FY2011 Educator and Provider Support RFP

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					           Massachusetts Department of Early Education and Care
                          Request for Proposals

                                                PART I
                                       PROCUREMENT INFORMATION

Proposal Due Date and Time:                   Number of Pages included in this RFP: 48 plus attachments
April 30, 2010
4:00 p.m.

Content Expert:                               Issue Date: February 12, 2010
Katie DeVita, Educator Provider
Support Specialist                            Issuing Agency: EEC


                                              Funds Type: 2011 State Funds

                                        INSTRUCTIONS TO APPLICANTS

Submit Proposal(s) to:                        Label Envelope/Package: “PD RFP”
PD RFP Submission                             RFP Title/Number: Professional Development-Fund Code 322
Dept. of Early Education & Care               Proposal Due Date: April 30, 2010
51 Sleeper St., 4th floor
Boston, MA 02210

Special Instructions:
Intent to Bid:
EEC asks that all applicants please send an email indicating your intent to bid on this RFP to
eecprofdev@massmail.state.ma.us by February 23, 2010.
Applicants must submit one original and four copies of their complete Response package with all parts in
numerical order (Part I, Part II…).
This is a competitive RFP bid. Any and all questions regarding this RFP must be submitted in writing to
eecgrants@massmail.state.ma.us by March 19, 2010 with the RFP Title/Number in the subject line. No phone
calls please. EEC expects to post responses to written questions on or around March 26, 2010. Q&As will be listed
with this RFP posting.
There will be a bidder’s conference regarding this competitive RFP on March 11, 2010 from 2:00 PM – 4:00 PM at
                                        th
EEC’s Central Office – 51 Sleeper St., 4 floor, Boston, MA 02210.

Online submission:
The online submission portion of the RFP, including the following budget forms, will open for bidders to enter
required information on or about March 29, 2010. All online submissions and hard copies are due on April 30,
2010 by 4:00 p.m.

Part II: Budget Detail, Part III: Budget Detail Narrative, Part IV: Programmatic Budget Detail, and Part V:
Programmatic Budget Narrative forms must be completed on-line; the on-line submission forms will be available
on or about March 29, 2010 and are due to EEC by April 30, 2010 by 4:00 PM.



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    Massachusetts Department of Early Education and Care – FY2011 EEC Professional Development RFP – Fund Code 322



                                           APPLICANT INFORMATION
                            (fill in the information below and return with your RFP response)

Applicant Name/Address/Website:                 Authorized Applicant Signatory:
Vendor Name
12345 Main St. 7th floor                        Sample Name
Anytown, MA 00000

Applicant Contact Name for this RFP:
Sample Name                                     X___________________________________
Phone Number: 000-000-0000                      (please type name, and then sign in blue ink)
Email: sampleemail@abcdefg.edu

Applicant Federal Tax I.D. Number:              Indicate (circle) whether this proposal is:
00-0000000                                                      Original       Copy




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    Massachusetts Department of Early Education and Care – FY2011 EEC Professional Development RFP – Fund Code 322




Purpose        The Massachusetts Department of Early Education and Care (EEC) provides services for
               children in Massachusetts through a mixed delivery system, which includes child care
               centers, out of school time programs, family child care homes, public preschool programs,
               private school preschool and kindergarten, and Head Start programs. EEC is responsible
               for licensing early education and care and out of school time programs throughout
               Massachusetts and for providing child care financial assistance to low-income families
               with children birth to 14 years of age. In addition, EEC provides support for information
               and referral services, inclusive programming for children with special needs, parenting
               and family support, and professional development opportunities for educators in the early
               education and out of school time field. These efforts affect thousands of early education
               and out of school time providers1, who serve more than 275,000 children each day. In its
               broadest role, EEC also serves as a source of information to the families of more than one
               million children in Massachusetts.

               EEC is committed to helping ensure that all children have access to quality programs. The
               creation and implementation of a system to improve and support quality statewide is a
               key strategy in EEC’s Board’s Strategic Five-Year Plan
               (http://www.mass.gov/Eeoe/docs/EEC/fy09_legis_rpt/5yr_strategic_plan.pdf). In its
               efforts to recognize and develop high quality early education and care programs, EEC will
               be implementing a Quality Rating and Improvement System (QRIS), which will define
               levels of quality for programs and requirements for moving up the levels of the current
               system. An integral part to this program quality is providing teaching and learning
               experiences, based in a framework of birth to age 8, which addresses the individual and
               unique needs of children served by early education and care programs. The purpose of
               this Request for Proposals (RFP) is to award funding to one or more vendor(s) to provide
               professional development opportunities to the early education and care and out of school
               time workforce in three core areas: educator and provider planning, coaching and
               mentoring, and competency development.

               Professional Development
               EEC’s mission is to provide the foundation that supports all children in their development
               as lifelong learners and contributing members of the community, and to support families
               in their essential work as parents and caregivers. EEC recognizes that the early education
               and care and out of school time workforce is the backbone of our services; we value and
               support their skill development, diversity, and fair compensation.

               EEC envisions a workforce development system which is accessible to all educators

1
 As used in this RFP, the term, “provider” refers to programs such as family child care homes, group child care
programs or school age child care programs.

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    Massachusetts Department of Early Education and Care – FY2011 EEC Professional Development RFP – Fund Code 322



               throughout the state. Professional development offerings shall be interconnected but
Purpose        may occur at statewide, regional, and local levels. Each access point may contribute
Cont…          unique functions, key partners, linkages and pathways2 to the system. EEC will seek to
               ensure that access to professional development is available statewide.

               Following the release of the 2007 Workforce Plan and the 2008 Workforce Task Force
               Steps Forward recommendations, EEC has worked to align its professional development
               requirements and standards across agency initiatives including the Building Careers in
               Early Education and Care grant, Program and Practitioner Support grant to the Community
               Partnerships for Children councils, and professional development contracts to Child Care
               Resource and Referral agencies. Refer to Appendix E for FY2010 professional development
               funding by EEC region and initiative. Directory information for FY2010 professional
               development funding recipients is available on EEC’s website.

               EEC has identified five key elements of professional development that are the foundation
Priorities     for this work and that must be embedded in the system.

                    1. Professional development must be evidenced-based and aligned with EEC’s 8
                       Core Competencies Areas included in Appendix F.
                    2. Professional development must leverage resources across public and private
                       agencies, including in-kind resources to provide statewide coverage in all required
                       topics.
                    3. Professional development is a shared responsibility between educators and the
                       providers that employ them; increasing the competency of educators increases
                       the level of quality of the programs in which they work.
                    4. Professional development must meet the needs of the early education and care
                       and out of school time workforce in all settings.
                    5. Professional development must be targeted and intentional if available resources
                       are to meet the needs of specific age groups and unique populations.

               In the near term, EEC intends to focus its resources to support two interconnected areas;
               educators’ degree attainment and/or competency development and providers’
               accreditation and upward progress on the QRIS system.




2
 As used in this RFP, “pathway” can be defined as a continuum of professional development opportunities that
support and guide the professional growth of an educator. For example, a pathway can take an educator from
addressing basic academic needs to attaining a CDA credential to enrolling in college and ultimately achieving a
degree.

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                         Educators: Implementation of two primary professional development pathways:
Priorities                   One pathway to move educators towards the attainment of a degree in
Cont…                           early education or a related field3, and
                             A second pathway based on increased competency as evidenced in the
                                attainment of CDAs, other certifications, or planned learning through
                                documented knowledge, skills, and abilities related to attaining specific
                                core competencies.

                         Note: The education and experience in both pathways must position educators so
                         they can continue towards an associate’s and/or bachelor’s degree should they
                         choose to do so.

                         Providers: Supporting providers/programs in their efforts to increase quality
                         through developing their staff, obtaining accreditation and upward movement
                         along the QRIS system.

                To address the goals of supporting these two interconnected areas of educators’ degree
                attainment and/or competency development and providers’ accreditation, EEC will
                support three areas of services as shown below. Individual offerings and functions within
                these service areas must relate to the QRIS and Core Competency Areas as included in
                Appendix F.

                    1. Educator and Provider Planning
                           For individual educators and providers

                    2. Coaching and Mentoring
                           To support the academic success of individual educators in the higher
                              education environment;
                           To implement a career plan for educators based on the attainment of
                              specific skills, knowledge and abilities;
                           To support providers’ development and performance improvement that
                              results in upward progress in the QRIS system or accreditation.

                    3. Competency Development
                           To attain an associate’s, bachelor’s or master’s degree in early childhood
                             education or a related field as defined by EEC;
                           The attainment of specific competencies by educators as evidenced by
                             credentials, certificates, and other measurements of competency
                             achievement related to early education and care and out of school time;

3
 In accordance with EEC Regulations fields related to early childhood education include: study of caregiving,
development, education, health care, or psychology of children, birth to eight years of age, or provision of direct
services to children and their families.
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                                 The attainment of increasing levels on QRIS by providers.


               This is a competitive grant to provide professional development services to the
Eligibility    Massachusetts early education and care and out of school time workforce. It is EEC’s
               expectation that entities will partner together to submit a proposal to deliver professional
               development offerings and functions within all three identified core areas: educator and
               provider planning, coaching and mentoring, and competency development. Bidders are
               required to provide services in all three core areas for each of the professional
               development pathways for which they are bidding.

