STATE OF FLORIDA FLORIDA S OFFICE OF EARLY LEARNING. Request for Proposal. Intent To Submit Proposal

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1 STATE OF FLORIDA FLORIDA S OFFICE OF EARLY LEARNING Request for Proposal Intent To Submit Proposal ********************************************************************************************************************************* COMPLETE AND RETURN THIS FORM ********************************************************************************************************************************* Proposal Number: RFP Title: EARLY CHILDHOOD ASSESSMENT INSTRUMENT BIRTH TO FIVE Date & Time Proposal Due: JUNE 21, 02:30 P.M. EASTERN TIME (ET) On behalf of Florida s Office of Early Learning, hereafter known as the Office, potential Proposers should notify the Florida Department of Education, Bureau of Contracts, Grants and Procurement Management Services by returning this Intent to Submit Proposal Form as soon as possible after downloading. Complete the information below and send this sheet only to fax number (850) , mail to 325 West Gaines Street, 332 Turlington Building, Tallahassee, Florida or it to the below contact. Company Name: Contact Person: Address: City, State, Zip: Telephone: ( ) Fax Number: ( ) Internet Address: Signed: Date: Department of Education contact person: ReGina Fields, regina.fields@fldoe.org, (850) (Revised 03/16/2011) i

2 State of Florida FLORIDA S OFFICE OF EARLY LEARNING REQUEST FOR PROPOSAL EARLY CHILDHOOD ASSESSMENT INSTRUMENT BIRTH TO FIVE BID NUMBER: RFP DEADLINE FOR TECHNICAL QUESTIONS: JUNE 8, 04:00 PM (There is no deadline for administrative questions) PROPOSALS ARE DUE BY: 02:30 PM ET, ON JUNE 21, 2012 ESTIMATED POSTING OF INTENDED AWARD BEGINS JUNE 29, 2012 MAIL OR DELIVER PROPOSALS TO: Florida Department of Education Bureau of Contracts, Grants and Procurement Management Services On Behalf of Florida s Office of Early Learning 325 West Gaines Street 332 Turlington Building Tallahassee, Florida Attention: ReGina Fields Phone: (850)

3 Table of Contents Request for Proposal... i Intent To Submit Proposal... i SECTION 1 INSTRUCTIONS GENERAL INSTRUCTIONS TO PROPOSER... 6 SECTION 2 CONTRACT CONDITIONS GENERAL CONTRACT CONDITIONS... 6 SECTION 3 - INTRODUCTION INTENT PURPOSE BACKGROUND DEFINITIONS SCHEDULE OF EVENTS SECTION 4 SPECIAL INSTRUCTIONS PRE-SOLICITATION CONFERENCE: A PRE-SOLICITATION CONFERENCE WILL NOT BE HELD SITE INSPECTION: A SITE INSPECTION WILL NOT BE HELD VISITOR S PASS TO THE TURLINGTON BUILDING PROPOSAL QUESTIONS & ANSWERS PROCUREMENT PROTESTS / NOTICE OF RIGHTS ORAL INSTRUCTIONS / CHANGES TO THE REQUEST FOR PROPOSAL (ADDENDA) MODIFICATIONS, RESUBMITTAL AND WITHDRAWAL RESTRICTIONS ON COMMUNICATIONS WITH DEPARTMENT STAFF CONFIDENTIAL, PROPRIETARY, OR TRADE SECRET MATERIAL WITHDRAWAL OF A PROPOSAL CONDITIONS TO THE PROPOSAL AWARD SECTION 5 SPECIAL INSTRUCTIONS PROPOSAL FORMAT & CONTENT PROPOSAL SUBMISSION MAIL OR DELIVER PROPOSALS TO: (Do Not Fax or ) PRELIMINARY SUBMITTAL DOCUMENTS TRANSMITTAL LETTER PROPOSAL FORMAT INSTRUCTIONS SECTION 6 SPECIAL CONDITIONS AUTHORIZED TO DO BUSINESS IN THE STATE OF FLORIDA LICENSED TO CONDUCT SERVICES IN THE STATE OF FLORIDA OTHER CONDITIONS IDENTICAL EVALUATION OF PROPOSALS DISCLOSURE STATEMENT DIVERSITY IN CONTRACTING CONTRACTUAL OBLIGATIONS METHOD OF PAYMENT SUSPENDED VENDOR LIST SUB-CONTRACTNG RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 4

4 6.10 SUBMISSION OF PROPOSALS BY SUBSIDIARIES OR AFFILIATES COSTS INCURRED IN RESPONDING PROHIBITION OF GRATUITIES INDEPENDENT PRICE DETERMINATION PERFORMANCE BOND PARTICIPATION IN FUTURE STAGES OF THIS PROJECT ACCESSIBLE ELECTRONIC INFORMATION TECHNOLOGY SCRUTINIZED COMPANIES LISTS (as applicable) SECTION 7 SCOPE OF SERVICES SCOPE OF SERVICES DELIVERABLES SECTION 8 OPENING, EVALUATION AND AWARD PROPOSAL OPENING EVALUATION PROCESS POSTING OF PROPOSAL TABULATION ATTACHMENT PROPOSER S PRICE PROPOSAL ATTACHMENT DRUG-FREE WORKPLACE ATTACHMENT DISCLOSURE STATEMENT ATTACHMENT MINORITY SUB CONTRACTORS UTILIZATION SUMMARY ATTACHMENT REFERENCES ATTACHMENT SCRUTINIZED COMPANIES LISTS ATTACHMENT AVAILABLE DATA SYSTEM EXPORT ELEMENTS ATTACHMENT EARLY CHILDHOOD ASSESSMENT INSTRUMENT CORRELATION CHILD ASSESSMENT INSTRUMENT CORRELATION ATTACHMENT STANDARD CONTRACT RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 5

5 REQUEST FOR PROPOSAL STATE OF FLORIDA, DEPARTMENT OF EDUCATION ON BEHALF OF FLORIDA S OFFICE OF EARLY LEARNING EARLY CHILDHOOD ASSESSMENT INSTRUMENT BIRTH TO FIVE BID NUMBER: RFP SECTION 1 INSTRUCTIONS 1.0 GENERAL INSTRUCTIONS TO PROPOSER This section contains instructions explaining the solicitation process and the actions necessary to respond. General Instructions to Respondent (Form PUR 1001 incorporated herein by reference) is a downloadable document which must be downloaded for review. This document need not be returned with the Proposer s Proposal. Form PUR 1001 may be accessed at under Documents, Forms, References and Resources. In the event of any conflict between Form PUR 1001 and other instructions provided in this document, the additional instructions in this document shall take precedence over the Form PUR 1001 unless the conflicting term is required by any section of the Florida Statutes (F.S.), in which case the statutory requirements shall take precedence. SECTION 2 CONTRACT CONDITIONS 2.0 GENERAL CONTRACT CONDITIONS Standard terms and conditions that will apply to the contract which results from the solicitation event are provided in this section. General Contract Conditions (Form PUR 1000 incorporated herein by reference) is a downloadable document which must be downloaded for review. This document need not be returned with the Proposer s Proposal. Form PUR 1000 may be accessed at under Documents, Forms, References and Resources. In the event of any conflict between the PUR 1000 form and any other Special Conditions, the Special Conditions shall take precedence over the PUR 1000 form unless the conflicting term in the PUR form is required by any section of the F.S., in which case the statutory requirements shall take precedence. SECTION 3 - INTRODUCTION 3.0 INTENT The State of Florida Department of Education (hereinafter referred to as the "Department") is soliciting written Proposals on behalf of Florida s Office of Early Learning (hereafter referred to as the Office ), from qualified Proposers to establish a term contract of which the term is anticipated to begin upon execution of the contract and be effective for twenty-four (24) months thereafter. Award will be made to the responsible and responsive vendor(s) that the Department and the Office determines will provide what is most advantageous to the state, taking into consideration price and other criteria set forth in this document. RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 6

6 Based upon the Purpose of the RFP as described in SECTION 3.1 and the Scope of Services described in SECTION 7.0, the Office anticipates this award will result in a vendor contract relationship with the selected Contractor(s) as defined in OMB Circular A-133, Section 210. The resulting contract may be renewed for up to an additional three (3) years, see Form PUR 1000 for renewal requirements 3.1 PURPOSE The purpose of this Request for Proposal (RFP) is to solicit responses from qualified vendors to accomplish the following: 1. Identify a nationally recognized, valid and reliable early childhood assessment instrument aligned to Florida s Early Learning and Developmental Standards: Birth to Five and the Florida Early Learning and Developmental Standards for Four-Year-Olds (VPK Standards). 2. Provide initial training and implementation of the early childhood assessment instrument. 3. Purchase and distribute necessary materials approved by the Office to early learning coalitions and Redlands Christian Migrant Association (RCMA). 4. Provide ongoing technical support to VPK teachers, School Readiness teachers, the Office, early learning coalitions and RCMA staff to ensure VPK teachers and School Readiness teachers and child care providers are fully equipped to use the instrument to assess children for the purposes of: a. Documenting a child s learning and developmental gains at multiple time points; at a minimum when a child enters a program and when a child leaves the program; b. Informing, planning and instruction in VPK programs and School Readiness programs to ensure children s individual developmental and learning needs are met; c. Providing information about a child s learning and developmental gains as aligned to the developmental domains established in the performance standards (Florida s Early Learning and Developmental Standards - Birth to Five and the Florida Early Learning and Developmental Standards for Four-Year- Olds (VPK Standards); and d. Engaging families by facilitating communication about child learning and developmental gains. 5. Provide a statewide systematic means to monitor and report children s learning and developmental gains in the VPK program and the School Readiness program. 6. Provide a systematic means for the Office and the early learning coalitions to monitor and report child assessment compliance. 7. Provide an assessment instrument that allows for the documentation of observations of individual children and enables a School Readiness teacher and a VPK teacher to know what should come next in a child s developmental progression and activities and suggestions to support appropriate learning and developmental gains toward that next step. 8. Meet the statutory requirements for the Office listed in SECTION 3.2 below. 3.2 BACKGROUND The Office provides oversight and administration for early learning programs in Florida. Section (4)(d)4, F.S., requires the Office to safeguard the effective use of federal, state, local and private resources to achieve the highest possible level of school readiness for the children of this state. These early learning programs include but are not limited to the School Readiness Program (child care subsidies), Child Care Resource and Referral Program (CCR&R), Child Care Executive Partnership (CCEP) Program and the Voluntary Prekindergarten Education (VPK) Program. Early learning services are implemented at the local level by 31 early learning coalitions located throughout the state and RCMA (see Diagram 1). Pursuant to (4)(d)3.e, F.S., the Office shall adopt specific system support services that shall include screening and assessment. RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 7

7 Additionally, Florida s State Constitution, Article IX, Section 1(b) states every four-year old child in Florida shall be provided by the State a high quality pre-kindergarten learning opportunity in the form of an early childhood development and education program which shall be voluntary, high quality, free, and delivered according to professionally accepted standards. An early childhood development and education program means an organized program designed to address and enhance each child s ability to make age appropriate progress in an appropriate range of settings in the development of language and cognitive capabilities and emotional, social, regulatory and moral capacities through education in basic skills and such other skills as the Legislature may determine to be appropriate pursuant to section through , F.S. Pursuant to section (5)(c)2.d, F.S., the Office is required to implement an age-appropriate pre-assessment and post-assessment for children enrolled in Florida s School Readiness Program. Early childhood assessments administered to children from birth to five are one of the ways Florida is measuring the progress of Florida s School Readiness and VPK participants. The purpose of the early childhood assessments are to: 1. Document a child s learning and developmental gains at a minimum when a child enters a program and when a child leaves the program; 2. Inform planning and instruction in the School Readiness and VPK programs to ensure children s individual developmental and learning needs are met; 3. Provide information about a child s learning and developmental gains as aligned to the developmental domains established in the performance standards (Florida s Early Learning and Developmental Standards - Birth to Five and the Florida Early Learning and Developmental Standards for Four-Year-Olds (VPK Standards) and ; 4. Engage families by facilitating communication about a child s learning and developmental gains; and 5. Generate state and local level information about learning and developmental gains of School Readiness children and VPK children. Section (4)(d)3, F.S., requires the establishment of a unified approach toward the enhancement of School Readiness. Currently there is no unified statewide approach to child assessment. To establish a unified approach to child assessment in School Readiness classrooms, the Office will select an appropriate early child assessment instrument and create sufficient capacity within the state to meet its statutory obligations. The Office serves over 300,000 School Readiness children (birth to five) and VPK children annually through more than 15,000 providers statewide. The state s network of providers includes child care centers and schools, family child care homes, public schools, non-public schools and informal settings. An estimated 20,000 early learning teachers deliver age appropriate curriculum-based instruction to School Readiness children and VPK children in Florida each year (see Tables 1-4). While children over the age of five are also served through the School Readiness program, the child assessment instrument for this procurement is focused on children birth to age five. RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 8

