Early Learning and Kindergarten Guidelines

Early Learning and Kindergarten Guidelines Early Education Consulting: Revise and update the Early Learning and Kindergarten Guidelines. Last Updated: 7/1/2023 Page 1 of 56 COVER PAGE Oregon Department of Early Learning and Care and Oregon Department of Education Is issuing this Request For Proposals (RFP) OregonBuys Bid # S-58800-00015387 for EARLY LEARNING AND KINDERGARTEN GUIDELINES Date of Issue: November 20, 2025 Opening Date: December 22, 2025 at 5:00 PM PST Single Point of Contact (SPC): Jordyn Stanley, Contract Specialist 2 Address: 700 Summer ST NE City, State, Zip: Salem, OR 97301 Phone (voice): 971-240-8749 E-mail: Jordyn.stanley@delc.oregon.gov The State of Oregon promotes equal opportunity for all individuals without regard to age, color, disability, marital status, national origin, race, religion or creed, sex or gender, sexual orientation, or veteran status. Page 2 of 56 TABLE OF CONTENTS SECTION 1: GENERAL INFORMATION .......................................................................................................................................................... 4 1.1 INTRODUCTION ................................................................................................................................................................................................... 4 1.2 SCHEDULE ............................................................................................................................................................................................................... 4 1.3 SINGLE POINT OF CONTACT (SPC) .......................................................................................................................................................... 4 SECTION 2: AUTHORITY, OVERVIEW, AND SCOPE 5 2.1 AUTHORITY AND METHOD .......................................................................................................................................................................... 5 2.2 DEFINITION OF TERMS ................................................................................................................................................................................... 5 2.3 OVERVIEW AND PURPOSE ........................................................................................................................................................................... 9 2.4 SCOPE OF SERVICES ....................................................................................................................................................................................... 12 SECTION 3: PROCUREMENT REQUIREMENTS ....................................................................................................................................................... 16 3.1 MINIMUM SUBMISSION REQUIREMENTS ........................................................................................................................................ 16 3.2 ROUND 1 PROPOSAL REQUIREMENTS .............................................................................................................................................. 18 SECTION 4: ROUND 1 SOLICITATION PROCESS 25 4.1 PUBLIC NOTICE ................................................................................................................................................................................................ 25 4.2 PRE- PROPOSAL CONFERENCE............................................................................................................................................................ 26 4.3 QUESTIONS / REQUESTS FOR CLARIFICATION ....................................................................................................................... 26 4.4 SOLICITATION PROTESTS .......................................................................................................................................................................... 26 4.5 PROPOSAL DELIVERY OPTIONS ............................................................................................................................................................. 27 4.6 PROPOSAL MODIFICATION OR WITHDRAWAL ........................................................................................................................... 28 4.7 PROPOSAL DUE ................................................................................................................................................................................................. 28 4.8 PUBLIC OPENING ............................................................................................................................................................................................. 28 4.9 PROPOSAL REJECTION ................................................................................................................................................................................. 28 4.10 ROUND 1 EVALUATION PROCESS ......................................................................................................................................................... 29 4.11 ROUND 1 POINT AND SCORE CALCULATIONS .............................................................................................................................. 31 4.12 ROUND 1 RANKING OF PROPOSERS .................................................................................................................................................... 35 4.13 ROUND 1 NEXT STEP DETERMINATION ........................................................................................................................................... 36 SECTION 5: AWARD AND NEGOTIATION ........................................................................................................................................................... 37 5.1 AWARD NOTIFICATION PROCESS ......................................................................................................................................................... 