in preparation and ongoing development and support for all early childhood professionals working with and on behalf of young children. The report suggests states enact policies around principles that support 1) increased integration; 2) improved quality; 3) diversity, inclusion and access; and 4) compensation equity. Policy areas that are essential to support this blueprint should incorporate 1) professional standards; 2) career pathways; 3) articulation; 4) advisory structures such as those represented by OPSR; 5) data; and 6) financing.[1]

Additionally the Center for the Study of Child Care Employment’s report, “Preparing Teachers of Young Children: the Current State of Knowledge and a Blueprint for the Future,” recommends 1) a cross systems approach; 2) an ecological framework that pays attention to education training and support that are best for educators in different circumstances; and 3) a clear focus on outcomes.

This proposal attempts to address a gap in understanding about the effectiveness of Oklahoma’s IHE and other institutions in educating, supporting and graduating individuals for the future early childhood workforce with the necessary competencies to achieve aims tied to the NAEYC blueprint incorporating recognition of the changing and ongoing needs of children and their families. This assessment serves to increase this understanding at the preparatory level in Oklahoma.[2]

PART II

APPLICATION INSTRUCTIONS

REQUIRED CONTENT AND FORMAT

Applicants are required to submit one (1) electronic and five (5) hardcopies of all application materials. The electronic version must be a .pdf file and does not need to contain signatures. The hard copies must be complete with necessary signature(s). All copies of proposals must include all required attachments (see Appendix A for complete checklist).

To be considered, the response must include all requirements in this part of the RFP. Any other information thought to be relevant but not applicable to the enumerated categories, should be provided as an appendix to the RFP response.

For all responses, we request that the following standards be used:

  • Adhere to the page limit requirements as stated in the Project Description
  • A “page” is 8 in. by 11 in. on one side only with 1 in. margins on all sides
  • Number each page and use a 12-point Times New Roman font
  • Narrative responses must be double-spaced

Forms:

Submit the budget on the attached Budget Worksheet.

Submission Instructions:

Five (5) original proposals must be delivered in paper format with signature, to Smart Start Oklahoma. One (1) electronic copy must be emailed in.pdf format to Debra Andersen, Executive Director at . All copies must be received on or before Friday January 11, 2013 at 5:00 pm CST.

Mail or Deliver the Application to:

Smart Start Oklahoma

421 Northwest 13th Street, Suite 270

Oklahoma City, Oklahoma 73103

DEFINITIONS

Essential Policy Areas include Professional Standards, Career Pathways, Articulation, Advisory Structure, Data, and Financing.

Early Childhood Workforce includes teachers, administrators, and support staff in an education or development setting for children under age six.

Oklahoma Core Competencies for Early Childhood Practitioners were developed by the Oklahoma Department of Human services, Oklahoma Child Care Services Division in 2008. A copy can be obtained at

Oklahoma Early Learning Guidelines for Infants, Toddlers and Twos: Ages 0 through 36 Months was developed by a taskforce of early childhood stakeholders, convened by the Oklahoma Department of Human Services. A copy can be obtained at

Oklahoma Early Learning Guidelines for Children: Ages Three through Five was developed by a taskforce of early childhood stakeholders, convened by the Oklahoma Department of Human Services. An online version may be obtained at

PROJECT DESCRIPTION

The project description should be concise and complete. It should address the purpose of the RFP and describe the overall objectives for completing this project. Applicants should describe the approach, experience, and provide assurances they are able to meet the contractor’s requirements set forth in this RFP.

II.1.Introduction. Describe the need for an assessment of the effectiveness of IHEs and other educational institutions toprepare the early childhood workforce in Oklahoma and the strategies that will be employed to conduct this assessment. Please limit narrative response in this section to ten (10) pages.

The Policy Blueprint developed by NAEYC referenced in the Statement of Need on pages 6 and 7 should be the framework governing the assessment process. The proposal should specificallyidentify strategies that succeed as well as barriers that exist in preparation of a quality early childhood workforce.

II.2. Approach. Describe the activities to complete sections A-C outlined below. Please limit narrative response in this section to twenty(20)pages.