8 Escambia Santa Rosa Okaloosa Walton Holmes Washington Bay Jackson Calhoun Liberty Gulf Franklin Gadsden Leon Wakulla Jefferson Taylor Madison Hamilton Baker Suwannee Columbia Union Lafayette Bradford Gilchrist Alachua Dixie Levy Nassau Duval Clay St. Johns Putnam Flagler Marion Early Learning Coalitions of Florida and the RCMA ELC of Escambia ELC of Santa Rosa ELC of Okaloosa, Walton ELC of NW Florida - Bay, Calhoun, Franklin, Gulf, Holmes, Jackson, Washington ELC of the Big Bend Region ELC of Florida s Gateway ELC of the Nature Coast - Dixie, Gilchrist, Levy, Citrus, Sumter ELC of Alachua ELC of CNBB Clay, Nassau, Baker, Bradford ELC of Duval ELC of St. Johns, Putnam ELC of Osceola ELC of Orange ELC of Seminole ELC of Brevard ELC of Hillsborough ELC of Pasco, Hernando ELC of Pinellas ELC of Manatee ELC of Florida s Heartland, Inc. - Charlotte, DeSoto, Har dee, Highlands ELC of Martin Okeechobee, Indian River (IRMO) ELC of Polk ELC of Flagler, Volusia ELC of SW Florida - Collier, Glades, Hendry, Lee Citrus Sumter Hernando Pasco Hillsborough Manatee Sarasota Lake Polk Hardee DeSoto Charlotte Lee Seminole Orange Highlands Collier Glades Volusia Brevard Osceola Indian River Okeechobee St. Lucie Hendry Broward Martin Palm Beach ELC of Marion ELC of Miami -Dade, Monroe ELC of Lake RCMA Headquarters Local offices statewide ELC of Sarasota ELC of Broward ELC of Palm Beach ELC of St. Lucie Monroe Miami -Dade Diagram 1 - Early Learning Coalitions

9 TABLE 1- BIRTH TO FIVE SCHOOL READINESS (SR) AND VPK CHILDREN SERVED AGE NUMBER OF SR CHILDREN (SFY ) NUMBER OF SR CHILDREN (SFY AS OF 3/2012) NUMBER OF VPK CHILDREN (SFY ) NUMBER OF VPK CHILDREN (SFY AS OF 3/2012) UNDER AGE 1 10,680 9,644 N/A N/A AGES 1 TO 2 23,468 20,061 N/A N/A AGES 2 TO 3 31,345 27,620 N/A N/A AGES 3 TO 4 35,535 31,688 N/A N/A AGES 4 TO 5 34,821 32, , ,201 TOTAL 135, , , ,201 Other demographic and statistical information related to children served by the VPK program and School Readiness program in Florida is outlined in Tables 2-4. TABLE 2 - AVERAGE TIME IN CARE OF SCHOOL READINESS CHILDREN (BIRTH TO FIVE) AND VPK CHILDREN TABLE 3 ETHNICITY OF SCHOOL READINESS CHILDREN (BIRTH TO FIVE) AND VPK CHILDREN (SFY ) (SFY ) (SFY ) TABLE 4 - GENDER OF SCHOOL READINESS CHILDREN (BIRTH TO FIVE) AND VPK CHILDREN CARE LEVEL AVG. MONTHS PERCENT PERCENT ENROLLED ETHNICITY GENDER SR VPK SR VPK SR VPK UNDER AGE N/A BLACK 47% 22% MALE 51% 50.2% AGES 1 TO N/A HISPANIC 25% 30% FEMALE 49% 49.8% AGES 2 TO N/A WHITE 24% 43% AGES 3 TO N/A OTHER 4% 5% AGES 4 TO DEFINITIONS After the award, said Proposer will be referred to as the "Contractor." For the purpose of this document, the term "Proposer" means a potential Contractor acting on its own behalf and on behalf of those individuals, partnerships, firms, or corporations comprising the Proposer s team. The term "Proposal" means the complete response of the Proposer to the RFP, including properly completed forms and supporting documentation. The term contract refers to the agreement between the Office and the Contractor resulting from this RFP. A responsive bid is a Proposal submitted by a responsive and responsible vendor which conforms in all material respects to the solicitation. Deliverable means a tangible, specific, quantifiable and measurable event or item that must be produced to complete a project or part of a project directly related to the scope of services. RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 10

10 3.4 SCHEDULE OF EVENTS EVENT DATE Request for Proposal released June 6, 2012 Questions due from prospective Proposers (Fax & acceptable and preferred) by 4:00 p.m. on June 8, 2012 Responses to questions due from the department on behalf of the Office June 11, 2012 PROPOSALS DUE (FAX & NOT ACCEPTABLE) JUNE 21, 2:30 P.M. Proposals opened JUNE 21, 2:45 p.m. Evaluation of Technical Proposals June 22 27, 2012 Opening of Price Proposals June 28, 2012 Anticipated Posting of Intended Award (date is on or about) June 29, 2012 SECTION 4 SPECIAL INSTRUCTIONS 4.0 PRE-SOLICITATION CONFERENCE: A PRE-SOLICITATION CONFERENCE WILL NOT BE HELD. 4.1 SITE INSPECTION: A SITE INSPECTION WILL NOT BE HELD. 4.2 VISITOR S PASS TO THE TURLINGTON BUILDING Each visitor to the Turlington Building is required to sign in and obtain a Visitor's Pass at the security desk in the main lobby. Please allow at least 15 minutes prior to Proposal due time if hand-delivering the Proposal to the Bureau of Contracts, Grants and Procurement Management Services. 4.3 PROPOSAL QUESTIONS & ANSWERS Any technical questions arising from this RFP must be forwarded, in writing, to the purchasing agent identified below. The Office's written response to written inquiries submitted timely by Proposers will be posted on the Florida Vendor Bid System (VBS) at (click on Business, then click on Doing Business with the state, under Everything for Vendors and Customers, click on the Vendor Bid System, then Search Advertisement; select the Department of Education in the Agency drop down window and initiate search), under this Proposal number. It is the responsibility of all potential Proposers to monitor this site for any changing information prior to submitting a Proposal. Only written inquiries from Proposers, which are submitted by the company s authorized representative, will be recognized by the Office as duly authorized expressions on behalf of the Proposers. WRITTEN QUESTIONS should be submitted to: Florida s Office of Early Learning c/o Florida Department of Education Bureau of Contract, Grants and Procurement Management Services Attn: ReGina Fields 325 West Gaines Street, 332 Turlington Building Tallahassee, Florida Address (preferred): regina.fields@fldoe.org or Fax No.: (850) RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 11

11 4.4 PROCUREMENT PROTESTS / NOTICE OF RIGHTS Pursuant to Section (3) (b), F.S.: Any person who is adversely affected by the agency decision or intended decision shall file with the agency a notice of protest in writing within 72 hours after the posting of the notice of decision or intended decision. With respect to a protest of the terms, conditions, and specifications contained in a solicitation, including any provisions governing the methods for ranking bids, proposals, or replies, awarding contracts, reserving rights of further negotiation, or modifying or amending any contract, the notice of protest shall be filed in writing within 72 hours after the posting of the solicitation. The formal written protest shall be filed within ten (10) days after the date the notice of protest is filed. Failure to file a notice of protest or failure to file a formal written protest shall constitute a waiver of proceedings under this chapter. The formal written protest shall state with particularity the facts and law upon which the protest is based. Saturdays, Sundays, and state holidays shall be excluded in the computation of the 72-hour time periods provided by this paragraph. Section (3)(a) provides: Failure to file a protest within the time prescribed in section (3), F.S., or failure to post the bond or other security required by law within the time allowed for filing a bond shall constitute a waiver of proceedings under chapter 120, F.S." Florida Administrative Code (F.A.C.) Rule (2) defines the term decision or intended decision, and includes the solicitation terms (and any addenda), the award of the contract, and a rejection of all bids. At the time of filing the Formal Written Protest the protestor must also file a Protest Bond payable to the Office in an amount equal to 1 percent of the estimated contract amount. Section (2) (c), F.S. and F.A.C. Rule contain further terms relating to the Protest Bond, including how to determine the estimated contract amount. In lieu of a Protest Bond, the Office will accept cashier s checks, official bank checks or money orders. The bond shall be conditioned upon the payment of all costs and charges that are adjudged against the protestor in the administrative hearing in which the action is brought and in any subsequent appellate court proceeding. The Notice of Protest, Formal Written Protest, and Protest Bond shall be filed with the issuing office as defined in SECTION 4.3 above. 4.5 ORAL INSTRUCTIONS / CHANGES TO THE REQUEST FOR PROPOSAL (ADDENDA) No negotiations, decisions, or actions will be initiated or executed by a Proposer as a result of any oral discussions with a state employee. Only those communications which are in writing from the Bureau of Contracts, Grants and Procurement Management Services will be considered as a duly authorized expression on behalf of the Office. Notice of changes (addenda) will be posted on the VBS, under this Proposal number. It is the responsibility of all potential Proposers to monitor this site for any changing information prior to submitting a Proposal. 4.6 MODIFICATIONS, RESUBMITTAL AND WITHDRAWAL Proposers may modify submitted Proposals at any time prior to the Proposal due date. Requests for modification of a submitted Proposal shall be in writing and must be signed by an authorized representative of the Proposer. Upon receipt and acceptance of such a request, the entire Proposal will be returned to the Proposer and not considered unless resubmitted by the due date and time. Proposers may also send a change in a sealed envelope to be opened at the same time as the Proposal. The RFP number, opening date and time should appear on the envelope of the modified Proposal. RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 12

12 Unless specifically requested by the Office, any amendments, revisions, or alterations to Proposals will not be accepted after the closing for the receipt of Proposals. 4.7 RESTRICTIONS ON COMMUNICATIONS WITH DEPARTMENT STAFF Proposers shall not communicate with any Department or Office staff concerning this RFP except for the Department contact person identified in SECTION 4.3 PROPOSAL QUESTIONS AND ANSWERS of this RFP. Only those communications which are in writing from the Bureau of Contracts, Grants, and Procurement Management Services shall be considered as a duly authorized response on behalf of the Office. For violation of this provision, the Office reserves the right to reject a Proposer s Proposal. Respondents to this solicitation or persons acting on their behalf may not contact, between the release of the solicitation and the end of the 72-hour period following the agency posting the notice of intended award, excluding Saturdays, Sundays, and state holidays, any employee or officer of the executive or legislative branch concerning any aspect of this solicitation, except in writing to the procurement officer or as provided in the solicitation documents. Violation of this provision may be grounds for rejecting a Proposal. 4.8 CONFIDENTIAL, PROPRIETARY, OR TRADE SECRET MATERIAL The Office takes its public records responsibilities as provided under Chapter 119, F.S., and Article I, Section 24 of the Florida Constitution, very seriously. If Proposer considers any portion of the documents, data or records submitted in response to this solicitation to be confidential, trade secret or otherwise not subject to disclosure pursuant to Chapter 119, F.S., the Florida Constitution or other authority, Proposer must clearly mark and identify in its Proposal those portions which are confidential, trade secret or otherwise exempt. Proposer must also simultaneously provide the Office with a separate redacted copy of its Proposal. This redacted copy shall contain the Department s solicitation name, number, and the name of the Proposer on the cover, and shall be clearly titled Redacted Copy. The Redacted Copy shall be provided to the Department at the same time Proposer submits its Proposal to the solicitation and must only exclude or obliterate those exact portions which are claimed confidential, proprietary, or trade secret, or otherwise exempt. The Proposer shall also provide one (1) electronic copy (compact disc (CD), flash drive, etc.) of their Redacted Copy. Proposer shall be responsible for defending its determination that the redacted portions of its Proposal are confidential, trade secret or otherwise not subject to disclosure. Further, Proposer shall protect, defend, and indemnify the Department and the Office for any and all claims arising from or relating to Proposers determination that the redacted portions of its Proposal are confidential, proprietary, trade secret or otherwise not subject to disclosure. If Proposer fails to submit a Redacted Copy with its Proposal, the Department is authorized to produce the entire documents, data or records submitted by Proposer in answer to a public records request for these records. 4.9 WITHDRAWAL OF A PROPOSAL A Proposer may withdraw a Proposal by written notice to the Department on or before the deadline specified for the receipt of Proposals in SECTION 3.4 SCHEDULE OF EVENTS of this RFP. Such written notice is to be submitted to the Issuing Office at the address specified in SECTION 4.3 PROPOSAL QUESTIONS AND ANSWERS of this RFP CONDITIONS TO THE PROPOSAL No conditions may be applied to any aspect of the RFP by the prospective Proposer. Any conditions placed on any aspect of the Proposal documents by the prospective Proposer may result in the Proposal being rejected as a conditional Proposal. DO NOT WRITE IN CHANGES ON ANY RFP SHEET. The only recognized changes to the RFP prior to Proposal opening will be a written addenda issued by the Department on behalf of the Office. RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 13

13 4.11 AWARD As in the best interest of the state, the right is reserved to award based on all or none, groups of services, or any combination thereof, to a responsive, responsible Proposer. As in the best interest of the state, the right is reserved to reject any and/or all Proposals or to waive any minor irregularity in Proposals received. Conditions which may cause rejection of Proposals include, without limitation, evidence of collusion among Proposers, obvious lack of experience or expertise to perform the required work, failure to perform, or meet financial obligations on previous contracts. SECTION 5 SPECIAL INSTRUCTIONS PROPOSAL FORMAT & CONTENT 5.0 PROPOSAL SUBMISSION By submitting a Proposal, the Proposer represents that it understands and accepts the terms and conditions to be met and the character, quality and scope of services to be provided. All Proposals and associated forms must be signed and dated in ink by a duly authorized representative of the Proposer. Each Proposer must fully acquaint itself with the conditions relating to the performance of services under the conditions of this RFP. All Proposal prices are to be submitted on the forms provided in this RFP. All Proposal prices must remain firm for one hundred eighty (180) days from date of Proposal Opening. All Proposals and related documents submitted in response to this RFP shall become the property of the state. 5.1 MAIL OR DELIVER PROPOSALS TO: (Do Not Fax or ) Florida s Office of Early Learning c/o Florida Department of Education Bureau of Contracts, Grants and Procurement Management Services Attn: ReGina Fields 325 West Gaines Street 332 Turlington Building Tallahassee, Florida PRELIMINARY SUBMITTAL DOCUMENTS The absence of any of these documents may result in a determination that the Proposal is non-responsive and the Proposal shall not be evaluated. The Proposal forms furnished must be used when submitting the Proposal. Forms are to be filled out in ink or typewritten. Submittal information shall consist of the following: TRANSMITTAL LETTER (ON COMPANY LETTERHEAD) WORK REFERENCES: (ATTACHMENT 5) DISCLOSURE STATEMENT: (ATTACHMENT 3) SCRUTINIZED COMPANIES LISTS (ATTACHMENT 6) SIGNED ADDENDUM(S), IF APPLICABLE PRICE SHEET: (ATTACHMENT 1) RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 14