37 5.2 INTENT TO AWARD PROTEST ................................................................................................................................................................. 37 5.3 APPARENT SUCCESSFUL PROPOSER SUBMISSION REQUIREMENTS ............................................................................ 38 5.4 CONTRACT NEGOTIATION ........................................................................................................................................................................ 39 SECTION 6: AWARD AND NEGOTIATION ........................................................................................................................................................... 40 6.1 COMMITMENT TO DIVERSITY, EQUITY, AND INCLUSION ..................................................................................................... 40 6.2 CERTIFIED FIRM PARTICIPATION ........................................................................................................................................................ 40 Page 3 of 56 6.3 GOVERNING LAWS AND REGULATIONS ........................................................................................................................................... 40 6.4 OWNERSHIP/PERMISSION TO USE MATERIALS ......................................................................................................................... 40 6.5 CANCELLATION OF RFP; REJECTION OF PROPOSALS; NO DAMAGES. ........................................................................... 41 6.6 COST OF SUBMITTING A PROPOSAL ................................................................................................................................................... 41 6.7 STATEWIDE E-WASTE/RECOVERY POLICY ................................................................................................................................... 41 6.8 RECYCLABLE PRODUCTS ............................................................................................................................................................................ 41 6.9 CHECKLIST DISCLAIMER ............................................................................................................................................................................ 41 List of Attachments Attachment A: Sample Contract Attachment B: Disclosure Exemption Affidavit Attachment C: Proposer Information and Certification Sheet Attachment D: Reference Check Form Attachment E: ELKG Cost Proposal Attachment F: (removed) Attachment G: Birth Through Five Literacy Plan Report Attachment H: Oregon’s Early Literacy Framework Attachment I: Kindergarten and Englsih Langauge Arts Standards Attachment J: 2021 Oregon Math Standards Attachment K: K12 Full Version with Guidance Attachment L: 2021 Grade K Mathematics Attachment M: ODE Oregon’s Transformative SEL Framework Standards Attachment N: Head Start Early Learning Outcomes Framework Attachment O: NAEYC Professional Standards and Competencies for Early Educators Page 4 of 56 SECTION 1: GENERAL INFORMATION 1.1 INTRODUCTION The Oregon Department of Early Learning and Care (“DELC” or “Agency”) is issuing this Request for Proposal (“RFP”) for a contractor to revise and update the Early Learning and Kindergarten Guidelines (ELKG). This project will ensure stronger alignment with Oregon’s Early Literacy Framework, incorporate updated standards and Tribal perspectives, resources, incorporate students who experience a disability, and extend the guidelines to include infants and toddlers within the birth-to-five continuum. DELC anticipates the award of one Contract from this RFP. The initial term of the Contract will be 1 year with options to renew. Additional details on the Scope of the services are included in the Scope of Services section. 1.2 SCHEDULE The table below represents a tentative schedule of events. All times are listed in Pacific Time. All dates listed are subject to change. N/A denotes that event is not applicable to this RFP. Event Date Time RFP Release to OregonBuys 11/20/2025 5:00 PM Voluntary Pre-Proposal Conference 12/2/2025 10:30 AM Questions / Clarification/Protests Due 12/3/2025 5:00 PM Answers to Questions/Clarification/Protest posted to OregonBuys 12/8/2025 5:00 PM Closing (Proposals Due) 12/22/2025 5:00 PM Evaluation Team Evaluates Proposer Response 12/23/2025 - 1/5/2025 5:00 PM Additional Rounds: Presentations, Demonstrations, or Interviews(If needed) TBD TBD Issuance of Notice of Intent to Award (approx.) 1/9/2026 5:00 PM Award Protest Period Ends 7 days after posting of Intent To Award 1.3 SINGLE POINT OF CONTACT (SPC) Page 5 of 56 The SPC for this RFP is identified on the Cover Page, along with the SPC’s contact information. Proposer shall direct all communications related to any provision of the RFP, whether about the technical requirements of the RFP, contractual requirements, the RFP process, or any other provision only to the SPC. SECTION 2: AUTHORITY, OVERVIEW, AND SCOPE 2.1 AUTHORITY AND METHOD DELC is issuing this RFP pursuant to its authority under ORS 279A.050, as amended by Senate Bill 427 (2023). DELC, in consultation with ODE, is using the Competitive Sealed Proposals method, pursuant to ORS 279B.060 and OAR 137-047-0260 and 137-047-0261. DELC may use a combination of the methods for Competitive Sealed Proposals, including optional procedures: a) Competitive Range; b) Discussions and Revised Proposals; c) Revised Rounds of Negotiations; d) Negotiations; e) Best and Final Offers; and f) Multistep Sealed Proposals. 2.2 DEFINITION OF TERMS For the purposes of this RFP, capitalized words will refer to the following definitions.. Capitalized terms not specifically defined in this document are defined in OAR 137-046- 0110. For terms used in reference to OregonBuys, the Terminology Crosswalk can be found at; OregonBuys-glossary.pdf. ”Birth through Five Literacy Plan (BT5 )”: A comprehensive, equity-centered framework developed by Oregon’s Department of Early Learning and Care (DELC) to improve early literacy outcomes for children from birth to age five. The plan focuses on:

• Expanding culturally specific early literacy programs
• Strengthening family-engagement programs
• Supporting Tribal language revitalization It is grounded in research and community

engagement and aligns with the Early Literacy Success Initiative (ELSI) under House Bill 3198. “Oregon’s Early Literacy Framework (OELF )”: The Oregon Early Literacy Framework is a comprehensive, research-based guide developed by the Oregon Department of Education (ODE) to support literacy development for all students in kindergarten through fifth grade. It was updated in 2023 as part of a statewide effort to improve reading and writing outcomes and is aligned with the Early Literacy Success Initiative (ELSI). Page 6 of 56 “Council for Exceptional Children (CEC)”: The largest international professional organization dedicated to improving the educational success of children and youth with disabilities and/or gifts and talents. CEC:

• Advocates for inclusive education policies
• Sets professional standards

Provides professional development for educators Founded in 1922, it supports a global network of special education professionals. “Division for Early Childhood (DEC)”: A division of the CEC focused on young children (birth to age 8) with or at risk for developmental delays and disabilities. DEC promotes:

• Equity and inclusion
• Evidence-based practices
• Family-centered support It also works to dismantle systemic inequities affecting young

children and their families. “Early Childhood Special Education (ECSE)”: A federally and state-mandated program providing special education services to children ages 3–5 with developmental delays or disabilities. Services may include:

• Speech, occupational, and physical therapy
• Classroom instruction
• Individualized Education Programs (IEPs) These services are typically free and

delivered in inclusive or specialized settings. “Early Intervention (EI)”: A system of services for infants and toddlers (birth to age 3) with developmental delays or disabilities. Services may include:

• Speech and occupational therapy
• Developmental assessments
• Family support The goal is to address developmental concerns early to improve

long-term outcomes. “Oregon’s Early Learning and Kindergarten Guidelines or (ELKG) or (Guidelines)”: A developmental framework for children ages 3–6 that aligns with the Head Start Early Learning Outcomes Framework and Common Core Kindergarten Standards. It outlines expectations across five domains:

• Approaches to learning

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• Social-emotional development
• Language and communication
• Literacy
• Mathematics

“Early Literacy Success Initiative (ELSI)”: A statewide initiative in Oregon established by House Bill 3198 (2023), codified in ORS 327.825–327.845. ELSI aims to:

• Improve early literacy outcomes from birth through grade 3
• Support culturally responsive practices
• Expand access to early learning programs

“Families And Children Together Oregon (FACT)”: A nonprofit organization that empowers Oregon families of children with disabilities. FACT Oregon provides:

• One-on-one support
• Special education and IEP guidance
• Trainings and advocacy resources Its mission is to promote disability justice

and inclusive communities. “Head Start Early Learning Outcomes Framework (ELOF)”: A research-based framework outlining developmental progressions and learning goals for children from birth to age five across essential learning domains, used to guide high-quality early childhood practices. “ Oregon’s Kindergarten and English Language Arts (ELA) Standards”: These are grade-specific learning expectations adopted by Oregon. The Kindergarten ELA Standards focus on foundational literacy skills in:

• Reading (e.g., phonological awareness, decoding, comprehension)
• Writing (e.g., opinion, narrative, and informative writing)
• Speaking and Listening (e.g., collaborative conversations, asking and answering

questions)

• Language (e.g., grammar, vocabulary, and conventions)

The standards are designed to prepare students for college and career readiness by the time they graduate high school, starting with foundational skills in kindergarten “National Association for the Education of Young Children (NAEYC) Professional Standards and Competencies for Early Educators”: These standards Page 8 of 56 define what early childhood educators should know and be able to do to support the development and learning of children from birth through age 8. The six core standards are: 1. Child Development and Learning in Context 2. Family-Teacher Partnerships and Community Connections 3. Child Observation, Documentation, and Assessment 4. Developmentally, Culturally, and Linguistically Appropriate Practices 5. Knowledge and Application of Content 6. Professionalism 7. Each standard includes key competencies and is designed to guide educator preparation, performance, and ongoing development “Transformative Social-Emotional Learning Framework (TSEL)”:Oregon’s TSEL Framework is a statewide approach to social-emotional learning that:

• Centers equity, identity, and belonging
• Supports both student and adult SEL
• Builds on the CASEL model but expands it to include transformative

constructs like agency, curiosity, and collaborative problem-solving The framework includes standards that describe what students and adults should know and be able to do in areas like self-awareness, relationship skills, and responsible decision-making. It aims to create inclusive, caring, and just learning environments “Raise Up Oregon (RUO)”: Raise Up Oregon is Oregon’s statewide early childhood system plan (2024–2028), developed by the Early Learning Council. It outlines goals and strategies to support children from prenatal to age five by coordinating efforts across:

• Education
• Health
• Housing
• Human services

The plan emphasizes equity, anti-racism, Tribal sovereignty, and family engagement, and aims to ensure all children in Oregon have access to high-quality early learning and care “Tribal History/ Shared History (THSH)”: This initiative was established by Oregon Senate Bill 13 (2017). It requires the Oregon Department of Education to:

• Develop and implement K–12 Native American curriculum
• Provide professional development for educators
• Fund Oregon’s nine federally recognized Tribes to create place-based curricula

The goal is to ensure all students learn accurate, culturally relevant history that includes the voices and experiences of Oregon’s Native peoples Page 9 of 56 “Tribal Language”: Tribal languages are the ancestral languages spoken by Oregon’s nine federally recognized Tribes. These languages are deeply tied to cultural identity, sovereignty, and intergenerational knowledge. Due to historical oppression, including forced assimilation and boarding school policies, many of these languages are endangered or have very few fluent speakers. In Oregon, Tribal Language Revitalization Programs are community-led efforts that aim to:

• Revitalize and preserve ancestral languages through documentation, teaching,

and immersion.