               To be eligible to apply for professional development funding through this RFP entities
               must apply as a partnership and be able to demonstrate the following abilities and
               experience in delivering such abilities through the partnership:
                  1. Ability to serve a minimum of 500 providers (programs) in the geographic area
                      selected by the partnership, this includes all entities in the mixed delivery system,
                      see # 2 below;
                  2. Ability to serve providers in a mixed delivery system which includes, child care
                      centers, out of school time programs, family child care homes, public preschool
                      programs, private schools, preschool and kindergarten programs, Head Start
                      programs, infant/toddler centers and early intervention programs;
                  3. Ability to support educators’ competency development at all levels of professional
                      development from initial through advanced, including but not limited to assistant
                      teacher through experienced staff such as directors and administrators;
                  4. Ability to prioritize providers who are serving EEC subsidized children through a
                      voucher or a contract. See Appendix G for the number of programs by setting type
                      and EEC region that are serving EEC subsidized children. EEC will provide more
                      detailed information on these providers/programs to successful bidders;
                  5. Ability to provide professional development opportunities to educators and
                      providers that address all three of the core areas identified in the RFP, educator
                      and provider planning, coaching and mentoring, and competency development;
                  6. Ability to award academic currency such as continuing education units4 (CEUs) or
                      college credits to educators participating in professional development
                      opportunities;
                  7. Proven ability, experience, and capacity to provide individual academic and career
                      advising to help educators move along a professional development pathway
                      towards degree attainment or through a competency based system;
                  8. Ability to ensure educator and provider eligibility, see Appendix H for educator
                      and provider eligibility requirements;

4
 Continuing education units (CEUs) are a recognized method for recognizing participation in professional
development and training activities. One CEU is granted for each 10 hours of instruction. CEUs must be issued by
organizations approved by EEC. Professional development opportunities paid for with EEC funding cannot be less
than 0.5 CEUs (5hours).
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                    9. Ability to ensure that professional development services address specific age
Eligibility             groups, diverse learners, children with special needs and children who are at risk
Cont…                   or subject to stress;
                    10. Partnerships proposing to support professional development opportunities that
                        result in college credit must ensure:
                            a. Participating educators are enrolled in or are intending to enroll in an
                                 associate’s or bachelor’s degree program in early childhood education or
                                 a related field at an accredited institution of higher education in
                                 Massachusetts, see Appendix H: Educator and Provider Eligibility
                                 Requirements;
                            b. Educators who already hold an associate’s or bachelor’s degree in early
                                 childhood education, a related field, or an unrelated field are permitted to
                                 participate in college coursework without being enrolled in a degree
                                 program provided that said courses are required to:
                                       i. Meet qualifications specified in EEC Regulations, and/or
                                      ii. Meet qualifications that support the advancement of the
                                          program’s QRIS level, and/or
                                     iii. Meet qualifications that support the program’s becoming
                                          accredited or maintaining its accreditation status and/or;
                                     iv. Attain a specific competency as evidenced by credentials and
                                          certificates, or other means.
                            c. College courses may be provided through the cohort model to maximize
                                 and leverage resources. Cohort college courses must serve a minimum of
                                 20 educators. Cohort courses may be offered by:
                                       i. Supporting the same group of educators (a cohort) enrolled in a
                                          degree program in early childhood education or related field to
                                          earn an associate’s or bachelor’s degree from start to finish; or
                                      ii. Purchasing a course for a cohort of educators as opposed to
                                          purchasing individual seats in courses for individual educators;
                    11. Ability and capacity within the partnership to provide the Required Services
                        outlined below.

               More points may be awarded in the scoring process to bidders that propose serving
               greater numbers of educators and/or providers in their proposed geographic area(s).
               Bidders who are proposing to provide professional development services in more than
               one EEC region must submit a separate response for each region. See Appendix I for a list
               of Massachusetts cities and towns per EEC region.




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              Bidders will be required to carry out the following activities and will be required to
Required      submit a plan that demonstrates how the partnership will achieve required services.
Services
              Overall Required Services:
                 1. Establish a partnership including:
                          a. A letter of support from each partner describing each entity’s
                              responsibilities for services and resources it will provide;
                          b. Identification of which partner will serve as the administrative lead/fiscal
                              agent for this funding; and
                          c. The governance structure for the partnership.
                 2. Collaborate with local and regional entities beyond those included in the grant
                      partnership to ensure that professional development opportunities are
                      distributed equitably and that limited resources are used effectively.
                 3. Understand the specific population(s) the partnership is intending to serve.
                 4. Assess the professional development needs of the educators and providers in the
                      geographic area for which the partnership is bidding. The needs assessment
                      must:
                          a. Be representative of the entire Massachusetts mixed-delivery system;
                          b. Demonstrate how proposed professional development services will meet
                              the needs of educators and providers in the selected geographic area; and
                          c. Identify providers and educators who will be the target for proposed
                              professional development activities.
                 5. Demonstrate how elements such as provider types and settings, education levels,
                      the needs of the children in care, and the needs of the providers in their intended
                      service area(s) are reflected in the professional development being proposed.
                 6. Ensure that professional development addresses specific age groups, diverse
                      learners, children with special needs and children who are at risk or subject to
                      stress.
                 7. Demonstrate experience and expertise in providing the proposed professional
                      development activities.
                 8. Serve a minimum of 500 providers (programs) in the geographic area selected by
                      the partnership, providers (programs) should include entities in the mixed
                      delivery system.

              Educator and Provider Planning Related Required Services:
              Bidders must complete a needs assessment of the geographic area they are intending to
              serve prior to submission. Bidders must develop and implement a three year plan for
              offering professional development that responds to the needs assessment, aligns with
              EEC’s strategic direction and priorities, and builds upon the first year’s opportunities and
              offerings in subsequent years.

              In developing and finalizing the plan, bidders will be required to include the information
              and perform the tasks outlined below. EEC reserves the right to require that grantees
              include additional activities/information in their three year plans.


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Required           1. Implement professional development pathways for all educators and providers.
Services                   a. Guide and support the professional growth and competency development
Cont…                          of educators including attaining a CDA credential or other certificate
                               and/or enrollment in and completion of a degree program in early
                               childhood education or a related field.
                           b. Guide and support providers through the accreditation process and/or
                               achieving higher levels of QRIS.
                   2. Provide a detailed listing of professional development opportunities for each
                      fiscal year and include information such as course titles, credit type, course
                      locations and date(s), core competency area(s) addressed, number of educators
                      to be served, course syllabi, and other relevant information as required by EEC.
                      All bidders must complete Part VIII: Calendar of Professional Development
                      Activities. Successful bidders will be required to submit information on
                      professional development opportunities in greater detail to EEC no later than
                      July 1, 2010.
                           a. College courses may be provided through the cohort model whenever
                               possible to maximize and leverage resources, see Eligibility section.
                               Cohort college courses should serve a minimum of 20 educators, unless
                               EEC has granted an exemption.
                           b. CEU trainings and courses must serve a minimum of 15 educators, unless
                               EEC has granted an exemption.
                   3. Provide a detailed listing of professional development services such as coaching
                      and mentoring the partnership intends to deliver including whom services will be
                      delivered to, when services will be offered, and additional information as required
                      by EEC.
                   4. Award academic “currency” such as college credits or CEUs for the successful
                      completion of professional development offerings.
                   5. Adapt delivery of professional development to the schedules and needs of
                      educators and providers in the field by offering professional development:
                           a. Through non-traditional means, including using convenient community
                               locations and approved distance and on-line learning, and intensive
                               courses; and
                           b. During non-traditional hours, including nights and weekends.
                   6. Plan professional development offerings across the entire fiscal year and
                      communicate their availability to educators in a timely manner through:
                           a. Listing professional development opportunities for the year on EEC’s on-
                               line calendar by July 1 of each calendar year;
                           b. Direct contact with programs;
                           c. Career and college fairs; and
                           d. Community outreach programs.
                   7. Assure that professional development initiatives that support a section of the
                      professional development pathway (continuum) are linked to supports and
                      resources that precede and follow that section. If the partnership proposes to
                      support multiple sections of the career pathway linkages may be provided as part
                      of the grant or linkages can be met through collaboration with grant partners and
                      other regional and local entities that provide a specific pathway component.
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                   8. Provide early education and care and out of school time providers with
Required              information, supports, and resources that support accreditation by the National
Services              Association for the Education of Young Children (NAEYC), National Association for
Cont…                 Family Child Care (NAFCC), or the Council on Accreditation (COA).
                   9. Provide early education and care and out of school time providers with
                      information, supports, and resources that help providers attain higher levels in
                      the QRIS system.

              Coaching and Mentoring Related Required Services:
              Bidders must detail how they will empower educators and providers to make informed
              and appropriate educational choices that advance professional growth by delivering
              professional development services that include but are not limited to the following.

                   1. Academic and career counseling based on individualized professional
                      development/career plans, through partnerships with experienced
                      career/academic advisors and coaches.
                   2. Offering assistance to administrators and supervisors in developing professional
                      development plans for their staff.
                   3. Assuring all educators have access to mentoring and coaching to support the
                      attainment of educational goals by:
                          a. Ensuring the educators at all levels and in all settings have access to
                              coaching and mentoring services;
                          b. Ensuring individuals providing education, mentoring, and coaching have
                              the required skills, knowledge, and ability in the content area and in
                              working with educators, (see Appendix J); and
                          c. Requiring mentoring and coaching services to:
                                     i. Help educators identify and access resources that advance their
                                        professional growth;
                                    ii. Connect theory with practice through the use of reflection to help
                                        educators apply their new skills and knowledge in the workplace;
                                   iii. Support new college students and existing students in the
                                        Building Careers grant program to complete degree
                                        requirements. Move current Building Careers students to other
                                        scholarship or financial aid programs. Successful bidders will be
                                        provided with more detailed information on existing Building
                                        Careers students.
                      4. Encouraging providers to support the professional development of their staff
                          through Memoranda of Understanding (MOUs) that advance the professional
                          growth of educators (including the opportunity to learn and apply new skills,
                          knowledge, and abilities they have gained), help programs retain staff, and
                          provide stability and continuity to the children in care. MOUs should define:
                          a. The amount and type(s) of support the program will provide such as
                              tuition remission or paid time for professional development;
                          b. The length of time the educator will remain in the program in exchange
                              for the program’s support; and
                          c. Plans for increasing compensation to the educator in recognition of the
                              knowledge, skills, and abilities attained through professional
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                                 development.
Required
Services      Competency Development Related Required Services:
Cont…         Bidders must detail how they will ensure that educators gain the skills and knowledge
              needed to increase competency by delivering professional development services that
              include but are not limited to the following:

                        1. Offering professional development that addresses theory, specific
                           implementation strategies, and the use of reflection to increase competency
                           and support effective implementation;
                        2. Implementing professional development pathways for all educators that
                           begin by addressing basic academic needs and guide and support educators
                           through attaining the CDA credential or other certificate to degree
                           completion;
                        3. Supporting educators who need English as a Second Language (ESOL) training
                           and/or adult basic education (ABE) and/or developmental coursework;
                        4. Supporting adult learners by creating individual professional development
                           plans that address the process and timeline to achieve the next level of
                           professional growth and competency;
                        5. Using Child Development Associate (CDA) attainment as a vehicle to support
                           English language acquisition and provide foundational child development
                           content and/or initial college credits;
                        6. Partnering with a 2 year and/or a 4 year institution(s) of higher education to
                           ensure linkages to credit bearing courses and articulation agreements;
                        7. Providing specific professional development, certificate programs, and other
                           learning opportunities for educators of infants, toddlers, preschool and school
                           age children that address the following topics related to EEC’s Core
                           Competencies:
                               a. Child growth and development, birth to age 8
                               b. Literacy-rich learning environments
                               c. Social emotional development
                               d. The effect of interactions on children’s learning
                               e. Progress reports, assessment, and curriculum development
                               f. Physical activity and nutrition
                               g. Family engagement
                               h. Other topics as determined by EEC
                        8. Addressing the needs of educators of school age children, with emphasis on a
                           STEM-based curriculum and alignment with Department of Elementary and
                           Secondary Education (ESE) curriculum frameworks;
                        9. Addressing the professional development needs of educators who serve
                           children with disabilities or with diverse learning needs:
                               a. Provide professional development on inclusion, differentiated
                                    instruction, autism, and related topics; and
                               b. Ensure that all early education and care and out of school time
                                    courses include content on young children with disabilities and
                                    children who are English language learners;
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                        10. Aligning professional development with the ESE curriculum frameworks,
Required                    including:
Services                        a. Imbedding EEC’s Early Childhood Program Standards and Guidelines
Cont…                                for Preschool Learning Experiences in professional development
                                     opportunities;
                                b. Imbedding standards and guidelines for infants and toddlers5 in
                                     professional development opportunities; and
                                c. Aligning professional development for educators working with school
                                     age children, especially as related to STEM subjects;
                        11. Providing early education and care and out of school time providers with
                            information, supports, and resources that help them advance on the QRIS
                            scale including but not limited to:
                                a. Providing and/or connecting educators to professional development
                                     in core competency areas that support the five QRIS categories as
                                     illustrated in Appendix F; and
                                b. Providing and/or connecting programs to consultation and training
                                     such as:
                                          i.  Use of environmental rating scales such as ECERS, ITERS,
                                              SACRS, FDCRS;
                                         ii.  Use of observation, evidence-based assessment, and
                                              reflective practice to adapt curriculum to the individual needs
                                              of each child
                        12. Providing early education and care and out of school time providers with
                            information, supports, and resources that help them become accredited by
                            the National Association for the Education of Young Children (NAEYC),
                            National Association for Family Child Care (NAFCC), or the Council on
                            Accreditation (COA) including but not limited to:
                                a. Professional development that helps educators in the program attain
                                     credentials or degrees required for accreditation;
                                b. Accreditation mentoring, support and coaching by qualified
                                     consultants who have appropriate education, knowledge, and work
                                     experience to help the program navigate the accreditation process,
                                     see Appendix J for qualifications; and
                                c. Consultation and training that meets accreditation criteria including:
                                          i.  Orientation meetings to provide an overview of the
                                              accreditation process;
                                         ii.  Guidance in preparing for self-study including the use of self-
                                              study tools and understanding relevant standards and
                                              criteria; and
                                        iii.  Guidance on developing portfolios to document that
                                              providers have met accreditation standards.




5
 EEC has proposed using ARRA funds to draft standards and guidelines for providers that serve infants and
toddlers. The new standards will align with those already in place for preschool children.
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              EEC anticipates that approximately $3,200,000 may be available for funding this RFP.
Funding       Funding is subject to State and Federal budget allotment and appropriation. Should
              additional funds become available, EEC reserves the right to make additional awards to
              successful bidders based on the responses received, identified professional development
              needs, and best value to the Commonwealth.

              EEC may fund a successful bidder’s entire proposal or may select to fund only those
Fund Use      services that best meet the needs of the communities to be served and/or those that
              reflect EEC’s strategic direction and priorities. EEC anticipates issuing an amendment each
              subsequent year of the grant to modify and/or further define the professional
              development requirements so that they continue to reflect EEC’s priorities and an
              updated needs assessment.

              Funds must be used to support the grant priorities and requirements contained in this RFP
              as well as the expected outcomes and performance measures. EEC reserves the right to
              approve, deny, and/or request modifications to planned fund use.

              Grant funds may be used to pay for the following:
                  Accreditation (to be included in Budget Detail Line Item 8: Other Costs:
                   Memberships/Subscriptions), see below;
                  Administrative costs (not to exceed 8% of total grant award or any subcontract);
                  Career and academic advising;
                  CEU professional development opportunities, see below;
                  Child Development Associate credential;
                  Coaching and mentoring, see below;
                  College courses (tuition and fees for college courses should be included in Budget
                   Detail Line Item 5: Contractual Services: Other), see below;
                  Consultants;
                  In-state travel;
                  Instructional materials;
                  Non-instructional materials;
                  Outreach; and
                  Printing

              Additional Fund Use Guidelines:
              Grantees must also adhere to the following fund use guidelines:
                  Lead agency must provide some of the scope of services directly.
                  Grantees are only permitted to subcontract with members of their partnership.
                  At least 25% of grant funding must be allocated to support Coaching and Mentoring
                   core area.
                  Professional development opportunities that award CEUs must be at least 5 hours in
                   length and result in a minimum of 0.5 CEUs.
                  Payment of up to half (50%) of required accreditation fees including memberships
                   required by accreditation process for eligible programs.
                  College Courses should be supported through the cohort model whenever possible
                   to leverage resources and maximize funding, see Eligibility and Required Services
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   Massachusetts Department of Early Education and Care – FY2011 EEC Professional Development RFP – Fund Code 322



                     sections. Grant funds intended for cohort model courses or purchasing of individual
Fund Use             seats within a course for individual educators must adhere to the following funding
Cont…                guidelines:
                           o Two Year Institutions of Higher Education:
                                     No more than $7,500 per cohort course
                                     No more than $375 for individual seat in a course
                           o Four Year Institutions of Higher Education:
                                     No more than $10,000 per cohort course
                                     No more than $500 for individual seat in a course

              Professional Development Opportunity Fees:
              Currently, EEC anticipates the fee schedule for FY2011 as:
                   No more than $5.00 per training hour for educators in programs that have at least
                      50% enrollment of EEC subsidized children.
                   No more than $10.00 per training hour for all other educators.
                   EEC may issue a waiver for professional development that does not meet this fee
                      schedule on an individual basis.
                   These fees do not apply to credit bearing college courses offered by any regionally
                      accredited institution of higher education. However, partnerships buying a college
                      course with these funds must demonstrate how grant funds have reduced the
                      cost of the courses to educators.

              Grant funds shall not be used to pay for the following:
                  Professional development paid by other means including college courses paid by the
                   ECE Scholarship;
                  Professional development courses that do not result in at least 0.5 CEU or college
                   credit;
                  Computer hardware;
                  Equipment purchase, rental, and/or repair;
                  Conferences and conference fees;
                  Out of state travel; and
                  Aide/paraprofessional staff salaries

              The administrative costs charged to this grant cannot exceed 8%. See Appendix A for
              more information regarding Admin costs.

              Please note: Federal indirect cost rates may not be charged to this grant.

              Individual educator and provider level data (including directory information and other
Outcomes      identifying information) as well as aggregated programmatic data will be required to
and           measure the outcomes of this grant. The following data measures will be collected from
Measures      the vendor(s) receiving this grant. EEC may require additional data beyond that specified
              in the list below. EEC may provide grantees with a standardized format for reporting
              these elements:

                   1. Total number of educators who participated in professional development
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   Massachusetts Department of Early Education and Care – FY2011 EEC Professional Development RFP – Fund Code 322



                        opportunities and the number and percentage of those by:
Outcomes                   a. Setting type
and                        b. Position
Measures                   c. Educational level (both at entry into the program and upon completion)
Cont…                      d. Demographic information
                           e. Length of time in the early education and care and out of school time field

                   2. Number and percent of educators who received professional development
                      through this grant opportunity by:
                          a. Number and percent participating in college coursework
                          b. Number and percent enrolled in degree program
                          c. Number and percent enrolled in CDA or certificate program
                          d. Number and percent participating in CEU coursework
                          e. Number and percent participated in ABE/ESOL/developmental
                             coursework
                          f. Number and percent participating in professional development for
                             specific competency development

                   3. Number and percent of educators who earned a credential, certificate, or degree
                      including:
                          a. Number and percent of educators who earned CDA credential
                          b. Number and percent of educators who renewed CDA credential
                          c. Number and percent of educators who attain a specific competency as
                              evidenced by credentials, certificates, or other means.
                          d. Number and percent of educators who earned associate’s degree in early
                              childhood or related field
                          e. Number and percent of educators who earned bachelor’s degree in early
                              childhood or related field

                   4. Number and percent of educators served with an individual professional
                      development plan that addresses:
                         a. Process and timelines to achieve next level of professional growth
                         b. Identified trainings needs of individual educators such as:
                                 i. Components of assessment process including use of tools and
                                    IDEA process;
                                ii. Strategies for teaching children with disabilities and diverse
                                    learners;
                               iii. Strengthening Families protective factors; and
                               iv. Literacy development

                   5. Number and percent of providers targeted to participate in professional
                      development opportunities.

                   6. Number and percent of providers that participated in professional development
                      opportunities by provider type; number of educators participating by provider.