14 If applicable, a copy of the Certified small, minority-, women-, and service-disabled veteran business enterprise certificate from the Department of Management Services, Office of Supplier Diversity should be enclosed. Certification must be current at the time of the Proposal opening. 5.3 TRANSMITTAL LETTER The Proposer shall provide a Transmittal Letter (on Company Letterhead) that contains the following: a statement certifying that the person signing the Proposal is authorized to represent the Proposer and bind the Proposer relative to all matters contained in the Proposer's Proposal the company s federal tax identification number a statement certifying that the Proposer has read, understands, and agrees to comply with all provisions of this RFP a statement certifying that the Proposer is authorized to conduct business in Florida in accordance with the provisions of Chapter 607, F.S. In lieu of such statement, the Proposer alternatively must certify that authorization to do business in Florida will be secured prior to the award of the contract. a statement certifying that the Proposer is registered on the MyFloridaMarketPlace website in accordance with the provisions by the state of Florida. In lieu of such statement, the Proposer must alternatively certify that such registration authorization will be completed prior to the award of the contract. a statement certifying that the Proposer has electronically registered a valid W-9 with the Department of Financial Services (DFS). DFS is ready to assist any vendors with questions, and vendors must submit their W-9 forms electronically at Contact the DFS Customer Service Desk at (850) or FLW9@myfloridacfo.com with any questions. A statement certifying that the Proposer s assessment instrument meets the following mandatory assessment system requirements: 1. Be observation based. 2. Be criterion referenced. 3. Be appropriate for use with any developmentally appropriate curriculum. 4. Cover the age range of birth to five. 5. Have the ability to assess children with disabilities. 6. Have the ability to assess English language learners. 7. Have, at a minimum, English and Spanish versions. 8. Document a child s learning and developmental gains at multiple time points over a period of time. 9. Document a child s learning and developmental gains as aligned to the developmental domains established in the Florida Early Learning and Developmental Standards: Birth to Five and the Florida Early Learning and Developmental Standards for Four-Year-Olds (VPK Standards). 10. Have the ability to document meaningful and subtle learning gains for children (Birth to Five) from diverse backgrounds and with diverse abilities. 11. Provide a parent portal with opportunities for parents to review the information on their child(ren) in English or Spanish and the ability to download suggested activities and learning experiences aligned to their child s developmental needs to support their individual development. 12. Be paperless to the greatest extent possible meaning that the required use of paper forms or documents is limited but available. 13. Be functional/compatible with standard Windows based PC and/or Windows based tablets, Mac or ipad and other common tablets with high speed internet connectivity. RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 15

15 14. Allow for the secure capture and transmission of child assessment information. 15. Be both browser (web) based and paper based. 16. Have the capacity to manage the anticipated ongoing data load for a minimum of 300,000 children a year. 17. Have a notification component (tickler) to alert the teacher/child care provider when calendar scheduled follow-up assessments are due. 18. Allow for automated capture, storage and tracking of county, early learning coalition and state early learning data. Failure of a Proposer to provide the above will result in a non-responsive determination by the Office. Proposals found to be non-responsive will not be considered, unless the non-compliance is waived, in the Office s discretion, as a minor irregularity. 5.4 PROPOSAL FORMAT INSTRUCTIONS This section contains instructions that describe the required format for the Proposal. All Proposals submitted shall contain two parts and be marked as follows: PART I TECHNICAL PROPOSAL NUMBER RFP (One Separately Sealed Package for Technical) PART II PRICE PROPOSAL NUMBER RFP (One Separately Sealed Package for Price) THE SEPARATELY SEALED PACKAGES MAY BE MAILED TOGETHER IN ONE ENVELOPE OR BOX Technical Proposal (Part I) (12 hard copies) (Do not include price information in Part I) The Proposer must submit one (1) original in hard copy, eleven (11) hard copies and two (2) in electronic format (compact disc (CD), flash drive, etc) copies in Microsoft Word 5.0 or higher, or Adobe Acrobat of the Proposal which is to be divided into the sections described below. SECTION 5.2 PRELIMINARY SUBMITTAL DOCUMENTS must be included in the Technical Proposal portion of the Proposal. Since the Office will expect all Technical Proposals to be in this format, failure of the Proposer to follow this outline may result in the rejection of the Technical Proposal. The Technical Proposal must be submitted in a separate sealed package marked "TECHNICAL PROPOSAL NUMBER RFP ". 1. EXECUTIVE SUMMARY The Proposer shall provide an Executive Summary to be written in non-technical language to summarize the Proposer s overall capabilities for meeting the product and services specified herein. The Executive Summary shall not exceed three (3) pages. The Proposer shall, at a minimum, provide summary responses to the following; 1. Qualifications and history of your company; 2. Successes of the Proposer s assessment instrument; 3. Brief description of the Proposer s assessment instrument; 4. Brief description of other statewide early childhood assessment instrument contracts awarded; RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 16

16 5. Brief description of experience handling a large scale (over 300,000 School Readiness children and VPK children annually) implementation of the Proposer s assessment instrument; and 6. Brief description of how your assessment instrument will benefit Florida s stakeholders including teacher/child care providers, School Readiness parents and children and VPK parents and children, local communities, and taxpayers. 2. PROPOSER'S MANAGEMENT PLAN The Proposer shall provide a management plan which describes administration, management and key personnel. The work tasks identified in the Scope of Work, and Deliverables constitute a large and complex project that requires close attention. The Contractor shall provide a sufficient number of qualified personnel to work closely with the Office to manage the contract. Personnel assigned by the Contractor must demonstrate qualifications and competencies of the position to which they are assigned. The Office requires that assigned personnel perform satisfactorily all responsibilities of the assigned position. a. Administration and Management The Proposer shall include a description of the organizational structure and management style established and the methodology to be used to control costs, services reliability and to maintain schedules; as well as the means of coordination and communication between the organization and the Office. The Proposer shall submit documentation addressing diversity and describing the efforts being made to encourage the participation of small, minority-, women-, and service-disabled veteran business enterprises. b. Identification of Key Personnel The Proposer shall provide the names of key personnel on the Proposer's team, as well as a resume for each individual proposed and a description of the functions and responsibilities of each key person relative to the task(s) to be performed. The approximate percent of time to be devoted exclusively for this project and to the assigned tasks shall also be indicated. The Contractor must use the key personnel submitted in its Proposal. Changing key personnel without the Office s prior consent, which may be refused in its discretion, will be deemed a breach of the resulting agreement. 3. PROPOSER'S TECHNICAL PLAN The Proposer shall provide a technical plan which explains technical approach and facility capabilities. a. Technical Approach The Proposer shall explain the approach, capabilities, and means to be used in accomplishing the tasks in the Scope of Services, and where significant development difficulties may be anticipated and resolved. Any specific techniques to be used shall also be addressed. The technical approach plan shall include, at a minimum: The Proposer shall provide a technical plan to address the components which are described in SECTION 7.0 Scope of Services. When reviewing the RFP and preparing a proposal, Proposers must take into account the following information: 1) Scope of Services, Deliverables, and associated attachments of this RFP describe the work tasks designed to implement the Office s award for high quality early childhood assessments. In their proposals, Proposers shall explain in detail their plans for completing the work tasks. Each of the work tasks identified in the Scope of Work, and Deliverables must be addressed separately in the Technical Plan in the order in which they are presented in this RFP. The Plan must convey an understanding of the RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 17

17 requirements of each work task and explain proposed processes and solutions for accomplishing all work tasks. 2) In addressing the validity and reliability of the Proposer s proposed early childhood assessment instrument, the Proposer shall include a detailed description of psychometric properties of the instrument which, at a minimum shall: a) Demonstrate how the assessment is reliable to the extent in which the assessment technique yields results that are consistent when repeated and when administered by different raters; b) Demonstrate how the proposed assessment is valid to the extent in which the assessment measures what it purports to measure; c) Demonstrate how English language learners were used in psychometric testing; and d) Demonstrate how children with disabilities were used in psychometric analysis Price Proposal (Part II) (12 hard copies) The Proposer must submit one (1) original hard copy, eleven (11) hard copies, and two (2) electronic format (compact disc (CD), flash drive, etc.) copies in Microsoft Excel 5.0 or higher. The Price Proposal information shall be submitted on the forms provided in the RFP. The Price Proposal information is to be submitted in a separate sealed package marked "PRICE PROPOSAL NUMBER RFP ". Presenting the Proposal The Proposal shall be limited to a page size of eight and one-half by eleven inches (8½" x 11"). Type size shall not be less than a 12 point font. The Proposal shall contain a table of contents, be typed single-spaced and have separate parts, each clearly labeled including page numbers. The information to be contained in each part is described in the above sections. The absence of information or the organization of information in a manner inconsistent with the requirements of this RFP may result in the rejection of the Proposal. Bindings and covers will be at the Proposer's discretion; however, elaborate notebooks/hard back binders are discouraged. Unnecessarily elaborate brochures, artwork, expensive paper and expensive visual and other presentation aids are neither necessary nor desired. The overall response must be written in a concise manner, which is conducive to effective evaluation and product selection. All proposed materials must be packaged so that each box of materials shipped to the Department does not exceed 25 pounds. SECTION 6 SPECIAL CONDITIONS 6.0 AUTHORIZED TO DO BUSINESS IN THE STATE OF FLORIDA Foreign corporations and foreign limited partnerships must be authorized to do business in the state of Florida. Domestic corporations must be active and in good standing in the state of Florida. Such authorization and status should be obtained by the Proposal due date and time, but in any case, must be obtained prior to posting of the intended award. For authorization, contact: Florida Department of State Tallahassee, Florida (850) RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 18

18 6.1 LICENSED TO CONDUCT SERVICES IN THE STATE OF FLORIDA If the services being provided require that individuals be licensed by the Florida Department of Business and Professional Regulation or any other state or federal agency, such licenses should be obtained by the Proposal due date and time, but in any case, must be obtained prior to posting of the intended award. For state licensing, contact: Florida Department of Business and Professional Regulation Tallahassee, Florida (850) OTHER CONDITIONS Other conditions which may cause rejection of Proposals include, without limitation, evidence of collusion among Proposers, obvious lack of experience or expertise to perform the required work, failure to perform or meet financial obligations on previous contracts. 6.3 IDENTICAL EVALUATION OF PROPOSALS Whenever two (2) or more Proposals which are equal with respect to price, quality, and service are received, the Department in conjunction with of the Office will determine the order of award using the criteria established in 60A , F.A.C. The "Drug-Free Workplace Program Certification" can be found as Attachment DISCLOSURE STATEMENT The Disclosure Statement Form (Attachment 3 ) must be signed and submitted with the Proposal response. 6.5 DIVERSITY IN CONTRACTING The state of Florida is committed to supporting its diverse business industry and population through ensuring participation by minority-, women-, and service-disabled veteran business enterprises in the economic life of the state. The state of Florida Mentor Protégé Program connects minority-, women-, and service-disabled veteran business enterprises with private corporations for business development mentoring. We strongly encourage firms doing business with the state of Florida to consider this initiative. For more information on the Mentor Protégé Program, please contact the Office of Supplier Diversity at (850) The state is dedicated to fostering the continued development and economic growth of small, minority-, women-, and service-disabled veteran business enterprises. Participation by a diverse group of Vendors doing business with the state is central to this effort. To this end, it is vital that small, minority-, women-, and service-disabled veteran business enterprises participate in the state s procurement process as both Contractors and sub- contractors in this solicitation. Small, minority-, women-, and service-disabled veteran business enterprises are strongly encouraged to contribute to this solicitation. The Proposer shall submit documentation addressing diversity and describing the efforts being made to encourage the participation of small, minority-, women-, and service-disabled veteran business enterprises. Information on Certified Minority Business Enterprises (CMBE) and Certified Service-Disabled Veteran Business Enterprises (CSDVBE) is available from the Office of Supplier Diversity at CONTRACTUAL OBLIGATIONS The Office s Standard Contract Terms and Conditions are incorporated in this RFP (Attachment 9) and will govern the relationship between the Office and the Contractor. Proposal(s) submitted by the successful Proposer(s) shall be incorporated into the final contract(s). RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 19

19 6.7 METHOD OF PAYMENT Compensation and payment will be made in accordance with the terms and conditions of the contract. The estimated amount of Federal funding to be used to fund early childhood assessments anticipated during the contract period is 28% of the total annual contract amount. The estimated amount of State funding to be used to fund early childhood assessments anticipated during the contract period is 72% of the total annual contract amount. 6.8 SUSPENDED VENDOR LIST A company placed on the Suspended Vendor List may not submit a Proposal or be awarded a contract to provide any goods or services pursuant to Rule 60A F.A.C. The Suspended Vendor List is published at under the category Business then Doing Business with the state. 6.9 SUB-CONTRACTNG This contract or any portion thereof, shall not be sub-contracted without the prior written approval of the Office. No sub-contract shall, under any circumstances, relieve the Contractor of their liability and obligation under this contract; and despite any such sub-contracting the Office shall deal through the Contractor, which shall retain the legal responsibility for performing the Contractor s obligations. The Prime Contractor shall report all small, minority-, women-, and service-disabled veteran business enterprise subcontractors, identifying the Name, Address, Type of Certification and Dollar Amount on the Utilization Summary form, attached as Attachment 4. The Contractor shall provide a list of subcontractors to the Office s contract manager upon execution of the Contract. The Prime Contractor shall provide the Utilization Summary form with each invoice submitted for payment. The form must be submitted with all invoices, regardless if funds have not been spent with a small, minority-, women-, and service-disabled veteran business enterprise sub-contractor for the period covered by the invoice. The DMS Office of Supplier Diversity will assist in furnishing names of qualified small, minority-, women-, and service-disabled veteran business enterprises. The Office of Supplier Diversity can be reached at (850) ; the Internet Web address is SUBMISSION OF PROPOSALS BY SUBSIDIARIES OR AFFILIATES A Proposer, its subsidiaries, affiliates, or related entities shall be limited to one Proposal. Submission of more than one Proposal per activity by a Proposer will cause the rejection of all Proposals submitted by the Proposer. A subsidiary or affiliate of a prime Proposer may also be included as a subcontractor in another Proposer s Proposal COSTS INCURRED IN RESPONDING This RFP does not commit the Office or any other public agency to pay any costs incurred by the Proposer in the submission of a Proposal or to make necessary studies or designs for the preparation thereof, nor to procure or contract for any articles or services PROHIBITION OF GRATUITIES By submission of a Proposal, the Proposer certifies that no elected or appointed official or employee of the state of Florida has or will benefit financially or materially from this procurement. Any contract arising from this procurement may be terminated by the Office if it is determined that gratuities of any kind were either offered to or received by any of the aforementioned officials or employees from the Proposer or its agents or employees INDEPENDENT PRICE DETERMINATION A Proposer shall not collude, consult, communicate, or agree with any other Proposer regarding this procurement as to any matter relating to the Proposer s Proposal. RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 20