• Support cultural identity and sovereignty by reconnecting Tribal members with

their linguistic heritage.

• Promote well-being by restoring cultural pride and strengthening community

bonds.

• Provide language education through classes, summer camps, afterschool

programs, and special events.

• Train and certify Tribal language educators, often in partnership with state

agencies and educational institutions. These programs are supported by state initiatives, such as Senate Bill 13 (Tribal History/Shared History), and are recognized as essential to both cultural survival and academic success for Native students 2.3 OVERVIEW AND PURPOSE 2.3.1 Agency Overview and Background In 2023, the Oregon Legislature established early literacy as a top priority. Governor Tina Kotek set a vision to ensure that every child has access to consistent, culturally responsive, and research-aligned literacy support beginning at birth. Through HB 3198, DELC is directed to establish and implement the Birth Through Five Literacy Plan to:

• Expand culturally specific early literacy programs for children from birth through

age five by encouraging family and caregiver engagement and providing research- aligned, developmentally appropriate professional training and coaching for direct service staff.

• Enhance program capacity to ensure equitable, statewide access to early literacy

initiatives that engage both parents and children.

• Support language revitalization efforts led by federally recognized Indian tribes in

Oregon. The Early Learning and Kindergarten Guidelines (ELKG), first published in 2017, provide a foundation to increase promising practices across the PreK-3rd grade Page 10 of 56 continuum, including supporting and strengthening kindergarten transition activities, family engagement, and shared professional development between providers of early learning services and K-3 educators. With the creation of the Department of Early Learning and Care, the revision of the 2024-2028 Raise Up Oregon: A Statewide Early Childhood System Plan and the passage of HB3198, Oregon’s Early Literacy Success Initiative, it is necessary for the ELKG to be revised to guide early learning and care professionals, system leaders and community partners. During DELC’s 2024 community engagement activities, providers and family members identified key challenges in early literacy, including limited access to resources and culturally relevant materials to support home language development. Providers specifically reported gaps in literacy support for families in their home languages and emphasized the need for a deeper understanding of early literacy milestones from birth to age five. High-quality early care and education programs, along with accessible family resources for infants, toddlers, and preschoolers, are critical for fostering literacy and language development from birth. DELC also recognizes the importance of ensuring access to evidence-based services and support for parents and caregivers, who serve as children’s first teachers. Oregon’s Early Learning and Kindergarten Guidelines currently serve as a foundational resource for educators, caregivers, and providers working with children ages three to six. These guidelines establish a shared understanding of child development by aligning with and, where necessary, adapting the Head Start Early Learning Outcomes Framework and the English Language Arts and Literacy Standards. The Guidelines outlines a continuum of learning across five key domains: approaches to learning, social-emotional development, language and communication, literacy, and mathematics. As part of the Early Literacy Success Initiative, and specifically within the Birth Through Five Literacy Plan, one of DELC’s key priorities is to update the ELKG to reflect the full continuum of early childhood development for all children, including the birth-to-three age range. This revision is a central strategy in the initial phase of the Birth Through Five Literacy Plan, focusing on the development of foundational resources, supports, and guidelines that create consistency across early learning and K-3 education. By strengthening these guidelines, DELC and the ODE aim to equip educators, caregivers, and early childhood professionals with the tools, guidance, and best practices needed to support young learners from birth through kindergarten. Grounded in a shared commitment to equity and inclusion, the updated guidelines promote access, participation, and meaningful engagement for every child across all developmental domains and learning contexts. They honor the diversity of children’s Page 11 of 56 abilities, cultures, and experiences, and also serve as a valuable resource for families, helping them understand and support their children’s growth. Together, DELC and ODE are working to ensure Oregon’s early learning system fosters belonging, seamless transitions, and high-quality learning opportunities for all young children. 2.3.2 Project Overview and Background Oregon’s Early Learning and Kindergarten Guidelines currently serve as a foundational resource for educators, caregivers, and providers working with children ages three to six. These guidelines establish a shared understanding of child development by aligning with and, where necessary, adapting the Head Start Early Learning Outcomes Framework and the English Language Arts and Literacy Standards. The Guidelines outlines a continuum of learning across five key domains: approaches to learning, social-emotional development, language and communication, literacy, and mathematics. In collaboration with both the ODE and DELC , the contractor shall provide expertise and support in updating the ELKG. This revision will:

• Align with RUO 2.0 Strategy 16.1 and support the implementation of the Birth

Through Five Literacy Plan.

• Revise ELKG in accordance with objectives outlined in Raise Up Oregon 2.0

(7,16). Strategy 16.1: Update the Early Learning and Kindergarten Guidelines to ensure a consistent framework across educational settings.