                   7. Number and percent of providers who participated in professional development
Updated March 5, 2010                                   15
   Massachusetts Department of Early Education and Care – FY2011 EEC Professional Development RFP – Fund Code 322



                        opportunities to support accreditation.
Outcomes
and                8. Number and percent of providers who received accreditation fee support by
Measures              accreditation type and level.
Cont…
                   9. Number and percent of providers who participated in professional development
                      opportunities and supports to increase program quality and move to a higher
                      QRIS level.

                   10. Number and percent of professional development opportunities provided
                       through this grant by:
                           a. College course(s);
                           b. CEU course(s);
                           c. Core competency area; and
                           d. Opportunities that addressed children with special needs and diverse
                              learners.

                   11. Number and percent of professional development opportunities offered through
                       non-traditional means, including using convenient community locations and
                       approved distance and on-line learning, and intensive courses.

                   12. Number and percent of professional development opportunities offered at non-
                       traditional times, convenient for educators and providers in the field.

                   13. Number and percent of educators who received the following mentoring and
                       coaching services:
                          a. Academic counseling
                          b. Career counseling
                          c. Mentoring or coaching

                   14. Number of former Building Careers students able to continue receiving supports.

                   15. Number of providers supported to implement MOUs with staff.


Project       July 1, 2010 – June 30, 2013 (anticipated)
Duration      The award amount will have an initial one year term (7/1/10 – 6/30/11) with two one-
              year options to renew for a total of three years.


Required      See the Appendix B - Required Forms Checklist for Applicant for all forms required with
Forms to      this submission. EEC reserves the right to discard incomplete submissions.
be
Submitted     Additionally, a grant outcomes form will be required of the selected vendor(s) on a
              quarterly basis during the duration of this grant. Selected grant awardees will be asked
              to provide additional information by July 1st.

Updated March 5, 2010                                   16
   Massachusetts Department of Early Education and Care – FY2011 EEC Professional Development RFP – Fund Code 322



              Please note: If your application is selected for funding, EEC will email you a Standard
Required      Contract Form which you will need to print, sign (in blue ink), and return to EEC.
Forms         Directions on how to submit that signed form to EEC will be explained when you receive
Cont…         the form.


Additional    Timeline:
Info          RFP Release/Posting: February 12, 2010
              Intent to Bid Email Due: February 23, 2010
              Bidders Conference: March 11, 2010
              Submission of Written Inquiries: March 19, 2010
                  Applicants must submit written inquiries to eecgrants@massmail.state.ma.us with
                  “Professional Development RFP” in the subject line.
              Response to Written Inquiries (Q&A document): March 26, 2010 (estimated)
              On-line submission portion of the RFP, including Budget Detail and Narrative Forms, open
              for bidders to enter required information: on or about March 29, 2010.
              Submission Deadline: April 30, 2010 by 4:00 PM
              Responses Reviewed at EEC: May 3rd – June 1, 2010 (Estimated)
              Bidders are Notified of Awards: June 1, 2010 (Estimated)
              Grant Start Date: July 1, 2010

              EEC reserves the right to adjust the timeframe set forth above. It is the responsibility of
              the applicant to keep up to date on changes to this RFP by checking the EEC Website.




Updated March 5, 2010                                   17
    Massachusetts Department of Early Education and Care – FY2011 EEC Professional Development RFP – Fund Code 322



                                               Part II: Budget Detail

The Budget Detail form must be completed on-line; the on-line submission form will be available on
March 29, 2010 and is due to EEC by April 30, 2010 by 4:00 PM.



                                             Part III: Budget Narrative

The Budget Narrative form must be completed on-line; the on-line submission form will be available on
March 29, 2010 and is due to EEC by April 30, 2010 by 4:00 PM.

        Applicants must fill out a corresponding Part II Budget Detail that corresponds with this narrative.
        Applicants must complete and submit a Part II Budget Detail as well as this Part III Budget Narrative.
        Applicants must clearly describe costs budgeted in each category.
        Applicants should be thorough in their responses, but limit budget narrative response to 2 pages.
        Applicants should attach additional pages as needed – limit 2 Budget Narrative pages.
        Applicants must submit a separate Budget Detail and Narrative for each subcontractor. All subcontracts
         are subject to preapproval by EEC.
        Applicants must complete Part IV Programmatic Budget Detail form and Part V Programmatic Budget
         Narrative (these are a separate on-line submission, available March 29, 2010).

Line 1 – Administrators:




Line 2 – Instructional/Professional Staff:




Line 3 – Support Staff:




Line 4 – Fringe Benefits:




Line 5 – Contractual Services: Tuition and Fees for college courses should be included in “Other” on this line item.
The narrative should include information on the contracting entity and the amount of funding for each entity.




Line 6 – Supplies and Materials:

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    Massachusetts Department of Early Education and Care – FY2011 EEC Professional Development RFP – Fund Code 322




Line 7 – Travel:



Line 8 – Other: Accreditation fees and related memberships should be included in “Memberships/Subscriptions” on
this line item.



Line 9 – Indirect Costs:




Line 10 – Equipment:




Updated March 5, 2010                                    19
    Massachusetts Department of Early Education and Care – FY2011 EEC Professional Development RFP – Fund Code 322



                                      Part IV: Programmatic Budget Detail

The Budget Detail form must be completed on-line; the on-line submission form will be available on
March 29, 2010 and is due to EEC by April 30, 2010 by 4:00 PM.



                                     Part V: Programmatic Budget Narrative

The Programmatic Budget Narrative form must be completed on-line; the on-line submission form will
be available on March 29, 2010 and is due to EEC by April 30, 2010 by 4:00 PM.

Line 1 – College Courses:

         Tuition and Fees for Cohort Courses

         Tuition and Fees for Individual Seats

         Tuition and Fees for Developmental Coursework



Line 2 – CEU Trainings and Courses

         CEU Trainings

         CEU Fees


Line 3 – CDA Credential

         CDA Application Fees



Line 4 – Accreditation

         NAEYC Accreditation

         NAFCC Accreditation

         COA Accreditation



Line 5 – Coaching and Mentoring

         Coaching and Mentoring

         Accreditation Supports

Updated March 5, 2010                                    20
    Massachusetts Department of Early Education and Care – FY2011 EEC Professional Development RFP – Fund Code 322



                                 Part VI: Required Responses from Applicants

All applicants must respond to the following questions. Points assigned to sections/questions are
reflective of the value and expectations regarding thoroughness of responses. The maximum number of
points available is 150. Please limit narrative responses to 15 single-sided, single-spaced pages, using
size 11 font; excluding attachments (i.e. resumes, supporting documents, etc.). EEC will not consider
information on additional pages beyond the maximum number. Responses must be numbered to
correspond with the question numbers below.

Grant Partnership (30 points)

    1. Describe the structure of your partnership and its capacity to deliver the required services
       specified in this application. Specifically:
           a. Identify the lead agency and fiscal agent for this grant application;
           b. Complete Part VII identifying the members of your partnership and the specific roles,
               abilities, and anticipated contributions of each partner including the lead agency. If any
               of the services will be subcontracted, please specify the roles/responsibilities of each
               subcontractor (note: only members of the partnership may be subcontractors for the
               lead agency);
           c. Attach a letter of support from each partner;
           d. Document the partnership’s ability to provide or access professional development that
               results in college credit, certificates and/or CDA attainment, and/or Continuing
               Education Units (CEUs);
           e. Describe how the partnership will make decisions and allocate resources; and
           f. Identify additional external local and regional entities the partnership intends to
               collaborate with to leverage professional development resources and distribute them
               equitably; describe how this will occur.

    2. Identify which communities your partnership is proposing to serve and the number of providers
       you anticipate serving in those communities. Bidders must be able to serve a minimum of 500
       providers (programs) in their selected geographic area; this includes all entities in the mixed
       delivery system. If you propose to provide services in more than one EEC region, you must
       submit a separate response for each region. See Appendix I for a list of Massachusetts cities and
       towns by EEC region.

    3. Identify educator and provider pathway(s) your partnership proposes to address and describe
       the partnership’s experience in educator and provider planning, mentoring and coaching and
       competency development related to these pathway(s).


Educator and Provider Planning (40 points)

    4. Explain how you determined which segment(s) of the early education and care and out of school
       workforce your partnership is intending to serve and the professional development needs you
       plan to address. Your response should include a description of:

Updated March 5, 2010                                    21
   Massachusetts Department of Early Education and Care – FY2011 EEC Professional Development RFP – Fund Code 322



            a. Method(s) used to assess the professional development needs of the workforce in
               proposed communities including the types of educators and providers (programs)
               surveyed, types of settings, levels of educator experience, and levels of educator
               education;
            b. Characteristics, demographics, and perspectives of the segment of the workforce you
               intend to serve including how your understanding of these elements has informed the
               professional development you propose to offer;
            c. Outcome(s) of the needs assessment;
            d. Professional development needs identified through this process; and
            e. Professional development services your partnership is proposing to offer in response to
               those needs.

   5. Describe how you will prioritize the professional development needs of educators who work in
      programs that serve EEC subsidized children and the fees you intend to charge for professional
      development. Specifically:
         a. How will you identify and give first priority to educators working in programs with at
             least half of their enrollment comprised of EEC subsidized children;
         b. How you will give second priority to educators working in programs with less than half
             of their enrollment comprised of EEC subsidized children;
         c. How will you give third priority to educators working in programs not serving EEC
             subsidized children; and
         d. Explain your fee schedule, including implementation of EEC’s required fee schedule for
             non-college credit professional development and the extent to which funding from this
             grant will offset the cost of credit bearing college courses for educators.

   6. Submit a detailed plan describing the professional development the partnership intends to
      provide over the next three years that specifically addresses:
          a. How you will adapt the delivery of professional development to meet the varied
              academic needs of working educators from different settings including but not limited
              to:
                    i. Using convenient locations in the community, and approved distance and on-
                       line learning;
                   ii. Delivering professional development during non-traditional hours, including
                       nights and weekends; and
                  iii. Providing options such as taking a single course over a semester or taking
                       intensive credit-bearing coursework in less than 12 weeks through weekend
                       classes, one-week intensive courses, on-line courses, and other means;
          b. How elements such as provider types, settings, education levels, the needs of the
              children in care, and the needs of the providers in the communities you intend to serve
              are addressed by the professional development activities you propose to offer;
          c. How the professional development you propose to offer addresses specific age groups
              (infant, toddler, preschool, school age), diverse learners including children with special
              needs, and children subject to stress; and
          d. Outreach efforts to educators and providers including how and where you will inform
              educators and providers of available resources including listing activities on EEC’s
              Professional Development Calendar as required.