20 6.14 PERFORMANCE BOND The Contractor shall supply to the Office a Performance Bond in the amount of 10% of the amount of the annual award. The surety shall be in a form acceptable to the Office, such as a bond, cashier s check, certified check or money order. A Surety must be authorized to do business in the state of Florida. The Performance Bond shall be executed and furnished to the Office ten (10) calendar days prior to the Contractor beginning work under the contract. A performance bond is not required from Florida state universities PARTICIPATION IN FUTURE STAGES OF THIS PROJECT As stated in Chapter F.S. (18) A person who receives a contract that has not been procured pursuant to subsections (1) through (5) to perform a feasibility study of the potential implementation of a subsequent contract, who participates in the drafting of a solicitation or who develops a program for future implementation, is not eligible to contract with the agency for any other contracts dealing with that specific subject matter, and any firm in which such person has any interest is not eligible to receive such contract. However, this prohibition does not prevent a vendor who responds to a request for information from being eligible to contract with an agency ACCESSIBLE ELECTRONIC INFORMATION TECHNOLOGY Proposers submitting Proposals to this solicitation must provide electronic and information technology resources in complete compliance with the accessibility standards provided in Sections , F.S., and Rule , F.A.C. These standards establish a minimum level of accessibility SCRUTINIZED COMPANIES LISTS (as applicable) Section , Florida Statutes, requires that at the time a company submits a bid or proposal for a contract for goods or services of $1 million or more, the company must certify that the company is not on either the Scrutinized Companies with Activities in Sudan List or the Scrutinized Companies with Activities in the Iran Petroleum Energy Sector List. Both lists are created pursuant to section , Florida Statutes. Proposals of $1 million or more must include the attached Scrutinized Companies Lists Form (Attachment 6 ) to certify the Proposer is not on either of those lists. The Form shall be submitted with the Technical Reply. SECTION 7 SCOPE OF SERVICES 7.0 SCOPE OF SERVICES This RFP provides for implementation of the Office s award for high quality early childhood assessments. The contract period will be from the contract execution date to June 30, The Contractor shall work closely with the Office, the early learning coalitions, RCMA and with groups of Florida early learning educators to complete all work tasks. All procedures, processes, and products used by the Contractor to complete contract work must be approved by the Office. Throughout the contract period, the Contractor will confer with the Office on a continuing and consistent basis and will be involved in frequent face-to-face meetings with the Office, as necessary. The dates for making child assessments available to VPK teachers, School Readiness teachers and child care providers necessitate a restricted time period to complete the work of assessment implementation activities. Proposers shall propose efficient and innovative procedures to meet these required dates and shall demonstrate in the Proposal the capability and willingness to commit the human and technological resources needed to complete the project in the required time. RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 21

21 News releases or public announcements pertaining to this RFP, a contract award resulting from the RFP, or work completed under a contract will not be made without prior written approval from the Office. Services to be Provided 1.0 Terms and Definitions 1.1 Accreditor - An entity recognized by Florida s Department of Children and Families as an Accrediting Association for purposes of receiving a religious exemption under section , Florida Statutes or receiving a Gold Seal Quality Care Designation under section , Florida Statutes. 1.2 Age Appropriate - What children are generally able to do at a given age. 1.3 Authentic - Uses tasks that are as close as possible to real-life practical and intellectual challenges and the child completes the desired behavior in a context as close to real-life as possible. 1.4 Criterion Referenced - A test for comparing each child s assessment score with one or more fixed standards of performance. 1.5 ELIS - Florida s Early Learning Information System is the new enterprise information system for Florida s Office of Early Learning which is anticipated to be completed by June ELIS will replace over thirty-one independent systems with one statewide information system, which will provide real time information and streamline processes. 1.6 Early Learning Coalition - Part of a system of thirty one (31) statutorily created local entities in Florida that implement early learning programs at the local level including, but not limited to, the School Readiness Program, Child Care Resource and Referral Program (CCR&R), Child Care Executive Partnership (CCEP) Program, and the Voluntary Prekindergarten Education (VPK) Program. Each coalition implements an approved plan that includes a comprehensive program of School Readiness services that enhance the cognitive, social and physical development of children to achieve the performance standards and outcome measures specified by Florida s Office of Early Learning. 1.7 Family Engagement - The process of involving, incorporating, engaging and partnering with parents and families of children enrolled in early learning programs. 1.8 Florida Early Learning and Developmental Standards Birth to Five (Birth to Five Standards) A set of performance standards developed by Florida s Office of Early Learning as required by section (4)(d), Florida Statutes. This document includes age appropriate expectations that outline what children should know and be able to do at various developmental stages from birth to age five. See Florida s Office of Early Learning - Florida s Office of Early Learning is the governmental entity providing oversight and administration for early learning programs in Florida consisting of, but not limited to the School Readiness Program (child care subsidies), Child Care Resource and Referral Program (CCR&R), Child Care Executive Partnership (CCEP) Program and the Voluntary Prekindergarten Education (VPK) Program Inter-rater Reliability - The variation in measurement when a child is assessed by a different person but with the same method or instrument Developmental Norms - Standards by which the progress of a child s development can be measured relative to the development of a representative cross section of children Gold Seal Quality Care Designation A child care provider who has been issued a Gold Seal Certification from Florida s Department of Children and Families after having achieved accreditation from an approved accrediting agency recognized by DCF under Section , Florida Statute. RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 22

22 1.13 Nationally Recognized - The assessment instrument is in use among leading early educational organizations and/or has been vetted or evaluated by leading educational experts in an academic publication Normed The process of establishing a baseline of scores on a nationally representative sample Observation Based - Type of assessment based on observing children's behaviors and actions Pre-Assessment - An observation based assessment of a School Readiness child s (age birth to five years) learning and development documented within the first 60 days of enrolling in the School Readiness program Post-Assessment - An observation based assessment of a School Readiness child s (age six months to five years) learning and development documented by May 30th (if the child has been enrolled in the School Readiness program for the previous 6 months) Redland Christian Migrant Association (RCMA) - RCMA provides School Readiness, Voluntary Pre- Kindergarten, Child Care Resource and Referral and Child Care Executive Partnership services to eligible children and families of the seasonal and migrant farm worker community Reliable - The degree to which an instrument produces consistent information across different circumstances and is free from random error associated with the process of measuring the construct of interest School Readiness Program - Administered by Florida s Office of Early Learning, the School Readiness program provides eligible parents financial assistance for child care to enable them to become self-sufficient Valid - Extent to which a tool assesses what it is supposed to assess and indicates that scores accurately capture what the tool is meant to measure in terms of content Voluntary Prekindergarten Education Program (VPK) Florida s State Constitutionally mandated voluntary early education program designed to prepare 4 year olds for kindergarten VPK Provider on Probation A designation by the Florida State Board of Education indicating that a VPK provider has not met the minimum VPK readiness rate Florida Early Learning and Developmental Standards for Four-Year-Olds (VPK Standards) - A set of performance standards developed by the Florida Department of Education and Florida's Office of Early Learning that describe skills that four-year-olds should know and be able to do by the end of their prekindergarten year. See Early Childhood Assessment Instrument The Contractor shall be responsible for providing a statewide licensing agreement to the Office for an early childhood assessment instrument made available to eligible users as designated by the Office at the scope and scale described in this RFP. The assessment instrument shall: 2.1 Be observation based; 2.2 Be criterion referenced; 2.3 Be reliable; 2.4 Be valid; 2.5 Be normed against a population similar to Florida; RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 23

23 2.6 Be authentic; 2.7 Be appropriate for use with any developmentally appropriate curriculum; 2.8 Be appropriate across the range of early learning settings, to include centers, family child care homes and school-based programs; 2.9 Cover the age range of birth to five; 2.10 Have the ability to assess children with disabilities; 2.11 Have the ability to assess English language learners; 2.12 Have, at a minimum, English and Spanish versions; 2.13 Be culturally and linguistically sensitive; 2.14 Be designed for administration by an early childhood teacher or child care provider who may or may not have high school or post high school education; 2.15 Document a child s learning and developmental gains at multiple time points over a period of time; 2.16 Document a child s learning and developmental gains as aligned to the developmental domains established in the Florida Early Learning and Developmental Standards: Birth to Five and the Florida Early Learning and Developmental Standards for Four-Year-Olds (VPK Standards); 2.17 Have the ability to provide information to teachers/child care providers on individualized instruction methods based on individual children; 2.18 Have the ability to set individual child learning growth and performance goals; 2.19 Have the ability to provide information on age-expected behaviors and activities for children of different ages (Birth to Five); 2.20 Can suggest activities and learning experiences that are aligned to the individual developmental levels of children (Birth to Five) and based on the results of each child s assessment(s); 2.21 Have the ability to document meaningful and subtle learning gains for children (Birth to Five) from diverse backgrounds and with diverse abilities; 2.22 Provide a parent portal with opportunities for parents to review the information on their child(ren) in English or Spanish and the ability to download suggested activities and learning experiences aligned to their child s developmental needs to support their individual development; 2.23 Be paperless to the greatest extent possible meaning that the required use of paper forms or documents is limited but available; 2.24 Be functional/compatible with standard Windows based PC and/or Windows based tablets, Mac or ipad and other common tablets with high speed internet connectivity; 2.25 Be nationally recognized; 2.26 Allow for the secure capture and transmission of child assessment information; 2.27 Be both browser (web) based and paper based; 2.28 Have the capacity to manage the anticipated ongoing data load for a minimum of 300,000 children a year; 2.29 Have a notification component (tickler) to alert the teacher/child care provider when calendar scheduled follow-up assessments are due; RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 24

24 2.30 Allow for automated capture, storage and tracking of county, early learning coalition and state early learning data; 2.31 Allow for capture and customization of provider type including, but not limited to: Child care centers; Family child care home; Public School; Non-public school; and Informal Allow for capture and customization of site license status including, but not limited to: Licensed; Registered; and License exempt Allow for capture and customization of site information including, but not limited to: Accreditor recognized by the Florida Department of Children and Families; VPK Provider on probation Allow for capture of child eligibility indicator, by program type including: School Readiness, VPK, Head Start, or a Combination of eligibility types referenced above Provide reporting and monitoring to multiple levels of users through a secure password portal; and 2.36 Provide a web-based online learning community with moderator. 3.0 Family Engagement The Contractor shall provide a solution for fostering family engagement in English, Spanish and Haitian Creole that, at a minimum shall: 3.1 Generate assessment reports for families that: Provide information on the growth and development of the child; Suggest learning activities at home to support each child s growth and development; Are easy to read and understand by people with low reading levels; 3.2 Generate assessment reports and materials to guide family conferences; and RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 25

25 4.0 Alignment to the Florida Early Learning and Developmental Standards: Birth to Five and Florida Early Learning and Developmental Standards for Four-Year-Olds (VPK Standards) The Contractor shall provide a solution for reporting child learning and developmental gains over a period of time as aligned to each of the following developmental domains established in the Florida Early Learning and Developmental Standards: Birth to Five and the Florida Early Learning and Developmental Standards for Four- Year-Olds-VPK Standards,(see Attachment 8 Early Childhood Assessment Instrument Correlation), which, at a minimum shall include: 4.1 Physical Development; 4.2 Social and Emotional Development; 4.3 Approaches to Learning; 4.4 Language, Communication, and Emergent Literacy; and 4.5 Cognitive Development and General Knowledge. 5.0 Assessment Process The Contractor shall provide a recommended child assessment process which, at a minimum, shall address: 5.1 The process for observing the child; 5.2 The process for gathering or using multiple sources such as other observations, portfolios, and parents; 5.3 The process for inputting the observed data into the assessment online instrument; 5.4 Average time to complete a child observation; 5.5 Additional personnel support a teacher might need while conducting a child observation during normal classroom activities; 5.6 The time needed to input child observation data; 5.7 Any issues with delayed observation and inputting child observation data into the assessment online instrument; and 5.8 Common problems or issues that have been noted with the assessment instrument and any corrective actions taken. 6.0 Teacher/Child Care Provider Reporting The Contractor shall provide teacher/child care provider reporting capabilities which, at a minimum, shall: 6.1 Allow administrator access for every teacher/child care provider participating in Florida s School Readiness and/or VPK program; 6.2 Allow the teacher/child care provider to: Report on individual child progress aligned to the Florida Early Learning and Developmental Standards - Birth to Five and the Florida Early Learning and Developmental Standards for Four-Year-Olds (VPK standards); Report on individual child learning and developmental gains and performance; Report on comparisons in classrooms; RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 26