• Strengthen alignment between the updated ELKG and Oregon’s Early Literacy

Framework, Oregon’s Kindergarten and English Language Arts Standards updates over the last 10 years, the Transformative Social-Emotional Learning Framework, the Head Start Early Learning Outcomes Framework, Oregon’s Kindergarten Standards, NAEYC Professional Standards and Competencies for Early Educators, as well as additional alignment with professional standards that guide inclusive early learning practices, including the Division for Early Childhood (DEC) Recommended Practices and the Council for Exceptional Children (CEC) Professional Standards.

• Update the ELKG to integrate Tribal History, Tribal Language, and cultural

perspectives into professional development materials to strengthen Native American language preservation and revitalization efforts. By ensuring the representation of Native American knowledge, traditions, and ways of learning, these updates will address the current gaps in Tribal input, language revitalization, and other areas of improvement, creating a more inclusive and comprehensive framework. Page 12 of 56

• Expand the guidelines to include children from birth to age three, ensuring that the

developmental needs of infants and toddlers are fully represented, and integrate inclusive practices that address the strengths and needs of all children, including those with disabilities and developmental delays.

• Incorporate strategies, consistent with the U.S. Departments of Health and Human

Services and Education 2023 Joint Policy Statement on the Inclusion of Children with Disabilities in Early Childhood Programs, to serve children with disabilities through inclusive practices, universal design for learning, and accessibility, guided by the Indicators of High-Quality Inclusion to ensure equitable access and full participation for all children.

• Develop foundational literacy resources in families’ home languages, ensuring

equitable access to early literacy support through differentiated and accessible resources, and expand professional development resources for caregivers, early learning providers, and early grade educators. These activities may be included in a secondary phase of this contract.

• Incorporate racial identity and develop content to support and align with

Suspension and Expulsion Prevention Program. 2.4 SCOPE OF SERVICES 2.4.1 Scope of Services In collaboration with both the ODE and DELC , the selected contractor shall provide expertise and support in updating the ELKG to reflect current research and policy, strengthen alignment across early learning and K-3 systems and advance equity, inclusion, and accessibility. This revision will include the following phases Research, Analysis and Content Drafting:

• Revise the ELKG to align with RUO 2.0 Strategy 16.1 and support the

implementation of the Birth Through Five Literacy Plan.

• Revise ELKG in accordance with objectives outlined in Raise Up Oregon 2.0

(7,16). Strategy 16.1: Update the Early Learning and Kindergarten Guidelines to ensure a consistent framework across educational settings.

• Strengthen alignment between the updated ELKG and OELF, Kindergarten

and English Language Arts Standards updates over the last 10 years, the Transformative Social-Emotional Learning Framework, and the Head Start Early Learning Outcomes Framework, NAEYC Professional Standards and Page 13 of 56 Competencies for Early Educators, ensuring cohesive guidance for early learning and kindergarten preparation.

• Update the ELKG to integrate Tribal History, Tribal Language, and cultural

perspectives into professional development materials to strengthen Native American language preservation and revitalization efforts. By ensuring the representation of Native American knowledge, traditions, and ways of learning, these updates will address the current gaps in Tribal input, language revitalization, and other areas of improvement, creating a more inclusive and comprehensive framework.

• Expand the guidelines to include children from birth to age three, ensuring

that the developmental needs of infants and toddlers are fully represented, and integrate inclusive practices that address the strengths and needs of all children, including those with disabilities and developmental delays.

• Incorporate strategies, consistent with the U.S. Departments of Health and

Human Services and Education 2023 Joint Policy Statement on the Inclusion of Children with Disabilities in Early Childhood Programs, to serve children with disabilities through inclusive practices, universal design for learning, and accessibility, guided by the Indicators of High-Quality Inclusion to ensure equitable access and full participation for all children.

• Develop foundational literacy resources in families’ home languages,

ensuring equitable access to early literacy support through differentiated and accessible resources, and expand professional development resources for caregivers, early learning providers, and early grade educators. These activities may be included in a secondary phase of this contract.

• Incorporate racial identity and develop content to support and align with

Suspension and Expulsion Prevention Program. Interest-Holder Informed RevisionThe selected contractor will collaborate with DELC and ODE to revise the Guidelines in an iterative process for both ODE and DELC’s review and to be informed by an interest-holder workgroup and focus groups. This will include the following tasks: 1. Aligning with Current Frameworks and Standards by integrating updates Page 14 of 56 from:

• Head Start Early Learning Outcomes Framework
• Oregon Kindergarten and English Language Arts Standards
• Oregon’s Transformative Social-Emotional Learning Framework
• Oregon Early Literacy Framework
• Raise Up Oregon strategic plan