Updated March 5, 2010                                   22
   Massachusetts Department of Early Education and Care – FY2011 EEC Professional Development RFP – Fund Code 322



   7. Completion of Part VIII: Calendar of Professional Development Activities. Provide specific details
      on professional development your partnership intends to offer from July 1, 2010 to June 30,
      2011 and general information on professional development your partnership intends to offer
      July 1, 2011 – June 30, 2013. Successful bidders will be required to submit information on
      professional development opportunities in greater detail to EEC no later than July 1, 2010.

Coaching and Mentoring (20 points)

   8. Explain in detail how your partnership will provide coaching and mentoring to educators and the
      providers who employ them including but not limited to the following services:
          a. Academic and career counseling based on individual professional development plans;
          b. Training to increase the ability of administrators and supervisors to develop individual
               professional development plans for their staff;
          c. Access to qualified consultants, mentors, and coaches for all students;
          d. Mentoring and coaching that identifies resources and connects theory to practice
               through the use of reflection;
          e. Continuity to allow existing Building Careers students to complete their degrees; and
          f. The use of MOUs to encourage educators and providers to share the responsibility for
               and the benefits of professional development of the workforce.

   9. Describe the consultation, coaching, and mentoring services that will be offered to support
      providers to meet accreditation, including but not limited to:
          a. Accreditation mentoring, support, and coaching by qualified consultants who have
             appropriate education, knowledge, and work experience to help the program navigate
             the accreditation process, see Appendix J for specific qualifications;
          b. Consultation and training that meets accreditation criteria including:
                    i. Orientation meetings to provide an overview of the accreditation process;
                   ii. Guidance in preparing for self study including the use of self-study tools and
                       understanding relevant standards and criteria; and
                  iii. Guidance on developing portfolios by providers to document that they meet
                       accreditation standards.

Competency Development (40 points)

   10. Detail the partnership’s ability to implement a professional development continuum or pathway
       (or sections thereof) for educators that begins by addressing basic academic needs and guides
       and supports educators through attaining the CDA credential or other certificate to successful
       completion of a degree program. Specifically:
            a. Identify and describe the sections of a pathway the partnership intends to address and
                how those segments will be connected with those that proceed and follow them to form
                an uninterrupted pathway; and
            b. Describe how the following elements will be addressed:
                     i. ESL and developmental coursework for educators that has child development
                        content as its basis;
                    ii. Using CDA attainment to provide foundational early education and care
                        content;

Updated March 5, 2010                                   23
   Massachusetts Department of Early Education and Care – FY2011 EEC Professional Development RFP – Fund Code 322



                   iii. Using ESL and CDA attainment to enable educators to enroll in an associates
                        degree program;
                   iv. Ensuring that educators taking college courses are enrolled or intend to enroll in
                        a degree program;
                    v. Functioning articulation agreements that allow educators to transition to 2 and
                        4 year college degree programs;
                   vi. Alignment of professional development for educators of infants, toddlers,
                        preschoolers, and school age children with ESE’s curriculum frameworks.
            c. Describe how your partnership will ensure that the section(s) of the pathway supported
               through this grant opportunity are connected with components preceding and following
               your proposal. Provide detail on the
                     i. Access points that will involve educators in the professional development you
                        propose to offer;
                    ii. Linkages that will allow educators to continue their professional growth after
                        completing your program; and
                   iii. Resources and supports you will provide to facilitate these transitions for
                        educators.

   11. Describe how you will provide early education and care and out of school time providers with
       information, supports, and resources that help them meet EEC licensing standards and move up
       the Quality Rating Improvement Scale (QRIS) including but not limited to:
           a. Providing and/or connecting educators to professional development in core competency
              areas that support the five QRIS categories as illustrated in Appendix F.
           b. Providing and/or connecting programs to related consultation and training including but
              not limited to:
                     i. Use of environmental rating scales such as ECERS, ITERS, SACRS, FDCRS; and
                    ii. Use of observation, evidenced-based assessment, and reflective practice to
                        adapt curriculum to the individual needs of each child.

   12. Describe how you will provide early education and care and out of school time providers with
       information, supports, and resources that help them become accredited by the National
       Association for the Education of Young Children (NAEYC), National Association for Family Child
       Care (NAFCC), or the Council on Accreditation (COA) including but not limited to:
           a. Professional development that helps educators in the program attain credentials or
               degrees required for accreditation; and
           d. Payment of up to half (50%) of required accreditation fees for eligible programs.

   13. Describe how the partnership intends to support the development of competency through
       professional development opportunities, certificate programs, and other learning opportunities
       for educators of infants, toddlers, preschoolers, and school age children that support
       competency development in the subsequent core areas. Identify which of the following core
       competency areas the partnership intends to address and how competency will be defined and
       measured in each of those areas.

       Core Competency Area 1: Understanding the growth and development of children and youth
          a. Child growth and development, birth to age 8
          b. Social emotional development
Updated March 5, 2010                                   24
    Massachusetts Department of Early Education and Care – FY2011 EEC Professional Development RFP – Fund Code 322




        Core Competency Area 2: Guiding and interacting with children and youth
           a. The effect of interactions on children’s learning

        Core Competency Area 3: Partnering with families and communities
           a. Family engagement
           b. Alignment with the school day for after school and out of school time educators

        Core Competency Area 4: Health, safety, and nutrition
           a. Physical activity and nutrition

        Core Competency Area 5: Learning environments and implementing curriculum
           a. Literacy-rich learning environments
           b. STEM-related professional development

        Core Competency Area 6: Observation, assessment, and documentation
           a. Progress reports, assessment, and curriculum development including the use of
               reflective practice to adapt curriculum to the needs of individual children

        Core Competency Area 7: Program Planning and Development
           a. Use of environmental rating scales such as ECERS, ITERS, SACRS, FDCRS

        Core Competency Area 8: Professionalism and Leadership
           a. Using supervision to design and implement individual professional development plans
               for staff, including MOUs

Please note: All the professional development should address diverse learners including children with
special needs and/or disabilities.


Budget – 10 points
Please see Part II Budget Detail, Part III Budget Narrative, Part IV Programmatic Budget Detail, and Part V
Programmatic Budget Detail Narrative as well as Appendix A for submitting budget information.




Updated March 5, 2010                                    25
                              Massachusetts Department of Early Education and Care – FY11 EEC Professional Development RFP – Fund Code XYZ




                                                                Part VII: Partnership Members
                                                        (Grantees may add additional lines as necessary)

        Entity/Partner Name           Entity Type                 Contact Person            Partner Responsibilities           Grant Funding      In Kind
                                                                                                                                 Allocation    Contributions
Lead
Agent
   1

  2

  3

  4

  5

  6

  7

  8

  9

  10

  11

  12

        February 12, 2010                                  26
                         Massachusetts Department of Early Education and Care – FY2011 EEC Professional Development RFP – Fund Code 322



                                              Part VIII: Calendar of Professional Development Activities

        Note: Professional development activities should be provided in a month to month framework for FY2011 and may be in more general
        format for FY2012 and FY2013.


                                                                     Fiscal Year 2011
                                                               July 1, 2010 – June 30, 2011
                            Professional Development               Anticipated Number of                        Topic(s)                  Core Competency Area(s)
                                     Activities                     Educators/Providers
   July 2010


 August 2010


September 2010


 October 2010


November 2010


December 2010


 January 2011


February 2011


 March 2011


 Updated March 5, 2010                                 27
                        Massachusetts Department of Early Education and Care – FY2011 EEC Professional Development RFP – Fund Code 322



  April 2011


  May 2011


  June 2011




                                                                    Fiscal Year 2012
                                                              July 1, 2011 – June 30, 2012
                          Professional Development                Anticipated Number of                        Topic(s)                  Core Competency Area(s)
                                   Activities                      Educators/Providers
Summer 2011


 Fall 2011


Winter 2012


Spring 2012




Updated March 5, 2010                                 28
                        Massachusetts Department of Early Education and Care – FY2011 EEC Professional Development RFP – Fund Code 322



                                                                    Fiscal Year 2013
                                                              July 1, 2012 – June 30, 2013
                          Professional Development                Anticipated Number of                        Topic(s)                  Core Competency Area(s)
                                   Activities                      Educators/Providers
Summer 2011


 Fall 2011


Winter 2012


Spring 2012




Updated March 5, 2010                                 29
     Massachusetts Department of Early Education and Care – FY11 EEC Professional Development RFP – Fund Code XYZ




                                   APPENDIX A: Budget Section Information

For the budget section of the application, applicants must complete the on-line submission forms:

        Part II – Budget Detail

        Part III – Budget Narrative

        Part IV – Programmatic Budget Detail

        Part V – Programmatic Budget Narrative

Part II – Budget Detail pages includes:

        The budget detail form itself

        Instructions and definitions on how to fill out the form

        Instructions and relevant law regarding Mass Teachers’ Retirement System (MTRS)

Part III – Budget Narrative is a one page document that includes:

     list all proposed expenditures;
     provides a detailed explanation of how the funds will be used; and
     adhere to the “fund use” section and other parameters detailed in the RFP

A Note about Grant Administration:

Some RFPs might only allow for a certain percentage of funding to be budgeted for the administration of
the grant while others might not allow any grant administration funds to be budgeted. Some RFPs
might allow a percentage of grant administration, but exclude certain categories from the list defined
below. This information can always be found in the fund use section of the RFP. EEC defines Grant
Administration as:

       Project Coordinator (found under Line 1 of the Part II - Budget Detail pages)
       Secretary/Bookkeeper; and/or stipends for secretary/bookkeeper (Line 3)
       Fringe Benefits of Supervisor/Director, Project Coordinator, or Secretary/Bookkeeper (Line 4)
       Rental of Space, equipment, and utilities (Line 8)
       Indirect costs budgeted on (Line 9)

Supervisors/Directors (line 1) do not need to be included in the Admin cap. If included in your proposed
budget, Supervisor/Director salaries charged to a grant program must be proportionate/in direct
relation to the hours of supervision of that grant program.
February 12, 2010                                        30
   Massachusetts Department of Early Education and Care – FY2011 EEC Professional Development RFP – Fund Code 322




 A note about Mass Teachers’ Retirement System (MTRS):

 Mass Teachers’ Retirement is only relevant to an applicant such as school system or charter school.
 County, municipal and district treasurers are required to make provisions for charging federal grants
 for pension costs of all active members of a retirement system whose salaries are paid from these
 grants. If the MTRS line of the budget does not apply to you, simply leave it blank.