26 6.2.4 Report on comparisons of groups selected by the teacher; 6.3 Allow the teacher/child care provider to run reports for families on individual child learning and developmental gains; and 6.4 Allow child care directors to run comparative reports among their sites. 7.0 Early Learning Coalitions and RCMA Reporting The Contractor shall provide local child assessment compliance reporting capabilities for the Early Learning Coalitions and RCMA which, at a minimum, shall: 7.1 Allow administrator access for at least thirty-one (31) early learning coalitions and RCMA; 7.2 Allow the early learning coalition and RCMA administrators to report on child care provider pre and post assessment compliance. Report elements should include but are not limited to: Teacher/child care provider identifier; Child identifier; Demographic data; Date of child enrollment with the School Readiness provider and/or the VPK provider; Dates of assessments; Provider site identifier that allows for easy and accurate identification of the site; Classroom identifier, if applicable; Program eligibility type; Accreditation entity or entities; Gold Seal Quality Care Designation indicator; VPK Provider on Probation indicator; Number of assessments/frequency per child; and Number of assessments/frequency per teacher/child care provider. 8.0 Florida s Office of Early Learning s Statewide Reporting The Contractor shall provide the Office statewide compliance summary reporting capability which, at a minimum, shall: 8.1 Include the ability to verify, sufficient for audit, child assessment system usage for at least thirty-one (31) early learning coalitions and RCMA; 8.2 Allow the Office to confirm early learning coalition and RCMA compliance with pre and post assessment requirements. Report elements should include, but are not limited to: Teacher/child care provider identifier; Date of child enrollment with the School Readiness and/ or VPK provider; Dates of assessments; RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 27

27 8.2.4 Provider site information to include licensing number, address or other information that allows for easy and accurate identification of the site; Early learning coalition and RCMA indicator; Number of assessments/frequency per child; Number of assessments/frequency per teacher/child care provider; Program type; Accreditation entity; Gold Seal Quality Care Designation indicator; and VPK Provider on Probation indicator. 8.3 The Contractor shall assist the Office by preparing presentations about the implementation and operational status of the Early Childhood Assessment Instrument, the challenges and successes of the Early Childhood Assessment Instrument. 8.4 The Contractor shall present to the Florida Legislature or Executive Office of the Governor upon request by the Office for the term of the contract at no additional cost. 8.5 Upon request and with 60 days notice, the Contractor shall co-present with the Office at early learning conferences and seminars. RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 28

28 9.0 Reporting Types and Level of Access The Contractor shall provide reporting capabilities by the schedule in Table 1 - Reporting Types and Level of Access below. Table 1 - Reporting Types and Level of Access Level of Access Individual Child Learning and Developme ntal Gains Reports Center/ Provider / Classroom Reports Type of Report Parent Reporting Materials, Child Learning and Developmental Gains/Performanc e/goals, At-Home Activities Compliance Reports - Provider Enrollment Date, Pre Assessment Date, Post Assessment Date General Parenting Materials for Growth/Development Milestones and Activities Teacher//Child Care Provider/ X X X Director Early Learning Coalition / Local Contractor/ * * * X RCMA Florida s Office of Early Learning * * * X Parents / Families X Frequency On demand On demand On demand On demand On demand *Ad Hoc on demand reporting capability 10.0 Teacher Training The Contractor shall provide VPK teacher and School Readiness teacher and child care provider training that, at a minimum, shall: 10.1 Have an early childhood assessor instrument training and certification process; 10.2 Address the differentiated learning needs of teachers and child care providers, including: Varying education levels; Varying levels of exposure to observational methods of assessment; Knowledge of children s development; Various learning styles; Varying learning modalities; RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 29

29 10.3 Teach VPK teachers and School Readiness teachers/child care providers to: Administer and score assessment instruments; Enter assessment information into the online assessment system; Obtain reports, interpret reports, analyze data, monitor children s learning gains and progress over time, and use data to reflect upon and adjust their teaching; Access online tools and suggested activities for supporting individual child instruction; Use assessment results to communicate with parents; and Engage parents to use the resources in the system to support their child(ren) s learning and development Ongoing Technical Support The Contractor shall provide ongoing technical support to the Office, trainers, early learning coalitions and RCMA, VPK teachers and School Readiness teachers/child care providers and directors throughout the year at the service levels described in Section 12.0 Service Level Agreement. Ongoing technical support shall, at a minimum: 11.1 Have an inter-rater reliability process; 11.2 Have online/web based training tutorials; 11.3 Provide an up to date website that contains frequently asked questions about the Contractor s child assessment instrument; 11.4 Provide ongoing technical assistance via phone support (i.e., Help Desk) available to users 7 days a week including before and after school hours (7:00am 7:00pm ET); 11.5 Provide ongoing technical assistance via webinars, training videos, and ; 11.6 Provide a web-based online learning community monitored by assessment experts; 11.7 Include identification and immediate notification to the Office of any problems or conditions that impaired the implementation of the Early Childhood Assessment Instrument; 11.8 Provide training announcements including electronic fliers for the Office s Communications office; and 11.9 Monthly report of inquiries by early learning coalition and subject. RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 30

30 12.0 Service Level Agreement The Contractor must provide assurances that the early childhood assessment online system will be continuously available. The Contractor will take steps to ensure the web-based early childhood assessment system is available for use 24 hours a day, 7 days a week, 365 days a year. At all times during the term of this agreement, and for all renewal periods, service provider s level of performance shall meet or exceed the standards in Table 2 Service Level Agreement (SLA) Performance Standards. Table 2 - Service Level Agreement Performance Standards SLA Ref # SLA Area SLA Description SLA Metric (s) Frequency of Measurement 1 Availability 99.99% of uptime for the entire system. Note: System outages outside the control of the Contractor due to force majeure will not be included in the calculation. 2 System Performance 3 Catastrophic System Failure Recover Time 4 Help Desk - Phone 5 Help Desk Will meet industry standards for system response time and timeliness of required reporting. Will align with the Contractor s Disaster Recovery Plan and Continuity of Operations Plan. 95% of calls to the Contractor s Help Desk during advertised hours of service shall be answered by a Help Desk Representative within 60 (sixty) seconds with acceptable resolution by end of working day for all calls received prior to noon. All calls received after noon shall have an acceptable resolution by noon the next day. 95% of s to the Contractor s Help Desk shall have an initial response within 1 business day and an acceptable resolution within 2 business days. The remaining 5% shall be responded to within two (2) business days. 6. Data Export 100% of data export requests as authorized by the Office will be completed to the satisfaction of the recipient within two (2) business days. TBD from the Proposal and the Office s requirements TBD from the Proposal and the Office s requirements TBD from the Proposal and the Office s requirements TBD from the Proposal and the Office s requirements TBD from the Proposal and the Office s requirements TBD from the Proposal and the Office s requirements Monthly Monthly Monthly Monthly Monthly Monthly RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 31

31 13.0 Failure to Perform If Contractor fails to meet any Service Level, Contractor shall immediately notify the Office and promptly, at no additional charge, use all reasonable efforts to minimize the impact of and correct the problem, and begin meeting the Service Level as soon as practicable. The Contractor shall provide financial credits (representing a pro rata portion of the calendar hosting and maintenance fee) to be applied against future monthly hosting and maintenance fees as provided below: UPTIME CONTRACTUAL CREDIT 99.00% 3% 98.00% 5% 97.00% 8% 96.00% and below 10% Uptime % calculation rounded up to the next whole number Train the Trainer Training The Contractor will provide onsite train the trainer face-to-face assessment training to the Office designated participants that will: 14.1 Be delivered at locations specified in the Train the Trainer Implementation Schedule to be developed within thirty (30) calendar days of contract execution (see Table 3 - Train the Trainer Implementation Schedule Example) Confirm that training participants possess the knowledge, skills, and abilities to provide assessment training on the Contractor s early childhood assessment instrument Ensure that trainees possess the training skills to reliably deliver the early childhood assessor system training to attendees in a way that the people they train can implement the instrument with reliability Provide model training agendas, PowerPoint presentations, handouts or other tools for training delivery, and instruction on how to provide the assessor training, including guidance on how to find help with maintaining reliability, parameters for confidentiality, and other required elements of a successful early childhood assessment instrument training Include a process by which trainers can plan and offer assessment trainings and any limitations that there will be for trainers to plan and offer such trainings Include instruction that results in trainees ability to facilitate assessment training to participants that have not met reliability to reach reliability Certify training participants passing the training as certified trainers, if applicable Provide a point of contact that shall provide expert technical assistance related to training teachers/child providers on the early childhood assessment instrument. RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 32

32 Table 3 - Train the Trainer Implementation Schedule Example Train the Trainer Anticipated Estimated Assessment Location Participants Training Site 1 Jacksonville North Florida Site 2 Orlando Central Florida Site 3 Ft. Lauderdale South Florida Site 4 Sarasota Florida West Coast Site 5 Tallahassee Northwest Florida Date of Training 40 TBD 40 TBD 40 TBD 40 TBD 40 TBD 15.0 Administrator Training The Contractor shall train the Office, early learning coalitions and RCMA administrators to: 15.1 Run and interpret compliance reporting; 15.2 Use compliance reporting to verify system usage and child assessment eligibility and that assessment requirements are being met; and 15.3 Perform quality assurance reporting analysis Assumptions and Constraints 16.1 The Office will designate all eligible users of face-to-face and Web Based assessor training delivered under this contract The Office will coordinate notification of eligible users of all face-to-face train the trainer training delivered under this contract Training Plan Teacher/child care providers, administrators, and train the trainer trainings provided face to face and/or webbased by the Contractor to participants designated by the Office must be: 17.1 Described in a detailed training plan submitted to the Office for approval by the Project Manager fortyfive (45) calendar days following Contract signing. The training plan shall, at a minimum, include: Training goals; Training content; Training agenda; Training tests to be used; Training evaluations; Training manuals; Methods of presentation; and RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 33

33 Handouts for training sessions Outcome measures for each training delivered for approval by the Office which at a minimum shall: Define expected training outcomes for regional face to face trainer trainings and how they will be measured and reported; Define expected training outcomes for online web based trainings and how they will be measured and reported; Describe how the Contractor will measure if participants have acquired the necessary subject matter knowledge required by role; and Define how reporting of outputs (numbers of trainings delivered, types of training delivered, numbers of participants, number of participants passing the course) will be conducted Delivered in accordance to the training schedule mutually developed by the Office and the Contractor Delivered at the times and locations detailed in a Training Implementation Schedule Delivered using sound adult learning principles Delivered to appropriate group sizes as detailed in the proposal Delivered at mutually agreed on locations throughout the state of Florida Delivered consistently from one training to another Evaluated for effectiveness with testing of participants on a pass/fail basis to confirm all training topics are mastered Developed using training methods appropriate to the course content and based on functional roles Delivered by instructors with proven child assessment observer process and training skills Able to demonstrate that participants gain the skills, knowledge and abilities required to master the training course topic Web Based Training, Certification (if applicable) and Inter-Rater Reliability Training Requirements 18.1 Browser Requirements; IE7 and above, Apple Safari 5 and above, Google Chrome 8 and above, and Mozilla Firefox 3.6 and above Useable at a minimum of 800x600 resolution; 18.3 Useable on PC s running Windows XP, Vista and 7, Mac OS 10.4 and later; 18.4 Operate on PC s with minimum 256 MB RAM, and minimum 233 MHz Pentium Processor; 18.5 The software, backend data structure and connectivity shall be hosted by the Contractor or the Contractor s subcontractor and shall include: Storage of the Office s designated user data; RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 34

34 Internet connectivity with appropriate bandwidth for demand; Administration functions; Appropriate security and intrusion protection; 18.6 The Contractor s system must have the ability to: Maintain a secure environment; and Operate with response times in sub-second intervals Data Export The Contractor shall provide a data export plan for use by the Office or third party Contractors for analyzing and reporting on children s learning and developmental gains at the state and local levels. The data export plan shall include, at a minimum: 19.1 Data elements available for export (see Attachment 7 Available Data System Export Elements); 19.2 Available export formats; 19.3 Available methods of data transfer; 19.4 Measures to ensure secure data transfer; 19.5 Guaranteed time interval from request to transfer; 19.6 Assurances of data integrity; and 19.7 A proposed Personal Information Transfer Agreement Dissemination of Materials The Contractor shall disseminate to the 31 early learning coalitions and RCMA all materials agreed to in the contract. Materials shall be shipped per the schedule and proposed cost (see Table 4 - Materials Distribution Table Example). Table 4 - Materials Distribution Table Example Early Learning ELC/RCMA Ship to Materials Contact Coalition Address Description Person /RCMA Material Units Shipping Date RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 35

35 21.0 Status and Invoice Reporting The Contractor shall provide monthly status reports with the monthly invoice to the Designated Contract Manager at the Office. Report elements shall include, but are not limited to: 21.1 Number of teacher, administrative and face-to-face trainer trainings during the report period including: Type of training; Number of participants; Location of training; Name of trainer (if face-to-face); and Number of participants passing training Outcome measures described in and approved by the Office; 21.2 The number of teachers/child care providers utilizing the online assessment instrument for the report period; 21.3 The number of active instrument users during the report period; 21.4 A list of users with no activity during the report period; 21.5 The number of children assessed during the report period; 21.6 Online system service levels per Section12.0 Service Level Agreement Performance Standards; and 21.7 Any problems or conditions that impair the implementation of the Early Childhood Assessment Instrument during the report period and proposed corrective actions Project Plan Within thirty (30) calendar days of contract signing, the Contractor shall submit a detailed project plan setting forth the project goals, objectives, deliverables, and timelines. The plan will clearly establish roles, responsibilities and level of effort expected of all participants. The plan will include procedures for documenting and tracking progress toward meeting the established goals and objectives. It will also stipulate how any modifications of adjustments to the project will be managed. For this detailed project plan, the Office will review and provide feedback to the Contractor within fifteen (15) business days after the plan is delivered. For all other plans in SECTON 7.1 Deliverables, the Contractor shall allow 10 business days for the Office to review preliminary drafts of the plans and shall provide at least five (5) business days for the Office to review and approve final plans prior to the delivery date. The Project plan shall also include a Quality Assurance Plan that addresses, at a minimum, the following: 22.1 The Contractors process or mechanisms for screening and identifying abnormalities among assessment data recording and results, by teacher; 22.2 The process and mechanisms for ensuring that VPK teachers and School Readiness teachers only record assessment data on eligible children; 22.3 The process and mechanisms for early learning coalitions to monitor and ensure that VPK teachers and School Readiness teachers and child care providers use the early childhood assessment instrument to assess eligible children only; and 22.4 The capability and process for transferring a child s assessment record to another child care provider site. RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 36