2. Reflect a Developmental Continuum

• Clearly articulate a continuum of learning across five key domains:
• Approaches to Learning
• Social-Emotional Development
• Language and Communication
• Literacy
• Mathematics

3. Center Equity and Inclusion

• Embedding culturally and linguistically responsive practices
• Incorporating Tribal perspectives and support for Tribal language revitalization
• Ensuring accessibility for children with disabilities and developmental delays

Page 15 of 56 and multilingual learners 4. Support Diverse Audiences

• Ensuring the Guidelines are relevant and usable for:
• Early childhood educators
• Kindergarten teachers
• Family child care providers
• Home visitors
• Families and caregivers
• Early Learning partners

5. Engage Stakeholders

• Facilitating inclusive engagement with:
• Families and caregivers
• Educators and providers
• Federally recognized Indian tribes in Oregon (which may include

interviews with Tribal leaders, elders, language speakers, program staff, parents, and community members) to support tribal language revitalization and preservation efforts, including collecting input on current barriers and needs. Should contractor receive request(s) for formal government-to-government consultation resulting from engagement with federally recognized tribes in Oregon, contractor shall notify DELC who will lead the consultation as defined in ORS 182.162-168 and agency policy.

• Community-based organizations
• Early learning system leaders
• Lead development and drafting of updated ELKG content, including new

domains, indicators, developmental progressions, and guidance for implementation. Page 16 of 56

• Gathering feedback on current challenges and needs in early literacy.
• Drafting updated Early Learning and Kindergarten Guidelines,

incorporating community engagement feedback.

• Incorporate feedback from stakeholders and literacy experts.

2.4.4 ELKG Published Material

• Finalize, format, and publish the revised ELKG materials in accessible formats

(digital and/or print), ensuring alignment with accessibility, equity, and cultural responsiveness standards.

• Produce written materials that are accessible and usable for early learning

professionals, educators, families, and caregivers; and incorporate stakeholder feedback, alignment to state and national frameworks, and culturally responsive and inclusive practices into all written deliverables, ensuring that the State Interagency Coordinating Council and the State Advisory Council for Special Education are engaged in the process to provide input prior to finalizing the draft.

• Finalize updated guidelines through an iterative review process that includes

collaboration with DELC to ensure Tribal review and input on any content specific to Tribal Nations. Final approval and dissemination shall only occur after DELC completes consultation with Tribes and confirm that Tribal feedback has been integrated. DELC will lead formal government-to-government consultation with Tribal Nations as outlined in ORS 182.162-168 and agency policy; the Contractor shall take into account timelines, deliverables, and content revisions as needed to honor this process.

• Develop a rollout and communication plan for statewide implementation.

SECTION 3: PROCUREMENT REQUIREMENTS 3.1 MINIMUM SUBMISSION REQUIREMENTS 3.1.1 Round 1 Proposal Submissions To be considered for evaluation, the Proposal must contain each of the following elements (further detailed in Proposal Requirements section below):

• Proposer Information and Certification Sheet (Attachment C)
• Executive Summary
• Proposer’s Organization Profile

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• Experience and Capabilities
• Key Persons, Organizational Chart, Subcontractors
• Scope of Services
• Price Proposal (Attachment E)
• Reference Check Form (Attachment D)
• Project Samples
• Underlying Agreements
• Disclosure Exemption Affidavit (Attachment B) – submit 1 copy only

3.1.2 Proposal Page Limits Proposal is limited to 50 pages. Any pages exceeding this limit will not be provided to the evaluation committee or considered in the evaluation. The following items do not count toward the page limit:

• Disclosure Exemption Affidavit (Attachment B)
• Proposer Information and Certification Sheet (Attachment C)
• Reference Check forms (Attachment D)
• Price Proposal (Attachment E)
• COBID Certification / Outreach Plan (Attachment F)
• Work samples