 A note about Indirect Costs:

 The Department of Elementary and Secondary Education (ESE) determines an indirect cost rate for
 each city, town, or regional school district for application to state and federal grants and contracts,
 unless prohibited by federal regulations. If used, the indirect cost figure must be equal to or less than
 the approved restricted rate. The decision to recover indirect costs using these established rates is a
 local option. The rates are developed for school districts as the maximum allowable rate for a given
 fiscal year.

 For EEC grants, applicants may use their ESE approved indirect cost rate. However, you must adhere
 to any grant administration restrictions in each grant RFP, (found in the “Fund Use” section), and this
 might affect the amount of indirect applicants opt to budget for.

 If an applicant does not have an ESE approved indirect rate, they may still budget for indirect costs
 but EEC reserves the right to limit and negotiate the amount of indirect budgeted and often will
 outline parameters around such budgeting in the “Fund Use” section of the RFP.




Updated March 5, 2010                                   31
    Massachusetts Department of Early Education and Care – FY2011 EEC Professional Development RFP – Fund Code 322




                             Appendix B: Required Forms Checklist for Applicant


Applicants must complete and submit one original and three copies of the following required forms with
their RFP response:
 Part I: Procurement Information
 Part II: Budget Detail (this is a separate on-line submission, available March 29, 2010)
 Part III: Budget Narrative (this is a separate on-line submission, available March 29, 2010)
 Part IV: Programmatic Budget Detail (this is a separate on-line submission, available March 29, 2010)
 Part V: Programmatic Budget Narrative (this is a separate on-line submission, available March 29, 2010)
 Part VI: Required Responses from Applicants (limit 15 pages single spaced)
 Part VII: Partnership Members (and letters of support for each)
 Part VIII: Calendar of Professional Development Activities

Applicants must also complete and submit one original packet of the following forms with their RFP
response (unless applicant already has these documents on file with the state of MA)

   A signed Commonwealth Terms and Conditions form
   Request for Taxpayer Identification Number and Certification W-9 complete with DUNS #
   Contractor Authorized Signatory Listing
   Authorization for Electronic Funds Payment (EFT) Form
   Executive Order 504 Contractor Certification Form


EEC reserves the right to reject any incomplete proposal submissions.




Updated March 5, 2010                                    32
    Massachusetts Department of Early Education and Care – FY2011 EEC Professional Development RFP – Fund Code 322



                      Appendix C: Payment Terms, Grant Expenditures, Termination,
                                Recoupment of Funds, and Relevant Law

Amendments to required services or deliverables which do not affect funding changes:

If during the project, either EEC or a Grantee would like to request a change in the required services,
deliverables, or timeline, EEC or the Grantee may propose such changes to the other. The parties must
mutually agree to such change(s) in writing. A written memorandum may be used to memorialize such
changes; a formal grant amendment will not be required.

Budget Adjustments: If during the project, a Grantee would like to request a change from the original
approved budget, thus changing deliverables, or timeline, the Grantee may propose such changes to EEC
who may agree to implement such changes. This is done by filing a Budget Adjustment Request Form.
A Budget Adjustment Request Form is required 30 days in advance of proposed changes and in any case
where the original budget line is changed by more than 10%. EEC reserves the right to approve or deny
any proposed changes.

Grantees are encouraged to use Electronic Funds Transfers (EFT). EFT allows for payments to be made
from the Commonwealth to grantees electronically and is the preferred method of payment for all
payees doing business with the Commonwealth. Use of EFT significantly reduces payment delays
through a reduction in processing and mailing time. Registering a grantee for EFT payments requires
completion of an Electronic Funds Transfer form by the Grantee and submission to EEC as part of
contract execution.

Initial grant payments will be released to you automatically, once your grant has been programmatically
approved and then processed by the grants unit. It is the responsibility of the grantee to request
subsequent payments. Since the grant term for this award is 5 months, EEC will release the first half upon
approval and the grantee will need to request the second half approximately halfway through the grant
term. To request subsequent grant payments, grantees must submit a Request for Funds Form. Within
sixty (60) days of the termination of a grant, a grantee must submit an FR1 Final Financial Report and repay
the Commonwealth for any unexpended funds. These forms are available at EEC’s website,
www.eec.state.ma.us, under the Grants section.

Request for Funds Forms must mailed (hard copy) to the following address:

    Attn: Accounting Unit
    Massachusetts Department of Early Education and Care
    51 Sleeper Street, 4th Floor
    Boston, MA 02210

All grant recipients must use the grant monies in accordance with the terms and requirements set forth in
this Request for Proposal (RFP), the Commonwealth Terms and Conditions, in addition to applicable EEC
policies, regulations and/or state or federal laws. EEC reserves the right to recoup any and all monies which
Updated March 5, 2010                                    33
    Massachusetts Department of Early Education and Care – FY2011 EEC Professional Development RFP – Fund Code 322



are not spent in accordance with such terms, conditions, policies, regulations, and/or laws. EEC further
reserves the right to terminate grant funding to any recipient who violates any of the grant terms,
requirements, and/or conditions which are incorporated into this RFP. EEC has the right to suspend,
amend, and/or terminate the grant funding in the event of a Budget reduction initiated under M.G.L. c.
29, sec. 9C.

The selected grantee must comply with all applicable provisions of the Massachusetts General Laws,
State Finance Law, 815 Code of Massachusetts Regulations 2.00 et seq. (regarding grants), and the
Office of the State Comptroller’s policies and procedures regarding grants.




Updated March 5, 2010                                    34
   Massachusetts Department of Early Education and Care – FY2011 EEC Professional Development RFP – Fund Code 322



                                      Appendix D: Required Technology


All successful bidders are expected to have access to information technology systems that are
compatible with those used by EEC to administer the professional development activities and required
reporting specified by EEC. The current minimum technology standards, which may change during the
duration of the contract, are summarized below:

                                                 Requirements

   o   Minimum Computer Requirements - Pentium D 925/3.00GHz,2X2M 800FSB or better, with
       RAM of 2.0GB,Non-ECC,667MHz DDR 2x1GB or better, and a hard drive of 80GB SATA 3.0Gb/s
       and 8MB DataBurst Cache or better

   o   Operating System Requirements – MS OFFICE 97 or higher, MS Windows XP, service pack 3 or
       better and MS Internet Explorer 6 with 128bit encryption


   o   Internet Connection Requirements - 768kb DSL/Cable or better (no dial up)


   o   Staff Experience Requirements - Must have staff experience with EEC systems or be willing to
       require staff to attend training


The above combination of information technology will support successful bidders in performing a range
of functions including using EEC’s Professional Educator Registry, Professional Development calendar
and other systems.




Updated March 5, 2010                                   35
    Massachusetts Department of Early Education and Care – FY2011 EEC Professional Development RFP – Fund Code 322



           Appendix E: FY2010 Total Professional Development Funding by Region and Initiative

                                  Region 1: Western MA: $441,334


                                    Region 2: Central MA: $662,076

                                    Region 3: North East: $556,720


                                   Region 4: Metro West: $390,986


                           Region 5: Southeast and Cape: $736,639


                                 Region 6: Metro Boston: $865,602



  Program         # Grants        FY2010                              Desired Program Outcomes
                     or           Award
                  Contracts
Building              21         $923,764          Increase the number of educators with a degree in early
Careers                                             childhood or related field.

                                                   Provide necessary supports to early education and care and
                                                    out of school time educators seeking a degree in early
                                                    childhood or a related field.

                                                   Increased number of “working” articulation agreements
                                                    among institutions of higher education; increased agreements
                                                    with vocational technical high schools; and acceptance of
                                                    credit for prior learning.

                                                   Maximize resources through local, regional, and statewide
                                                    collaborations with other institutions of higher education,
                                                    school districts, community organizations such as CPC
                                                    programs and CCRR agencies and others.

CPC Program           95       $1,985,914          Expand the number of programs that are accredited by NAEYC,
and Provider                                        NAFCC, or the Council on Accreditation (Standards for
Supports                                            Afterschool Programs)

                                                   Increase the number of well trained practitioners by providing
                                                    developmentally appropriate learning experiences as well as
                                                    the resources needed to achieve a related credentials,
                                                    associate, and bachelor degrees

Updated March 5, 2010                                    36
   Massachusetts Department of Early Education and Care – FY2011 EEC Professional Development RFP – Fund Code 322



CCRRs                15         $703,679          Support the promulgation of new child care regulations with
Professional                                       professional development that assists programs in meeting
Development                                        new requirements for curriculum, inclusion, interactions, oral
                                                   health, reading and literacy, and observation and recording;

                                                  Increase the number of well trained practitioners by providing
                                                   developmentally appropriate learning experiences as defined
                                                   by core competency areas as well as the resources needed to
                                                   achieve related credentials, associate, and bachelor degrees
                                                   by:
                                                      Ensuring the workforce has access to affordable
                                                       education and professional development resources;
                                                      Allocating at least 75% of funds to professional
                                                       development that results in college credits or CEUs and
                                                       meeting minimum requirements for professional
                                                       development that does not result in CEUs or college credit;
                                                      Coordinating planning and delivery of professional
                                                       development activities statewide among all CCR&Rs,
                                                       regionally with institutions of higher education, and locally
                                                       with CPCs.
                                                      Ensuring that professional development opportunities are
                                                       accessible to underserved geographic areas, are provided
                                                       through non-traditional means, and meet the needs of
                                                       diverse learners.