  1. Pre-Assessment. The pre-assessment phase is a process for gathering input fromkey stakeholders to assure the assessment elements are appropriate and meet the needs of the Oklahoma Partnership for School Readiness legislative requirements. Describe the process that will be used to accomplish the following:
  • Identifying the educational institutions for participation in the project
  • Identifying other key informants to the assessment including graduates from IHEs, employers and parents of young children
  • Identifying tools to be used to conduct the assessment – survey instruments, etc.
  • Identifying methodology for collecting assessment data
  • Facilitating relevant stakeholders to assist in determining the scope of the study through confirmation or modification of key issues identified under the contractor’s approach identified in II.1
  • Finalizing a timeline for completion of all project activities

Deliverables:By February 22, 2013 a report will be submitted to OPSR to include 1) stakeholders participating in the development of key issues; 2) priorities identified by stakeholders; 3) participating educational institutions; 4) tools and methodology used to gather information; 5) project timeline; and 6) a written summary of progress to date with anticipated next steps.

  1. Assessment. The assessment phase is the process of gathering the pertinent information to answer the question of effectiveness in Oklahoma for preparing professionals in the early childhood workforce. The work plan for the assessment phase should include a description of the methodology that will be used to gather the following information on identified educational institutions in Oklahoma:
  • Type of institutions from both the public and private sectors
  • Carnegie Classification
  • Early childhood education program degree, major, or credential
  • Age span of early childhood program emphasis
  • Program preparation/alignment with core competencies and workforce credentials
  • Evaluation of effectiveness of professional preparation by individual institutions
  • Recruitment strategies into the professional preparation program
  • Admission criteria into the program
  • Institutional characteristics of the program
  • Curriculum
  • Instructional strategies
  • Instructor credentials
  • Other pertinent information

The assessment should also analyze the relationship of meeting core competencies and early learning guidelines to categories identified below. This analysis should be statewide and provide an overall analysis of the:

  • Comprehensiveness of program preparation/alignment with national preparation standards in Oklahoma
  • Compliance with the Individuals with Disabilities Education Act
  • Family inclusion
  • Methods to evaluate effectiveness of personnel preparation
  • Success and Barriers to recruitment/retention strategies
  • Institutional features including the extent to which coursework is transferable to other institutions in Oklahoma(Articulation Agreements)
  • Curriculum development identifying various types of coursework content, level of collaboration between institutions, and methods for career preparation
  • Instructional strategies (please identify the use of evidence-based practices and the intensity, duration, types, and quality of settings and professional preparation of instructors and supervisors for each component of instruction)

Include a timeline for collection and analysis of data.

Deliverable: By May 31, 2013 deliver a report providing an analysis of the overall effectiveness of educational institution’s preparation/preservice strategies in improving the quality of early childhood professionals’ experience in 1) securing employment; 2) retaining employment; and 3) effectively demonstrating core competencies and application of early learning guidelines in performing functions relevant to their early childhood positions. The report should provide recommendations for any changes needed in these areas. Findings should also recommend strategies to maximize quality recruitment, standardize preparation of high quality preparatory and professional development programs, create common expectations, identify basic program components and their delivery mechanisms, and maximize training/service delivery opportunities. Finally, the report should identify mechanismswhereby educational institutions receive feedback from employers and families to assess preparation against workforce and child development needs.

  1. Post-Assessment. The post-assessment phase is to provide a description and interpretation of the results of the assessments and to provide recommendations for future systems and policy changes. The post-assessment work plan should describe at a minimum:
  • Methods to present project findings, to obtain feedback, and form recommendations to an audience that might include elected officials, early childhood stakeholders, faculty staff, administration of IHEs and career technology centers in Oklahoma, families and other interested citizens.
  • Method of providing input, based on the results of the effectiveness assessment, to the Oklahoma Partnership for School Readiness and Professional Development and Workforce Work Group for the purposes of developing recommendations to the Governor.

Deliverables: By June 30, 2013 a final report will be submitted including feedback obtained during the post-assessment. The final report shall include research briefs on specific issuesidentified during the process, a full technical report including data gathered during the assessment process, an executive summary, and a directory of educational institutions’ early childhood programs (both degreed and otherwise) in the state illustrating their level of alignment to the workforce competenciesand early learning guidelines identified under the purpose section of the RFP. The final report shall evaluate the state’s performance in relation to policies that support principles for a blueprint of comprehensive preparation for all early childhood education professionals working with and on behalf of young children. The contractor will be required to present findings and recommendations to the Professional Development and Workforce Workgroup and to the OklahomaPartnership for School Readiness Board.

II.3. ContractorExperience. All applicants must address the following areas (A-C) related to experience. Please limit narrative response to ten (10) pages. Include resume(s) as an attachment.