3.1.3 Proposal Format and Quantity Proposal should follow the format and reference the sections listed in the Proposal Requirements section. Responses to each section and subsection should be labeled to indicate the item being addressed. OregonBuys Electronic Response. Proposer should submit its Proposal electronically through OregonBuys. Proposer should follow the procedures outlined in See: Section 4.5.1 for electronic submission. The Price Proposal must be submitted as a separate electronic response file. Proposer shall submit one copy of its Proposal and all other submittal requirements, with Attachment C - Proposer Information and Certification Sheet bearing the Proposer’s authorized representative’s Signature, in one of the following formats: Adobe Acrobat (pdf), Microsoft Word (docx), or Microsoft Excel (xlsx). If Proposer believes any of its Proposal is exempt from disclosure under Oregon Public Records Law (ORS 192.311 through 192.478), Proposer shall complete and submit the Disclosure Exemption Affidavit (Attachment B). Proposer shall also mark as “Confidential” in OregonBuys all attachments to its Proposal that Proposer believes are exempt from disclosure. Page 18 of 56 The Proposer Information and Certification Sheet (Attachment C) must bear the Proposer’s authorized representative’s Signature. The Proposer Information and Certification Sheet (Attachment C) must bear the Proposer’s authorized representative’s Signature. Authorized Representative Failure of the authorized representative to sign the Proposal may subject the Proposal to rejection by DELC. 3.2 ROUND 1 PROPOSAL REQUIREMENTS Proposals must respond to each item listed in this section and meet all other requirements of this RFP. Proposers must clearly describe the goods to be delivered, the services to be performed, or both. A proposal that merely states the proposer will comply with the requirements of the RFP, without providing sufficient detail or examples of relevant experience, may be considered non-responsive and will not be evaluated further. Proposals should be clear, concise, and focused on the requested information. Do not include extensive artwork, unusual printing, or marketing materials that do not contribute to the clarity or utility of the proposal. Excess marketing or advertising content may result in a lower evaluation score if it obscures or makes it difficult to locate required information. 3.2.1 Proposer Information and Certification Sheet (Not Scored) Proposer shall complete and submit the Attachment C (Proposer Information and Certification Sheet). Failure to demonstrate compliance with Oregon Tax Laws and sign the Proposer Information and Certification Sheet (Attachment C) may result in a finding of non- Responsibility. 3.2.2 Executive Summary (Not Scored) Briefly describe how the proposed solution addresses the high-level requirements listed below. These requirements form the basis for a comprehensive yet succinct Executive Summary, not to exceed three pages, that provides a clear, concise, and comprehensive overview of the proposed approach. 1. Overall Approach: Describe how the Proposer will align the updated Early Learning and Kindergarten Guidelines (ELKG) with Oregon’s Early Literacy Framework, Kindergarten and English Language Arts Standards, the Transformative Social-Emotional Learning Framework, the Head Start Early Learning Outcomes Framework, and national standards such as NAEYC, DEC Recommended Practices, and CEC Professional Standards. The approach should integrate Early Intervention Page 19 of 56 (EI) and Early Childhood Special Education (ECSE) practices, promote inclusive, equitable learning environments, and ensure cohesive guidance for all children, including those with disabilities, multilingual learners, and historically underrepresented populations. 2. Integration of Tribal Perspectives: Explain how the Proposer will integrate Tribal History, Tribal Language, and cultural perspectives into the ELKG and associated professional development materials, supporting Native American language preservation, revitalization, and representation. 3. Research on Language Revitalization: Describe how the Proposer will research Native American, Alaska Native, and Native Hawaiian language revitalization and preservation programming for children birth through five, including reviewing any guidelines developed by Tribes or other states. The response should address how the research will ensure diverse representation across Tribes, reflect different community language situations, language goals, and teaching methods, and connect findings to early literacy development. 4. Birth-to-Three Integration: Summarize the approach to expanding the guidelines to include infants and toddlers (ages 0–3), ensuring developmental needs are addressed and integrated into the birth-to-five continuum, explicitly addressing the needs of children with disabilities and developmental delays, and aligning with evidence-based special education practices. 5. Stakeholder Engagement: Provide a high-level description of strategies for inclusive and culturally responsive stakeholder engagement, including outreach to families, caregivers, Tribal Nations, culturally specific providers, and historically underrepresented populations. 6. Equity and Access: Summarize the approach to developing foundational literacy resources in families’ home languages to ensure equitable access for multilingual learners. 7. Project Management: Provide a brief description of the project management approach, including key milestones, deliverable tracking, quality assurance, and communication with DELC. The Executive Summary may include visual elements such as a high-level process map, framework revision timeline, or stakeholder engagement diagram to help illustrate the approach. Proposer’s response should also highlight any potential risks or challenges (e.g., timeline constraints, stakeholder engagement complexity) and describe mitigation strategies. Page 20 of 56 3.2.3 Experience and Capabilities (Scored) Proposals must include detailed descriptions of the proposer’s experience and qualifications, including, but not limited to: 1. Experience with early learning standards and guidelines for children ages 0–5, including both preschool/kindergarten and infant–toddler developmental milestones, including children with disabilities and developmental delays, and aligning with evidence-based special education practices. 