36 7.1 DELIVERABLES The Contractor is responsible for all deliverables per the schedule in Table 5 Deliverables. Upon acceptance of a properly prepared invoice and documented proof of performance, the Contractor shall be paid for each deliverable at the price agreed upon from the contract and at the schedule in Table 5 Deliverables. 1.0 Early Childhood Assessment System Costs The cost of the early childhood assessment instrument and related systems shall be on a cost per child unit basis. The cost shall be based on the contract s cost per child. The per unit cost shall include the following deliverables on a monthly basis: 1.1 An Early Childhood Assessment Instrument statewide license per the scope and scale prescribed in Scope of Services, Sections Teacher/Child Care Provider Reporting capability. See Scope of Services, Sections 6.0 and Early Learning Coalitions and RCMA Reporting capability. See Scope of Services, Sections 7.0 and The Office s Statewide Reporting capability. See Scope of Services, Sections 8.0 and Teacher Training. See Scope of Services, Section Ongoing Technical Support. See Scope of Services, Sections Train the Trainer Training Train the Trainer training provided by the Contractor to authorized participants shall be on a per participant unit cost basis. The cost shall be based on the contract and per Section 14.0 Table 3 - Train the Trainer Implementation Schedule Example. Training per unit costs shall include all Contractor expenses to deliver the training including travel. The Office shall be responsible for providing training venues for all Train the Trainer trainings delivered by the Contractor under this contract and those costs shall not be factored in the Contractor s training cost. 3.0 Administrator Training Administrator training costs will be paid based on the contract and the needs of the state. 4.0 Dissemination of Materials Any assessment materials approved by the Office and disseminated to the early learning coalitions or RCMA per the schedule in Scope of Services, Section 20.0 and based on the Florida's Office of Early Learning approved contracted rates per the Contractor s proposal. RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 37

37 5.0 Status and Invoice Reports Monthly status reports per the schedule in Table 5 Deliverables. Table 5 - Deliverables Early Childhood Assessment Instrument, Birth to Five Activity Completion Date Activity Number Year 1 Year 2 Deliverable 1 Early Childhood Assessment Instrument Includes Activities 1-9 All costs for Deliverable 1 are to be included in the overall per/child assessment cost 1 Within 30 Calendar Days of Contract Signing 7.0 Scope of Services 2 Within 30 Calendar Days of Contract Signing 3 Within 30 Calendar Days of Contract Signing 4 Within 30 Calendar Days of Contract Signing and per the SLA 5 Within 30 Calendar Days of Contract Signing 6 Within 30 Calendar Days of Contract Signing 7 Within 30 Calendar Days of Contract Signing 8 Within 30 Calendar Days of Contract Signing 9 Within 30 Calendar Days of Contract Signing July June 30, 2014 per the SLA Available Online Per the SLA Available Online Per the SLA Available Online Per the SLA Available Online Per the A detailed project plan setting forth the project goals, purpose, deliverables and timelines. See SECTION A detailed Training Plan See SECTION 7.0, Scope of Services, Section Data Export Plan See SECTION 7.0, Scope of Services, Section 19.0 An statewide license for access to an early childhood assessment instrument per the scope and scale prescribed in SECTION 7.0, Scope of Services, Sections Teacher/Child Care Provider Reporting capability. See SECTION 7.0, Scope of Services, Sections 6.0 and 9.0. Early Learning Coalitions and RCMA Reporting capability. See SECTION 7.0, Scope of Services, Sections 7.0 and 9.0. The Office s Statewide Reporting capability. See SECTION 7.0, Scope of Services, Sections 8.0 and 9.0. Online Teacher Training. See SECTION 7.0, Scope of Services, Section SLA Per the SLA Ongoing Technical Support. See SECTION 7.0, Scope of Services, Sections Deliverable 2 Train the Trainer Training Includes Activity 10 Schedule in Section 14 Table 3 and the Proposer s Price Proposal. 10 Per the Train the Trainer Training Schedule in Section 14.0 Table 3 TBD Deliverable 3 Administrator Training Includes Activity 11 Costs provided in the Proposer s Price Proposal Train the Trainer Training See SECTION 7.0 Scope of Services, Section RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 38

38 Table 5 - Deliverables Early Childhood Assessment Instrument, Birth to Five Activity Completion Date Activity Number Year 1 Year 2 11 Per the Contractors proposed training plan TBD Administrator Training See SECTION 7.0 Scope of Services, Section Deliverable 4 Materials Includes Activity 12 Costs provided in the Proposer s Price Proposal 12 Per the schedule agreed to in Section 20.0, Table 4 Materials Distribution Table As, needed per the schedule agreed to in Section 20.0 Table 4 Materials Distribution Table Deliverable 5 Status and Invoice Reporting Includes Activity 13 Must be included with monthly invoice. 13 Monthly, with invoice Monthly, with invoice Dissemination of Materials See SECTION 7.0 Scope of Services, Section 20.0 Status and Invoice Reports See SECTION 7.0 Scope of Services, Section PROPOSAL OPENING SECTION 8 OPENING, EVALUATION AND AWARD TECHNICAL PROPOSALS WILL BE OPENED ON BEHALF OF FLORIDA S OFFICE OF EARLY LEARNING BY THE DEPARTMENT'S BUREAU OF CONTRACTS, GRANTS AND PROCUREMENT MANAGEMENT SERVICES PERSONNEL AT 325 WEST GAINES STREET, 332 TURLINGTON BUILDING, TALLAHASSEE, FLORIDA, AS SPECIFIED IN SECTION 3.4 SCHEDULE OF EVENTS. PRICE PROPOSALS (which have corresponding responsive Technical Proposals) WILL BE OPENED AS SPECIFIED IN SECTION 3.4 SCHEDULE OF EVENTS at 325 WEST GAINES STREET, 332 TURLINGTON BUILDING, TALLAHASSEE, FLORIDA. 8.1 EVALUATION PROCESS The work tasks identified in the Scope of Services, and Deliverables represent a common basis for the evaluation of proposals. Proposals must be designed to meet all requirements of the RFP. Proposals that do not completely represent the scope and nature of the work tasks stated in this RFP or otherwise attempt to limit or redefine the work tasks stated in this RFP in either the technical or cost sections of the proposal may be rejected at any stage of the proposal evaluation process. Proposals will be evaluated on the basis of the Proposer s qualifications and experience and the technical and cost proposals for the work tasks described herein for the entire span of the ensuing contract. RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 39

39 A Selection Committee, hereinafter referred to as the "Committee", will be established to review and evaluate each Proposal submitted in response to this RFP. However, Proposals rejected due to non-compliance with terms and conditions of this RFP will not be evaluated. The Committee will be comprised of at least three persons with knowledge, background, experience, and/or professional credentials in relative service areas. Each member of the Committee will be provided a copy of each Technical Proposal. Proposals will be evaluated on the criteria established in the section below entitled "Criteria for Evaluation" in order to assure that Proposals are uniformly rated. The Committee will assign points, utilizing the technical evaluation criteria identified herein and complete a technical summary. Proposing firms must attain a score of (60) points or higher on the Technical Proposal to be considered responsive. Should a Proposer receive fewer than (60) points for their Technical Proposal score, the Price Proposal will not be opened. The Bureau of Contracts, Grants and Procurement Management Services will open Price Proposals in accordance with Section 8.0, Proposal Openings. The Bureau of Contracts, Grants and Procurement Management Services and/or the Office s Project Manager/Selection Committee will review and evaluate the Price Proposals and prepare a summary of its price evaluation. Points will be assigned based on price evaluation criteria identified herein. During the process of evaluation, the Bureau of Contracts, Grants and Procurement Management Services will conduct examinations of Proposals for responsiveness to requirements of the RFP. Those determined to be nonresponsive will be automatically rejected. Criteria for Evaluation Proposals will be evaluated and graded in accordance with the criteria detailed below. a. Technical Proposal (80 Points) Technical evaluation is the process of reviewing the Proposer's Executive Summary, Management Plan, and Technical Plan for understanding of project, qualifications, approach and capabilities, to assure a quality product. The following point system is established for scoring the Proposals: The following criteria will be used to evaluate and rank Proposals. A) Executive Summary 5 points B) Management Plan 25 points C) Technical Plan 50 points Total 80 points D) Price 20 points Total 100 points Price analysis is conducted through the comparison of price quotations submitted. The maximum points will be awarded to the lowest acceptable Price Proposal. Proposals with higher costs will receive the fraction of the maximum points proportional to the ratio of the lowest Proposal price to the higher Price Proposal. The fractional value of points to be assigned will be rounded to one decimal place. The criteria for price evaluation shall be based upon the following formula: RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 40

40 (Low Price/Proposer's Price) x Price Points = Proposer s Awarded Points The total maximum number of points that can be earned in the evaluation process is 100 points. The contract shall be awarded to the responsible and responsive vendor whose Proposal is determined in writing to be the most advantageous to the state, taking into consideration the price and the other criteria set forth in this RFP. 8.2 POSTING OF PROPOSAL TABULATION The Proposal Tabulation will be posted at the Florida Department of Education, 325 West Gaines Street, 332 Turlington Building, Tallahassee, Florida and on the Florida Vendor Bid System at as specified in SECTION 3.4 SCHEDULE OF EVENTS, and will remain posted for a period of seventy-two (72) hours. RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 41

41 ATTACHMENT 1 PROPOSER S PRICE PROPOSAL Prices/Delivery Schedule Proposers shall provide a price per child to be assessed. Price per child shall be all inclusive, taking into consideration the entire assessment process, including cost of all materials (e.g. booklets, answer sheets, relevant software, cost to duplicate or print web-based materials, etc.), shipping/delivery charges statewide, computer and web-based services including scoring aggregation, reporting data to teachers/child care providers, early learning coalitions and the Office and ongoing technical assistance. Data collection and data entry by users will occur, at a minimum, twice per calendar year for each child. Upon award, any per child cost billed to the state shall occur as a result of a documented intake of an individual nonduplicated child record into the Proposer s web-based assessment system. Proposers shall provide a price per participant cost for required training for teachers; train the trainer training; the Office, Office designated, ELC and RCMA administrative staff per the requirements in SECTION 7.0, Scope of Services, and indicate the format of the training. Proposers shall provide a price per participant cost for train the trainer assessor training including materials and consumables and indicate the format of the training. The price per child assessed is a figure of merit for proposal evaluation purposes. This figure of merit is an important factor in the state s award determination, and the Proposer agrees that by providing it, the state will consider it as a not-to-exceed price. The evaluation process is designed to award this procurement to the Proposer or Proposers whose proposal best meets the requirements of this RFP, not necessarily to the low-cost Proposer. Note: Estimated child count is merely a representative number for comparative purposes and does not reflect actual numbers. In the interest of identifying the best statewide solution for implementing pre and post early childhood assessment for Florida s School Readiness children and VPK children, Florida s Office of Early Learning reserves the right to make one or more awards resulting from this RFP. Upon award, Early Learning Coalitions can chose the winning contracted vendor(s) that best meet their local needs. Web-Based Early Childhood Assessment Instrument Version(s) Format Per Child Cost Birth to Five Online/Webbased Estimated Children to be Assessed-Pre and Post 300,000 Total RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 42

42 Required Training Format web-based, face to face, other (describe) Per Person Cost Estimated Participants Total Training Cost Train the Trainer Assessor Training 200 Administrator Staff (Florida's Office of Early Learning, ELC and RCMA) 70 Paper Assessment Cost Description Cost Per Kit Children assessed (Pre and Post) per kit Paper Based Assessment Kits Per child Assessed (Pre and Post) cost: Calculated as Cost Per Kit/Children Assessed per kit. Estimated Children to be assessed using Paper based assessment Kits $ $ 10,000 Total cost of Paper based Assessments (Pre and Post) Calculated as Per Child Assessed (Pre and Post) X 10,000 One Time Service Cost Deliverable Deliverable # (See Table 5- Deliverables) Due Project Plan 1-1 Within 30 Calendar Days of Contract Signing Training Plan 1-2 Within 30 Calendar Days of Contract Signing Data Export Plan 1-3 Within 30 Calendar Days of Contract Signing Cost per Deliverable (if any) GRAND TOTAL: $ Paper assessment cost items could include assessment kits, materials and other items available and critical to the Proposer s early childhood assessment instrument not described in the Scope of Services. RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 43

43 Clear and Detailed Budget In establishing the per child costs, Proposers shall consider the participation figures provided below in the Estimated Assessment Implementation Schedule table below. This table is based on the anticipated implementation schedule of the statewide early childhood assessment instrument. Proposers shall be aware that training arrangements (including locations and participants) will be coordinated by the Office. Costs for these arrangements are not to be included in the per participant cost proposal from the Proposer. Proposer shall include costs that will be incurred for the Proposers to travel to, and conduct, the training. Material costs shall be based upon the implementation schedule of School Readiness teachers as outlined below in Table 6 - Estimated Assessment Implementation Schedule. Table 6 - Estimated Assessment Implementation Schedule State Fiscal Year Estimated School Readiness and /or VPK Teachers to be Trained Estimated Children to be Assessed-Pre and Post Administrator Training Estimated Participants Train the Trainer Assessment Training Estimated Participants , , , , The Proposer shall have a complete accounting of expenses detailed in the cost structure, including staff and anticipated expenditures for accomplishing the tasks and to produce the deliverables under the terms of the contract. RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 44

