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.

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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

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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

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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)

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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).

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“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

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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

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“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

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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

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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.

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• 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

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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

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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

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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.

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• 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.

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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

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(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.

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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.

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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.

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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.

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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