2. Familiarity with relevant national and state frameworks, such as the updated Early Learning and Kindergarten Guidelines (ELKG), Oregon’s Early Literacy Framework, the Kindergarten and English Language Arts Standards (updated over the last decade), the Transformative Social-Emotional Learning Framework, the Head Start Early Learning Outcomes Framework, and the NAEYC Professional Standards and Competencies for Early Educators, as well as additional alignment with professional standards that guide inclusive early learning practices, including the Division for Early Childhood (DEC) Recommended Practices and the Council for Exceptional Children (CEC) Professional Standards. 3. Demonstrated ability to implement inclusive processes that elevate diverse community perspectives, including Tribal Nations, culturally specific providers, and historically underrepresented populations. 4. Experience integrating Tribal History, Tribal Language, and cultural perspectives into professional development materials to advance Native American language preservation and revitalization, address gaps in Tribal input, and ensure a more inclusive and comprehensive early learning framework. 5. Experience drafting and developing early learning guideline content that is accessible, culturally responsive, and easily implementable by the early learning workforce, including educators, caregivers, home visitors, and program leaders. 6. Experience integrating infant and toddler (0–3) learning milestones into statewide or large-scale guidelines, ensuring continuity across the birth-to-five continuum, addressing the needs of children with disabilities and developmental delays, and aligning with evidence-based special education practices. 7. Experience designing or revising framework structures (e.g., domains, indicators, age bands) to reflect the learning needs of children 0–5 and ensure disability inclusion and equity, including linguistic and cultural representation and alignment with evidence-based Special Education practices. Page 21 of 56 8. Experience providing overall project oversight, establishing priorities, timelines, and deliverables. 9. Experience aligning guidelines with existing 0–3 programs and frameworks, such as Early Head Start, Early Intervention/ Early Childhood Special Education and home visiting programs. 10. Experience engaging caregivers, practitioners, and diverse stakeholders including families, Tribal communities, early childhood educators across settings, regional partners, and culturally specific organizations in the development process. 11. Experience gathering, synthesizing, and incorporating stakeholder feedback into actionable revisions for early learning resources or policies. 12. Proven ability to manage projects of similar scope and complexity, including team structure, timelines, and quality assurance processes. 13. Experience coordinating with multiple partners, subcontractors, or subject matter experts to deliver comprehensive educational materials. 14. Experience implementing review processes to ensure accuracy, inclusivity, and cultural relevance of educational materials. 15. Demonstrated capacity to monitor project milestones and deliverables effectively. 16. Experience incorporating inclusive practices and strategies consistent with the U.S. Departments of Health and Human Services and Education 2023 Joint Policy Statement on the Inclusion of Children with Disabilities in Early Childhood Programs, including strategies that integrate Early Intervention (EI) and Early Childhood Special Education (ECSE) services within general early learning settings. 17. Experience applying inclusive practices, universal design for learning, and accessibility strategies guided by the Indicators of High-Quality Inclusion to ensure equitable access and full participation for all children, and alignment with evidence- based Special Education practices. 18. Experience drafting, writing, and editing early learning guidelines, standards, or instructional resources that are practical, accessible to the early learning workforce. 19. Experience translating complex concepts into clear, user-friendly content for diverse early learning audiences, including educators, families, caregivers, and program leaders. 20. Experience developing culturally responsive and linguistically inclusive materials that honor the strengths of multilingual learners, Tribes, and culturally specific communities. Page 22 of 56 21. Experience designing and organizing guideline content (e.g., domains, indicators, developmental progressions, implementation supports) to promote coherence, ease of use, and practical application by early learning professionals, educators, families, and caregivers. 3.2.4 Proposer’s Organization Profile (Scored) Proposer must provide a profile of its organization. This is Proposer’s opportunity to give an overview of its organization, describe the structure of its business, and discuss how the organization can effectively deliver the Services described in this RFP. The Profile must include at a minimum: 1. Ownership. If incorporated, the state in which the organization is incorporated and the date of the incorporation; 2. Location of the organization’s offices (headquarters and branches); 3. Location of the office from which employees will be assigned to work on the Project for the Agency; 4. Number of employees located in the Pacific Northwest, nationally, and internationally; 5. Established business relationships with proposed subcontractors (e.g., data conversion contractor); and 6. Organization’s client base. 3.2.5 Key Persons, Organizational Chart and Subcontractors (Scored) Key Persons. Proposer shall specify key persons to be assigned to the Services and include a current resume (not to exceed two (2) pages each) for each individual that demonstrates qualifications and experience for the Services proposed. The Proposer shall designate one (1) individual as the Project Lead who will serve as the primary point of contact with DELC and be responsible for overall project management, coordination, and delivery of all project milestones. Proposer shall identify additional Key Personnel (e.g., subject-matter experts, stakeholder engagement leads, curriculum designers) who will contribute to the successful completion of the Services. Minimum requirements listed below for Project Lead and supporting Key Personnel. Page 23 of 56 Organizational Chart. Proposer shall provide an organizational chart identifying the staffing that will provide the Services required by this RFP, illustrating the lines of authority as appropriate. Subcontractors. If Proposer intends to work with subcontractor(s), Proposer shall include a statement detailing any subcontracting firms or individual subcontractors that may be engaged as part of the Proposal to this RFP, with those entities and the Services they will provide clearly identified. Minimum Requirements for Project Lead:

• Five (5) or more years of experience managing projects of similar size and

complexity, including