44 ATTACHMENT 2 DRUG-FREE WORKPLACE (Will be considered in case of identical tie Proposals) Preference shall be given to businesses with drug-free workplace programs. Whenever two or more bids which are equal with respect to price, quality, and service are received by the state or by any political subdivision for the procurement of commodities or contractual services, a bid received from a business that certifies that it has implemented a drug-free workplace program shall be given preference in the award process. Established procedures for processing tie bids will be followed if none of the tied vendors have a drug-free workplace program. In order to have a drug-free workplace program, a business shall: 1) Publish a statement notifying employees that the unlawful manufacture, distribution, dispensing, possession, or use of a controlled substance is prohibited in the workplace and specifying the actions that will be taken against employees for violations of such prohibition. 2) Inform employees about the dangers of drug abuse in the workplace, the business's policy of maintaining a drug-free workplace, any available drug counseling, rehabilitation, and employee assistance programs, and the penalties that may be imposed upon employees for drug abuse violations. 3) Give each employee engaged in providing the commodities or contractual services that are under bid a copy of the statement specified in subsection (1). 4) In the statement specified in subsection (1), notify the employees that, as a condition of working on the commodities or contractual services that are under bid, the employee will abide by the terms of the statement and will notify the employer of any conviction of, or plea of guilty or nolo contendere to, any violation of Chapter 893 or of any controlled substance law of the United States or any state, for a violation occurring in the workplace no later than five (5) days after such conviction. 5) Impose a sanction on, or require the satisfactory participation in a drug abuse assistance or rehabilitation program if such is available in the employee's community, by any employee who is so convicted. 6) Make a good faith effort to continue to maintain a drug-free workplace through implementation of this section. As the person authorized to sign the statement, I certify that this firm complies fully with the above requirements. Vendor's Signature RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 45

45 ATTACHMENT 3 DISCLOSURE STATEMENT PARTNERSHIP OR INDIVIDUAL I hereby certify that I, if an individual, or each of us, if a partnership, doing business as. (Name of Individual or Partnership) (am)(is) not now involved in nor have I ever engaged in any private business venture or enterprise, directly or indirectly, with the Director and Deputy Directors of Florida's Office of Early Learning, the Commissioner of Education, the Deputy Commissioner of Education, any Associate Commissioner of Education, Division Director, or Bureau Chief within the Florida Department of Education. I further certify that neither I, nor any partner, if a partnership, nor anyone acting in my or our behalf has requested that any of the above designated persons or any other employee of the Florida Department of Education and /or Florida s Office of Early Learning exert any influence to secure the appointment of under this proposed agreement. (Name of Individual or Partnership) (1) Signature Signature (1) If partnership, each partner must sign and execute. Signature COMPANY OR CORPORATION I hereby certify that neither I nor any owner, officer, director, or shareholder of (Name of Corporation/Company), a (1) corporation, licensed to do business in Florida, is presently involved in or has been (Name of State of Inc.) engaged in any private business venture or enterprise, directly, or indirectly, with the Director and Deputy Directors of Florida's Office of Early Learning, the Commissioner of Education, the Deputy Commissioner of Education, any Associate Commissioner of Education, Division Director, or Bureau Chief within the Florida Department of Education. I further certify that neither I nor any owner, officer, director, or shareholder of this corporation or anyone acting on behalf of this corporation or any of its owners, officers, directors, or shareholders has requested that any of the above designated persons or any other employee of the Florida s Office of Early Learning, Florida Department of Education exert any influence to secure the appointment of under this proposed agreement. (Company) (Corporation) (2) Signature (1) If company is not incorporated, insert "not incorporated" in this space. (2) If incorporated, this statement is to be executed by same person who will execute contract, if awarded. Title RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 46

46 ATTACHMENT 4 FLORIDA S OFFICE OF EARLY LEARNING MINORITY SUB CONTRACTORS UTILIZATION SUMMARY The Department of Education and Florida s Office of Early Learning Supplier Diversity initiatives strive to ensure the promise of Florida s future is shared by all of its residents, regardless of race, ethnicity, disability, neighborhood or background. To that end, both are dedicated to support, track and increase its small, minority-, women-, and service-disabled veteran business enterprise spending with prime contractors and subcontractors. This form was developed to assist in these efforts. The Prime Contractor shall report all small, minority-, women-, and service-disabled veteran business enterprise Subcontractors, identifying the Name, Address, Type of Certification and Dollar Amount on the form below. The Prime Contractor shall submit this form with each invoice submitted for payment, whether or not funds have been spent with a small, minority-, women-, and service-disabled veteran business enterprise subcontractor for the period covered by the invoice. The Office of Supplier Diversity, Florida Department of Management Services will assist in furnishing names of qualified minorities. The Office of Supplier Diversity can be reached at (850) ; the Internet Web address is PRIME CONTRACTOR: CONTRACT NO.: CONTRACT TITLE: MBE CONTRACTORS Full Name, Address, Telephone Number State Certified Non- Certified Non- Profit Dollar Amount Certified True and Correct by: Prime Contractor Total Amount $ Submit Report to: The Florida's Office of Early Learning designated Contract Manger, with each monthly invoice, and: Mrs. Gwendolyn York Bureau of Contracts, Grants and Procurement Management Services 325 West Gaines Street Title 332 Turlington Bldg Tallahassee, FL Date For additional information, you may call Mrs. York at (850) , or Gwendolyn.York@fldoe.org RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 47

47 ATTACHMENT 5 REFERENCES PROPOSER NAME PROVIDE THE FOLLOWING REFERENCE INFORMATION FOR A MINIMUM OF THREE (3) BUSINESSES WHERE SERVICES OF SIMILAR SIZE AND SCOPE HAVE BEEN COMPLETED DURING THE PAST FIVE (5) YEARS OR CURRENTLY UNDERWAY: BUSINESS NAME: ADDRESS: CONTACT PERSON: PHONE NUMBER: FAX NUMBER: ADDRESS: DATE AND DESCRIPTION OF SERVICES: BUSINESS NAME: ADDRESS: CONTACT PERSON: PHONE NUMBER: FAX NUMBER: ADDRESS: DATE AND DESCRIPTION OF SERVICES: BUSINESS NAME: ADDRESS: CONTACT PERSON: PHONE NUMBER: FAX NUMBER: ADDRESS: DATE AND DESCRIPTION OF SERVICES: RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 48

48 ATTACHMENT 6 VENDOR CERTIFICATION REGARDING SCRUTINIZED COMPANIES LISTS Proposer Vendor Name: Vendor FEIN: Vendor s Authorized Representative Name and Title: Address: City: State: Zip: Phone Number: Address: _ Section , Florida Statutes, prohibits agencies from contracting with companies, for goods or services over $1,000,000, that are on either the Scrutinized Companies with Activities in Sudan List or the Scrutinized Companies with Activities in the Iran Petroleum Energy Sector List. Both lists are created pursuant to section , Florida Statutes. As the person authorized to sign on behalf of Proposer, I hereby certify that the company identified above in the section entitled Proposer/Vendor Name is not listed on either the Scrutinized Companies with Activities in Sudan List or the Scrutinized Companies with Activities in the Iran Petroleum Energy Sector List. I understand that pursuant to section , Florida Statutes, the submission of a false certification may subject company to civil penalties, attorney s fees, and/or costs. Certified By:, who is authorized to sign on behalf of the above referenced company. Authorized Signature Print Name and Title: RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 49

49 ATTACHMENT 7 AVAILABLE DATA SYSTEM EXPORT ELEMENTS Please indicate child assessment data elements available for export to the Office or its designated third party report contractor. Use additional columns to indicate any additional data characteristics relevant to the process. Field Name Data Type Description Configurable Y/N RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 50

50 ATTACHMENT 8 EARLY CHILDHOOD ASSESSMENT INSTRUMENT CORRELATION A. Florida Early Learning and Developmental Standards - Birth to Five Please indicate which assessment items align with the subdomains of Florida s Early Learning and Developmental Standards for each age level. In addition, please provide details on how assessment items align with each subdomain and how Florida s Early Learning and Developmental Standards: Birth to Five will be integrated into the data system so teachers/child care providers can document children s learning and developmental gains in the domains of these standards. A shaded domain cell is not applicable for that age range. Florida Early Learning and Developmental Standards Birth to Five Physical Development Birth to 8 Months 8 to 18 Months 18 to 24 Months 2 Year Olds 3 Year Olds 4 Year Olds Gross Motor (Development) Fine Motor (Development) Self-Help Health (and Wellness) Approaches to Learning Birth to 8 Months 8 to 18 Months 18 to 24 Months 2 Year Olds 3 Year Olds 4 Year Olds Eagerness and Curiosity Persistence Creativity (and Inventiveness) Planning and Reflection Social and Emotional Development Birth to 8 Months 8 to 18 Months 18 to 24 Months 2 Year Olds 3 Year Olds 4 Year Olds Trust and Emotional Security Self-Regulation Self-Concept Pro-Social Behavior Relationships Social Problem Solving RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 51

51 Florida Early Learning and Developmental Standards (continued) Language, Communication (and Emergent Literacy) Birth to 8 Months 8 to 18 Months 18 to 24 Months 2 Year Olds 3 Year Olds 4 Year Olds Listening and Understanding (Communicating and) Speaking Early (or Emergent) Reading Early (or Emergent) Writing Vocabulary Sentences and Structure Conversation Cognitive Development and General Knowledge Birth to 8 Months 8 to 18 Months 18 to 24 Months 2 Year Olds 3 Year Olds 4 Year Olds Exploration and Discovery Concept Development and Memory Problem Solving and Creative Expression Mathematical Thinking Scientific Thinking (or Inquiry) Social Studies (Creative Expression through) The Arts Florida Early Learning and Developmental Standards Birth to Five are located at: RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 52

52 CHILD ASSESSMENT INSTRUMENT CORRELATION B. Florida Early Learning and Developmental Standards for Four-Year-Olds (VPK Standards) Please indicate which assessment items align with the subdomains of Florida Early Learning and Developmental Standards for Four-Year-Olds (VPK Standards). In addition, please provide details on how assessment items align with each domain, component, standard, area, and benchmark and how the Florida Early Learning and Developmental Standards for Four-Year- Olds (VPK Standards) will be integrated into the data system so VPK teachers can document children s learning and developmental gains in the domains of these standards. Florida Early Learning and Developmental Standards for Four-Year-Olds Physical Development A. Health and Wellness 1. Shows characteristics of good health to facilitate learning 2. Shows visual abilities to facilitate learning and healthy growth and development 3. Demonstrates auditory ability to facilitate learning and healthy growth and development 4. Demonstrates characteristics of good oral health and performs oral hygiene routines 5. Shows familiarity with health care providers in relation to health and wellness 6. Demonstrates self-control, interpersonal, and social skills in relation to mental health 7. Shows basic physical needs are met 8. Actively takes part in basic health and safety routines 9. Participates in physical fitness activities 10. Makes healthy food choices B. Self-Help 1. Actively participates in self-care 2. Helps carry out classroom routines C. Gross Motor Development 1. Demonstrates increasing motor control and balance 2. Demonstrates the ability to combine movements for gross motor skills D. Fine Motor Development 1. Demonstrates increasing control of small motor muscles to perform simple tasks 2. Uses eye-hand coordination to perform fine motor tasks 3. Shows beginning control of writing by using various drawing and art tools with increasing coordination Approaches to Learning Alignment A. Eagerness and Curiosity 1. Shows curiosity and is eager to learn new things and have new experiences B. Persistence 1. Attends to tasks for a brief period and seeks help when needed C. Creativity 1. Approaches daily activities with creativity D. Planning and Reflection 1. Shows initial signs of planning and learning from their experiences RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 53

53 Florida Early Learning and Developmental Standards for Four-Year-Olds (continued) Social and Emotional Development A. Self-Regulation a. Affective 1. Demonstrates growing autonomy and independence, indicated by increasing self-care and willing participation in daily routines, when given a consistent and predictable environment 2. Begins to recognize, then internally manage and regulate, the expression of emotions both positive and negative, with teacher support and multiple experiences over time b. Life/Adaptive 1. Follows simple rules, agreements, and familiar routines with teacher support 2. Begins to use materials with increasing care and safety 3. Adapts to transitions with increasing independence B. Relationships a. Self 1. Shows increasing confidence in their own abilities b. Peers 1. Interacts with and develops positive relationship with peers 2. Develops special friendships 3. Shows care and concern for others c. Adults 1. Develops positive relationships and interacts comfortably with familiar adults C. Social Problem Solving 1. Shows developing ability to solve social problems with support from familiar adults 2. Develops an initial understanding of bullying, with support from familiar adults Language, Communication, and Emergent Literacy Alignment A. Listening and Understanding 1. Increases knowledge through listening Benchmark a: Child shows understanding by asking and answering relevant questions, adding comments relevant to the topic, and reacting appropriately to what is said. 2. Follows multi-step directions. Benchmark a: Child achieves mastery of two-step directions and usually follows three step directions, with teacher support and multiple experiences over time. B. Speaking 1. Speech is understood by both a familiar and an unfamiliar peer or adult Benchmark a: Child s speech is understood by both a familiar and an unfamiliar adult. C. Vocabulary 1. Shows an understanding of words and their meanings Benchmark a: Child has age-appropriate vocabulary across many topic areas and demonstrates a wide variety of words and their meanings within each area (e.g., world knowledge: names of body parts, feelings, colors, shapes, jobs, tools, plants, animals and their habitats, and foods; words that describe: adjectives, verbs, and adverbs). Benchmark b: Child has mastery of functional and organizational language of the classroom (e.g., same and different, in front of and behind, next to, opposite, below). Benchmark c: Child understands or knows the meaning of many thousands of words including disciplinary words, (e.g., science, social studies, math, and literacy) many more than he or she routinely uses (receptive language). 2. Shows increased vocabulary to describe many objects, actions, and events Benchmark a: Child uses a large speaking vocabulary, adding new words weekly. RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 54