Updated March 5, 2010                                   37
                           Massachusetts Department of Early Education and Care – FY11 EEC Professional Development RFP – Fund Code XYZ




                                                      Appendix F: QRIS and Core Competency Areas

                                                                                    Core Competency Areas

                          1.                   2.                  3.                4.                5.                  6.                    7.                8.
                     Understanding        Guiding and         Partnering          Health,         Learning           Observation,         Program Planning   Professionalism
QRIS Categories     the Growth and      Interacting with     with Families      Safety, and     Environments       Assessment, and        and Development    and Leadership
                    Development of        Children and           and             Nutrition           and           Documentation
                      Children and           Youth           Communities                        Implementing
                         Youth                                                                   Curriculum
Curriculum and             X                    X                                                      X                   X                     X
   Learning
  Workforce
 Qualifications            X                    X                  X                 X                 X                   X                     X                 X
and Professional
 Development

 Environment                                                                         X                 X                                         X

 Leadership,
 Management                                                                                                                                      X                 X
    and
Administration
     Family                X                                       X
  Involvement

Increasing the competency of educators also helps the programs they work in attain increasingly higher levels of quality. This high-level comparison of the contents of
Core Competency Areas with those of the QRIS Categories identifies where their contents mainly correspond. All areas and categories align to some degree and none are
mutually exclusive. One QRIS category, Workforce Qualifications and Professional Development, encompasses all 8 Core Competency areas.




February 12, 2010                                       38
     Massachusetts Department of Early Education and Care – FY11 EEC Professional Development RFP – Fund Code XYZ




     Appendix G: Number of Providers (Programs) Serving EEC Subsidized Children by EEC Region

Region 1: Western Massachusetts
                        Number of Providers                Provider Licensed         Number of Providers
                                                               Capacity                with Contracts
                                                                                      and/or Vouchers
Group Child Care                        261                       13,153                    248

School Age Child Care                   159                        7,504                       173

Family Child Care                      1,303                       9,301                       987

Region Total                           1,723                      29,958                      1,408

*There are 9 Family Child Care Systems operating within this region.

Region 2: Central Massachusetts
                         Number of Providers               Provider Licensed         Number of Providers
                                                               Capacity                with Contracts
                                                                                      and/or Vouchers
Group Child Care                        233                       11,344                    165

School Age Child Care                    87                        3,840                        91

Family Child Care                      1,551                      10,635                      1,115

Region Total                           1,871                      25,819                      1,371

*There are 14 Family Child Care Systems operating within this region.

Region 3: North East
                              Number of Providers          Provider Licensed         Number of Providers
                                                               Capacity                with Contracts
                                                                                      and/or Vouchers
Group Child Care                        382                       23,705                    244

School Age Child Care                   180                        9,641                       194

Family Child Care                      2,192                      15,194                      1,806

Region Total                           2,754                      48,540                      2,244

*There are 15 Family Child Care Systems operating within this region.


February 12, 2010                                        39
    Massachusetts Department of Early Education and Care – FY2011 EEC Professional Development RFP – Fund Code 322



Region 4: Metro West
                              Number of Providers          Provider Licensed         Number of Providers
                                                               Capacity                with Contracts
                                                                                      and/or Vouchers
Group Child Care                        641                       37,218                    336

School Age Child Care                   251                       14,282                       199

Family Child Care                      1,327                       9,107                       409

Region Total                           2,219                      60,607                       944

*There are 11 Family Child Care Systems operating within this region.

Region 5: Southeast and Cape
                          Number of Providers              Provider Licensed         Number of Providers
                                                               Capacity                with Contracts
                                                                                      and/or Vouchers
Group Child Care                        445                       23,303                    357

School Age Child Care                   184                        9,462                       196

Family Child Care                      1,203                       8,204                       783

Region Total                           1,832                      40,969                      1,336

*There are 12 Family Child Care Systems operating within this region.

Region 6: Metro Boston
                              Number of Providers          Provider Licensed         Number of Providers
                                                               Capacity                with Contracts
                                                                                      and/or Vouchers
Group Child Care                        266                       14,766                    254

School Age Child Care                   153                        7,899                       183

Family Child Care                      1,074                       7,479                      1,241

Region Total                           1,493                      30,144                      1,678

*There are 12 Family Child Care Systems operating within this region.




Updated March 5, 2010                                    40
     Massachusetts Department of Early Education and Care – FY11 EEC Professional Development RFP – Fund Code XYZ




                        Appendix H: Educator and Provider Eligibility Requirements

Provider/Program Eligibility Requirements
To be eligible to participate in professional development activities sponsored by EEC through the
Professional Development RFP providers/programs must be EEC licensed or license-exempt.
Providers/programs with at least half of their enrollment comprised of EEC subsidized children will be
given first priority. Providers/programs with less than half of their enrollment comprised of EEC
subsidized children will be given second priority. Providers/programs not serving EEC subsidized children
will be given third priority.


Educator Eligibility Requirements
To be eligible and to participate in professional development activities sponsored by EEC through the
Professional Development RFP educators must meet following eligibility requirements listed below.
Educators who fail to comply with these requirements may be required to repay the Commonwealth for
financial assistance received.

    1. Work in an EEC-funded, EEC licensed or license-exempt early education and care or out of
       school time program (i.e., group child care, family child care, school age child care, or Head Start
       program); in Massachusetts;
    2. Agree to complete data forms (to be specified by EEC) and/or share directory information with
       EEC; and
    3. Agree to not use multiple funding sources to supplant the actual cost of professional
       development activities.

In addition, educators participating in college coursework to earn an associate’s or bachelor’s degree in
early childhood education or a related field must also:

    4.  Be a permanent legal resident of Massachusetts;
    5.  Be a United States citizen or eligible non-citizen;
    6.  Not be in default of a state or federal education loan or grant;
    7.  Be accepted and enrolled, as a matriculated student, in an undergraduate degree program in
        early childhood education, or a related field;
    8. Be employed, for at least one year, as an educator or provider in an EEC-funded, licensed, or
        license-exempt program and continue employment in this field while pursuing the approved
        course of study;
    9. Have not previously earned a bachelor's degree; and
    10. Sign an agreement to continue employment as an early childhood educator or provider in
        Massachusetts upon completing the degree requirement, 6 months for every semester funding
        is received.

Note: Educators who intend to enroll in an associate’s or bachelor’s degree program in early childhood
education or related field but are unable to meet admissions requirements may use this funding for
developmental coursework that is necessary for college admissions acceptance.

February 12, 2010                                        41
   Massachusetts Department of Early Education and Care – FY2011 EEC Professional Development RFP – Fund Code 322



                                      Appendix I: EEC Regions and Towns

                                    Western EEC Region
 Adams                  Florida                Montague              Shelburne
 Agawam                 Gill                   Monterey              Shutesbury
 Alford                 Goshen                 Montgomery            South Hadley
 Amherst                Granby                 Mount Washington      Southampton
 Ashfield               Granville              New Ashford           Southwick
 Athol                  Great Barrington       New Marlborough       Springfield
 Becket                 Greenfield             New Salem             Stockbridge
 Belchertown            Hadley                 North Adams           Sunderland
 Bernardston            Hampden                Northampton           Tolland
 Blandford              Hancock                Northfield            Tyringham
 Buckland               Hatfield               Orange                Ware
 Charlemont             Hawley                 Otis                  Warwick
 Cheshire               Heath                  Palmer                Washington
 Chester                Hinsdale               Pelham                Wendell
 Chesterfield           Holyoke                Peru                  West Springfield
 Chicopee               Huntington             Petersham             West Stockbridge
 Clarksburg             Lanesboro              Phillipston           Westfield
 Colrain                Lee                    Pittsfield            Westhampton
 Conway                 Lenox                  Plainfield            Whately
 Cummington             Leverett               Richmond              Wilbraham
 Dalton                 Leyden                 Rowe                  Williamsburg
 Deerfield              Longmeadow             Royalston             Williamstown
 East Longmeadow        Ludlow                 Russell               Windsor
 Easthampton            Middlefield            Sandisfield           Worthington
 Egremont               Monroe                 Savoy
 Erving                 Monson                 Sheffield

                                    Central EEC Region
 Ashburnham             East Brookfield         Medway               Southbridge
 Ashby                  Fitchburg               Mendon               Spencer
 Auburn                 Franklin                Milford              Sterling
 Ayer                   Gardner                 Millbury             Sturbridge
 Barre                  Grafton                 Millville            Sutton
 Bellingham             Groton                  New Braintree        Templeton
 Berlin                 Hardwick                North Brookfield     Townsend
 Blackstone             Harvard                 Northbridge          Upton
 Bolton                 Holden                  Oakham               Uxbridge
 Boylston               Holland                 Oxford               Wales
 Brimfield              Hopedale                Paxton               Warren
 Brookfield             Hubbardston             Pepperell            Webster
 Charlton               Lancaster               Princeton            West Boylston
 Clinton                Leicester               Rutland              West Brookfield
 Douglas                Leominster              Shirley              Westminster
 Dudley                 Lunenburg               Shrewsbury           Winchendon
                                                                     Worcester


Updated March 5, 2010                                     42
    Massachusetts Department of Early Education and Care – FY2011 EEC Professional Development RFP – Fund Code 322



                                  Northeast EEC Region
 Amesbury               Groveland              Merrimac                Salisbury
 Andover                Hamilton               Methuen                 Saugus
 Beverly                Haverhill              Middleton               Stoneham
 Billerica              Ipswich                Nahant                  Swampscott
 Boxford                Lawrence               Newbury                 Tewksbury
 Chelmsford             Lowell                 Newburyport             Topsfield
 Danvers                Lynn                   North Andover           Tyngsboro
 Dracut                 Lynnfield              North Reading           Wakefield
 Dunstable              Malden                 Peabody                 Wenham
 Essex                  Manchester             Reading                 West Newbury
 Everett                Marblehead             Rockport                Westford
 Georgetown             Medford                Rowley
 Gloucester             Melrose                Salem