54 Florida Early Learning and Developmental Standards for Four-Year-Olds (continued) Language, Communication, and Emergent Literacy (continued) C. Vocabulary (continued) Benchmark b: Child uses category labels (e.g., fruit, vegetable, animal, transportation, tools). Benchmark c: Child uses a variety of word meaning relationships (e.g., partwhole, object-function, object-location). D. Sentences and Structure 1. Uses age-appropriate grammar in conversations and increasingly complex phrases and sentences Benchmark a: Child typically uses complete sentences of four or more words, usually with subject, verb, and object order. Benchmark b: Child uses regular and irregular plurals, regular past tense, personal and possessive pronouns, and subject-verb agreement. 2. Connects phrases and sentences to build ideas Benchmark a: Child uses sentences with more than one phrase. Benchmark b: Child combines more than one idea using complex sentences. Benchmark c: Child combines sentences that give lots of detail, sticks to the topic, and clearly communicates intended meaning. E. Conversation 1. Uses language to express needs and feelings, share experiences, predict outcomes, and resolve problems Benchmark a: Child demonstrates varied uses of language (e.g., requesting, commenting, using manner words, problem-solving). 2. Initiates, ask questions, and responds to adults and peers in a variety of settings Benchmark a: Child follows another s conversational lead, appropriately initiates or terminates conversations, or appropriately introduces new content. Benchmark b: Child provides appropriate information for the setting (e.g., introduces himself or herself, requests assistance, answers questions by providing name and address to a police officer or other appropriate adult). 3. Uses appropriate language and style for context Benchmark a: Child demonstrates knowledge of verbal conversational rules (e.g., appropriately takes turns, does not interrupt, uses appropriate verbal expressions, and uses appropriate intonation). Benchmark b: Child demonstrates knowledge of nonverbal conversational rules (e.g., appropriate eye contact, appropriate facial expressions, maintaining a comfortable distance in conversation). Benchmark c: Child matches language to social and academic contexts (e.g., uses volume appropriate to context, addresses adults more formally than he or she addresses other children, and uses the more formal academic language of the classroom). F. Emergent Reading 1. Shows motivation for reading Benchmark a: Child enjoys reading and reading-related activities (e.g., selects reading and reading-related activities when given a choice, pretends to read to others). Benchmark b: Child interacts appropriately with books and other materials in a print-rich environment. Benchmark c: Child asks to be read to or asks the meaning of written text. 2. Shows age-appropriate phonological awareness Benchmark a: Child can distinguish individual words within spoken phrases or sentences. Benchmark b: Child combines words to make a compound word (e.g., foot + ball = football ) Benchmark c: Child deletes a word from a compound word (e.g., starfish star = fish ). Alignment RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 55

55 F. Emergent Reading (continued) Florida Early Learning and Developmental Standards for Four-Year-Olds (continued) Language, Communication, and Emergent Literacy (continued) Benchmark d: Child combines syllables into words (e.g., sis + ter = sister ). Benchmark e: Child can delete a syllable from a word (e.g., trumpet trum = pet or candy dy = can ). Benchmark f: Child combines onset and rime to form a familiar one-syllable word with and without pictorial support (e.g., when shown several pictures, and adult says /c/ + at, child can select the picture of the cat). 3. Shows alphabetic knowledge Benchmark a: Child recognizes almost all letters when named (e.g., when shown a group of letters, can accurately identify the letter that is named). Benchmark b: Child names most letters (e.g., when shown an uppercase or lowercase letter, can accurately say its name). Benchmark c: Child recognizes some letter sounds (e.g., when shown a group of letters, can accurately identify the letter of the sound given). Benchmark d: Child names some letter sounds (e.g., when shown a letter, can accurately say the sound the letter makes). 4. Demonstrates comprehension of text read aloud Benchmark a: Child retells or reenacts a story after it is read aloud. Benchmark b: Child asks and answers appropriate questions about the story (e.g., What just happened? What might happen next? What would happen if? What was so silly about? How would you feel if you?). G. Emergent Writing 1. Shows motivation to engage in written expression Benchmark a: Child demonstrates understanding of the connections among their own ideas, experiences, and written expression. Benchmark b: Child intentionally uses scribbles/writing to convey meaning (e.g., signing artwork, captioning, labeling, creating lists, making notes). 2. Uses scribbling, letter-like shapes, and letters that are clearly different from drawing to represent thoughts and ideas Benchmark a: Child independently uses letter-like shapes or letters to write words or parts of words. Benchmark b: Child writes own name (e.g., first name, last name, or frequent nickname), not necessarily with full correct spelling or well-formed letters. 3. Demonstrates age-appropriate ability to write letters Benchmark a: Child independently writes some letters on request. 4. Demonstrates knowledge of purposes, functions, and structure of written composition Benchmark a: When writing or dictating, child uses appropriate writing conventions (e.g., a letter starts with Dear ; or a story with a beginning, middle, and end). Cognitive Development and General Knowledge A. Mathematical Thinking a. Number Sense 1. Demonstrates understanding of one-to-one correspondence Benchmark a: Child demonstrates one-to-one correspondence when counting. Benchmark b: Child demonstrates one-to-one correspondence to determine if two sets are equal. 2. Shows understanding of how to count and construct sets Benchmark a: Child counts sets in the range of 10 to 15 objects. Benchmark b: Child constructs sets in the range of 10 to 15 objects. 3. Shows understanding by participating in the comparison of quantities Benchmark a: Child compares two sets to determine if they are equal. Benchmark b: Child compares two sets to determine if one set has more. Benchmark c: Child compares two sets to determine if one set has fewer. Benchmark d: Child determines one set of objects is a lot more than another set of objects. Alignment RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 56

56 Florida Early Learning and Developmental Standards for Four-Year-Olds (continued) Cognitive Development and General Knowledge (continued) A. Mathematical Thinking 4. Assigns and relates numerical representations among numerals (written), sets (continued) of objects, and number names (spoken) from zero to Counts and knows the sequence of number names (spoken) Benchmark a: Child counts and recognizes number names (spoken) in the range of 10 to 15. Benchmark b: Child counts up through 31 by understanding the pattern of adding by one, with teacher support and multiple experiences over time. 6. Shows understanding of and uses appropriate terms to describe ordinal positions Benchmark a: Child demonstrates the concept of ordinal position with concrete objects (e.g., children or objects). Benchmark b: Child names ordinal positions (e.g., first, second, third, fourth, fifth). b. Number and Operations 1. Shows understanding of how to combine sets and remove from a concrete set of objects (receptive knowledge) Benchmark a: Child indicates there are more when combining (adding) sets of objects. Benchmark b: Child indicates there are less (fewer) when removing (subtracting) objects from a set. 2. Shows understanding of addition and subtraction using a concrete set of objects (expressive knowledge) or story problems found in everyday classroom activities Benchmark a: Child combines sets of objects to equal a set no larger than 10. Benchmark b: Child removes objects from a set no larger than 10. Benchmark c: Child uses concrete objects (e.g., fingers, blocks) to solve complex problems 3. Begins to develop an understanding of separating a set into a maximum of four parts, with teacher support and multiple experiences over time c. Patterns and Seriation 1. Understands characteristics of patterns and non-patterns and begins to reproduce them with at least two elements (e.g., red/blue, red/blue versus a nonpattern like a rainbow) Benchmark a: Child recognizes patterns and non-patterns. Benchmark b: Child duplicates identical patterns with at least two elements. Benchmark c: Child recognizes pattern units (e.g., red/blue is the pattern unit of a red/blue/red/blue/red/blue pattern; dog/cat/cow is the pattern unit of a dog/cat/cow/dog/cat/cow pattern) Benchmark d: Child begins to independently produce patterns with at least two elements (e.g., red/blue, red/blue), with teacher support and multiple experiences over time. 2. Sorts, orders, compares, and describes objects according to characteristics or attribute(s) (seriation) Benchmark a: Child places objects in increasing order of size where the increasing unit is constant (e.g., unit blocks). Benchmark b: Child verbalizes why objects were placed in order (e.g., describes process of how and why), with teacher support and multiple experiences over time. Alignment RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 57

57 Florida Early Learning and Developmental Standards for Four-Year-Olds (continued) Cognitive Development and General Knowledge (continued) A. Mathematical Thinking d. Geometry (continued) 1. Understands various two-dimensional shapes, including circle, triangle, square, rectangle, oval, and other less common shapes (e.g., trapezoid, rhombus) Benchmark a: Child categorizes (sorts) examples of two-dimensional shapes. Benchmark b: Child names two-dimensional shapes. Benchmark c: Child constructs examples of two-dimensional shapes. Benchmark d: Child identifies the number of sides of two-dimensional shapes. 2. Shows understanding that two-dimensional shapes are equivalent (remain the same) in different orientations Benchmark a: Child slides shapes, with teacher support and multiple experiences over time. Benchmark b: Child flips shapes, with teacher support and multiple experiences over time. Benchmark c: Child rotates shapes, with teacher support and multiple experiences over time. 3. Understands various three-dimensional shapes, including sphere, cube, cone, and other less common shapes (e.g., cylinder, pyramid) Benchmark a: Child categorizes (sorts) examples of three-dimensional shapes. Benchmark b: Child names three-dimensional shapes. 4. Analyzes and constructs examples of simple symmetry and non-symmetry in two dimensions, using concrete objects. e. Spatial Relations 1. Shows understanding of spatial relationships and uses position words (e.g., above, below, next to, beside, on top of, inside, outside) Benchmark a: Child shows understanding of positional words (receptive knowledge). Benchmark b: Child uses the positional terms verbally (expressive knowledge ) (e.g., in front of, behind, between, over, through, under), with teacher support and multiple experiences over time. 2. Describes relative position from different perspectives (e.g., I am on top of the climber and you are below me. ) 3. Understands and can tell the difference between orientation terms (e.g., horizontal, diagonal, vertical) 4. Uses directions to move through space and find places in space (e.g., obstacle courses, Simon Says, Mother May I?, hop scotch, giving simple directions) f. Measurement 1. Engages in activities that explore measurement 2. Compares continuous quantities using length, weight, and height Benchmark a: Child measures or compares the length of one or more objects using a non-standard reference (e.g., paper clips), with teacher support and multiple experiences over time. Benchmark b: Child measures or compares the weight of one or more objects using non-standard reference (e.g., beans), with teacher support and multiple experiences over time. Benchmark c: Child measures or compares the height of one or more objects using non-standard reference (e.g., pencils), with teacher support and multiple experiences over time. Benchmark d: Child uses measurement vocabulary (e.g., length, weight, height) and comparative terminology (e.g., more, less, shorter, longer, heaviest, lightest), with teacher support and multiple experiences over time. 3. Represents and analyzes data Benchmark a: Child assists with collecting and sorting materials to be graphed. Alignment RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 58

58 Florida Early Learning and Developmental Standards for Four-Year-Olds (continued) Cognitive Development and General Knowledge (continued) Benchmark b: Child works with teacher and small groups to represent mathematical relations in charts and graphs. Benchmark c: Child analyzes, with teacher and small groups, the relationship between items/objects represented by charts and graphs. 4. Child predicts the results of a data collection, with teacher support and multiple experiences over time A. Mathematical Thinking (continued) B. Scientific Inquiry a. Investigation and Inquiry 1. Demonstrates the use of simple tools and equipment for observing and investigating 2. Examines objects and makes comparisons b. Physical Science 1. Explores the physical properties and creative use of objects or matter c. Life Science 1. Explores growth and change of living things 2. Identifies the characteristics of living things 3. Identifies the five senses and explores functions of each d. Earth and Space 1. Explores the outdoor environment and begins to recognize changes (e.g., weather conditions) in the environment, with teacher support and multiple experiences over time 2. Discovers and explores objects (e.g., rocks, twigs, leaves, seashells) that are naturally found in the environment e. Environmental Awareness 1. Demonstrates ongoing environmental awareness and responsibility (e.g., reduce, reuse, recycle), with teacher support and multiple experiences over time C. Social Studies a. Individual Development and Identity 1. Begins to recognize and appreciate similarities and differences in people 2. Begins to understand family characteristics, roles, and functions 3. Shows awareness and describes some social roles and jobs that people do b. People, Places, and Environments 1. Demonstrates awareness of geographic thinking c. Technology and Our World 1. Shows awareness of technology and its impact on how people live d. Civic Ideals and Practices 1. Demonstrates awareness of group rules (civics) 2. Begins to understand and take on leadership roles Alignment D. Creative Expression Through The Arts a. Visual Arts 1. Explores visual arts 2. Creates visual arts to communicate an idea 3. Discusses and responds to the feelings caused by an artwork b. Music 1. Explores music 2. Creates music to communicate an idea 3. Discusses and responds to the feelings caused by music c. Creative Movement and Dance 1. Explores creative movement and dance 2. Creates creative movement and dance to communicate an idea 3. Discusses and responds to the feelings caused by creative movement and dance d. Dramatic Play and Theatre 1. Explores dramatic play and theatre 2. Creates dramatic play and theatre to communicate an idea RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 59

59 Florida Early Learning and Developmental Standards for Four-Year-Olds (continued) Cognitive Development and General Knowledge (continued) D. Creative Expression 3. Discusses and responds to the feelings caused by dramatic play and theatre Through The Arts (continued) Alignment See This space left blank intentionally RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 60

60 ATTACHMENT 9 Office of the General Counsel Standard Form Contract RFP EARLY CHILDHOOD ASSESSMENT INSTRUMENT Page 61