                                   Metro EEC Region
 Acton                  Foxboro               Natick                   Stow
 Arlington              Framingham            Needham                  Sudbury
 Ashland                Hingham               Newton                   Walpole
 Bedford                Holliston             Norfolk                  Waltham
 Belmont                Hopkinton             Northborough             Watertown
 Boxboro                Hudson                Norwell                  Wayland
 Braintree              Hull                  Norwood                  Wellesley
 Burlington             Lexington             Plainville               Westborough
 Cambridge              Lincoln               Quincy                   Weston
 Canton                 Littleton             Randolph                 Westwood
 Carlisle               Marlborough           Scituate                 Weymouth
 Cohasset               Maynard               Sharon                   Wilmington
 Concord                Medfield              Sherborn                 Winchester
 Dedham                 Millis                Somerville               Woburn
 Dover                  Milton                Southborough             Wrentham

                                   Southeast EEC Region
 Acushnet               Eastham                Marion                  Rochester
 Aquinnah               Easton                 Marshfield              Rockland
 Attleboro              Edgartown              Mashpee                 Sandwich
 Avon                   Fairhaven              Mattapoisett            Seekonk
 Berkley                Fall River             Middleboro              Somerset
 Bourne                 Falmouth               Nantucket               Stoughton
 Brewster               Freetown               New Bedford             Swansea
 Bridgewater            Gosnold                North Attleboro         Taunton
 Brockton               Halifax                Norton                  Tisbury
 Carver                 Hanover                Oak Bluffs              Truro
 Chatham                Hanson                 Orleans                 Wareham
 Chilmark               Harwich                Pembroke                Wellfleet
 Dartmouth              Holbrook               Plymouth                West Bridgewater
 Dennis                 Hyannis                Plympton                West Tisbury
 Dighton                Kingston               Provincetown            Westport
 Duxbury                Lakeville              Raynham                 Whitman

Updated March 5, 2010                                    43
    Massachusetts Department of Early Education and Care – FY2011 EEC Professional Development RFP – Fund Code 322



 East Bridgewater       Mansfield              Rehoboth               Yarmouth

                                Metro Boston EEC Region
 Boston                 Chelsea               Revere                           Winthrop
Brookline




Updated March 5, 2010                                     44
    Massachusetts Department of Early Education and Care – FY2011 EEC Professional Development RFP – Fund Code 322



                     Appendix J: Qualifications for Consultants, Trainers, and Mentors

All Early Childhood Trainers, Consultants, and Mentors must:
1. Hold a minimum of a bachelor’s degree from an accredited institution of higher education in early
     childhood education or a related field; or

2. Hold a minimum of an associate’s degree from an accredited institution of higher education in early
   childhood education or a related field and:
       a. Additional credit hours or CEUs in early childhood education;
       b. Credit hours in leadership, management, or child care administration.

3. In addition to the above the following qualifications are required:
       a. Minimum of 3 years experience in teaching and/or administration of an early
            care/education program;
       b. Minimum of 2 years experience related to the professional development area being
            addressed;
       c. Demonstrated knowledge of curriculum development across all domains of development,
            within a variety of curricular systems, to meet the needs of children with a wide range of
            needs and abilities;
       d. Demonstrated ability to implement adult learning strategies.

4. Hold a specialty degree outside the field of Early Childhood Education that is directly related to the
   subject matter being addressed; and
       a. Demonstrated ability to implement adult learning strategies.

Accreditation Consultant/Mentor
In addition to the requirements listed above individuals providing consultation and mentoring for
provider/program accreditation must also have a minimum of 3 years experience as child care program
administrator that includes leading a program through the relevant accreditation process.




Updated March 5, 2010                                    45
      Massachusetts Department of Early Education and Care – FY2011 EEC Professional Development RFP – Fund Code 322



                                       Appendix K: Evaluation of Responses

EEC will establish one or more evaluation committees to review the Responses submitted. The
committees may consist of one or more EEC staff members, staff from other agencies, and/or outside
stakeholders. The Committee will discuss the strengths and weaknesses of each response, as well as any
other relevant information (including bidders’ prior contracting/grant history with the Commonwealth)
and will determine based on scores and oral presentations (if any), which bidders will provide the best
value to the Commonwealth and should be awarded the grant(s). The final product of each committee
will be a single scorecard that reflects the committee’s consensus for each response a bidder submitted.
The Committee will make a recommendation to the Commissioner of EEC who will have the final
decision of grantee(s) selection.
The evaluation committee, at its discretion, may determine which bidder(s) may make an oral
presentation. Presentations may be made if clarification or further information regarding a response is
needed. Oral presentations are not open to the public or other bidders. Failure to agree to a date
and/or time for an oral presentation may result in a bid being rejected.

The Commissioner is not bound by the committee’s recommendations. The Commissioner may consider
the committee’s recommendation, the scorecards and any other relevant factors in making her decision,
including, but not limited to, best value to the Commonwealth, RFP evaluation criteria, geographic
coverage, efficiencies, cost savings, the cultural and linguistic needs of families, children, and educators
being served, grantee history, etc

The Commissioner’s decision will be final and unsuccessful bidders (i.e. any bidder not awarded any
grant funding through this RFR) will have no right to a formal debriefing and/or appeal before EEC
regarding the decision to not award it any grant funds. EEC’s final decision will be posted on
www.mass.gov/EEC. EEC reserves the right to simply list the names of the bidders being awarded grants
and to omit those who bid but were not awarded grants. Written notification of the grant awards will
be posted on www.mass.gov/EEC in accordance with the procurement calendar specified in the RFP, or
as amended on www.mass.gov/EEC.

The following criteria will be used to score the bidder’s responses to the questions in the RFP.

 10                                                        Rating Criteria
points
  0         The bidder’s answer is incomplete; does not demonstrate an understanding of the issues and/or
            programmatic requirements or provides insufficient detail on program/fiscal requirements. The
            weaknesses of the answer far outweigh its strengths.
  2         The bidder’s answer is not comprehensive; demonstrates a reasonable understanding of the issues
            but provides insufficient detail on the programmatic/fiscal requirements. The weaknesses of the
            answer outweigh its strengths.
  4         The bidder’s answer is comprehensive; demonstrates a reasonable understanding of the issues and
            substantially satisfies programmatic/fiscal requirements. Overall, the answer demonstrates more
Updated March 5, 2010                                      46
      Massachusetts Department of Early Education and Care – FY2011 EEC Professional Development RFP – Fund Code 322



            strengths than weaknesses.
  8         The bidder’s answer is comprehensive; reflects an understanding of the issues and satisfies all
            programmatic/fiscal requirements and, in some areas, exceeds the requirements. The answer’s
            strengths far outweigh any weaknesses.
 10         The bidder’s answer is comprehensive. It reflects a clear understanding of the issues and addresses
            all issues identified in the submission requirements and, in the majority of instances, exceeds all
            requirements. No weaknesses are identified.

The following criteria will be used to score the bidder’s responses to the budget detail and narrative in
the RFP.

 10                                                        Rating Criteria
points
  0         The bidder’s budget detail and narrative are incomplete; inappropriate use of funds; does not
            satisfy fiscal requirements. The weaknesses of the answer far outweigh its strengths.
  2         The bidder’s budget detail and/or narrative is completed, however insufficient information is
            provided on how funding will be allocated to meet grant requirements; little to no correlation
            between budget detail and narrative and responses; does not satisfy fiscal requirements. The
            weaknesses of the answer outweigh its strengths.
  4         The bidder’s budget detail and narrative are complete; demonstrates correlation between budget
            detail and narrative and responses; satisfies fiscal requirements. There are more strengths than
            weaknesses.
  8         The bidder’s budget detail and narrative are complete; demonstrates correlation between budget
            detail and narrative and responses; satisfies fiscal requirements. Budget narrative is
            comprehensive and reflects fiscal requirements and, in some areas, exceeds the requirements. The
            answer’s strengths far outweigh any weaknesses.
 10         The bidder’s budget detail and budget narrative are complete. Extensive detail is provided in the
            budget narrative to demonstrate appropriate use of funds; demonstration of leveraging resources
            and maximizing allocation. Budget detail and narrative reflect a clear correlation between
            responses and specified grant allocations; appropriate fund use. No weaknesses are identified.




Updated March 5, 2010                                      47
    Massachusetts Department of Early Education and Care – FY2011 EEC Professional Development RFP – Fund Code 322



Cumulative Evaluation Scorecard

Bidder: ______________________________________________________________________________



Evaluation Committee Members:
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________



Committee Meeting Dates:
_________________________________________________________________________



                                  Category                                           Possible            Points
                                                                                      Points            Awarded

Grant Partnership (30 points)



1. Structure and capacity                                                               10

2. Communities and numbers of providers (programs) to be served                         10

3. Pathway to be addressed and related experience                                       10

Educator and Provider Planning (40 points)



4. Segments of workforce to be served and assessment of needs                           10

5. Prioritizing educators who serve EEC-subsidized children                             10

6. Three year Professional development plan                                             10

7. Calendar of professional development activities                                      10

Coaching and Mentoring (20 points)




Updated March 5, 2010                                    48
   Massachusetts Department of Early Education and Care – FY2011 EEC Professional Development RFP – Fund Code 322



                                 Category                                           Possible            Points
                                                                                     Points            Awarded

8. Coaching and mentoring for educators                                                10

9. Coaching and mentoring for programs seeking accreditation and                       10
   QRIS
Competency Development (40 points)



10. Professional development pathway                                                   10

11. Competency development related to QRIS                                             10

12. Competency development related to accreditation                                    10

13. Pathway elements                                                                   10

Budget (10 points)                                                                     10



Additional points for serving greater numbers of educators and                         10
programs (10 points)

                                                                       TOTAL           150




Updated March 5, 2010                                   49