202605084 ECE TA Proposed Services Response Form.docx

RFP# 202605084

Early Care and Education (ECE) Technical Assistance

PROPOSED SERVICES RESPONSE FORM

Bidder Name:

INTRUCTIONS: Bidder must complete this form to discuss the Services to be Provided referenced in Part II of the RFP and what the Bidder will offer, including:

· A description of the methods and resources the Bidder will use and how each task involved will be accomplished.

· A description of how the expectations and/or desired outcomes as a result of these services will be achieved.

· If subcontractors are involved, Bidders must clearly identify the work each will perform.

Bidders may expand each of the response (white) spaces within this document in order to provide a full response to each requirement.

A. Technical Assistance (TA) Requirements

1. Provide equipment for an office or office space that:

a. Ensures reasonable travel distance by car (up to two (2) hours per trip) for Early Care and Education (ECE) TA Specialists to reach potential settings within the coverage areas; and

b. Provides each ECE TA Specialist and a TA supervisor with:

i. A computer or laptop;

ii. Access to Microsoft Office Suite;

iii. Access to virtual networking platform, such as Microsoft Teams or Zoom; and

iv. Access to a printer.

2. ECE TA Specialist services:

a. Ensure ECE TA Specialists provide, at no cost to participants, coaching, navigation, and facilitation of professional learning communities for Early Childhood Educators and ECE classrooms and programs, including Family Child Care Providers (FCCs) and Child Care Centers.

b. Ensure ECE TA Specialists follow eligibility standards, referral processes, and service delivery models, as determined by the Department, and deliver TA services in accordance with Department approved referrals and service populations.

c. Ensure ECE TA Specialists ensure virtual and on-site coaching and navigation is focused on:

1. Health and safety of the early care and learning environments and implementation of Child Care Licensing Rules;

1. Program and classroom quality, quality improvement plans, accreditation, and use of Rising Stars for ME and the Professional Development Registry (Registry);

1. Staff professional development plans, including training, Credentialing, higher education, and career pathways for new and veteran teachers and staff;

1. Early learning standards, curriculum, assessment, and Developmentally Appropriate Practice (DAP);

1. ECE program leadership, mentoring and coaching teachers and staff, and program evaluation;

1. Child care program stability, strong business practices, including the use of the Baxter Child Care Management System, the Child Care Affordability Program, the Salary Supplement System and Child Care Choices; and

1. Local partnerships between ECE programs, classrooms, and schools.

d. Ensure ECE TA Specialists build ECE professionals’ knowledge and skills around ECE and child care, with service delivery including, but not limited to, practice-based coaching and navigation to access resources.

e. Ensure ECE TA Specialists coordinate and facilitate a professional learning community within their service area or Statewide at no cost to participants.

i. Groups must last for at least one (1) hour and may be held in-person or virtually.

ii. Each ECE TA Specialist must facilitate a minimum ten (10) group sessions per year.

f. Ensure ECE TA Specialists form collaborations with and attend regular meetings with the Department and other applicable State agencies, infant and early childhood mental health consultants and other early childhood professionals, and Early Childhood Educators and administrators to support the provision of ECE TA in the State that promotes quality care and early learning.

g. Ensure ECE TA Specialists support outreach and marketing of TA services in their service area and Statewide.

B. Staffing Requirements

a. Ensure ECE TA specialists, at minimum, have:

i. A bachelor’s degree in early childhood education or a related field.

ii. Five (5) years of experience working in the field of ECE or early childhood education;

iii. Knowledge of ECE services in the State; and

iv. Knowledge of TA services (consultation, coaching, mentoring, and facilitation of peer-to-peer learning) for adults in child care programs or early childhood classrooms.

b. Ensure ECE TA specialists, at minimum:

i. Maintains a valid driver’s license, have access to a vehicle with a valid Maine registration and inspection sticker, and can travel to provide services;

ii. Maintains fidelity to the TA models set forth by the Department and meet all related reporting and service delivery requirements;

iii. Forms and maintains relationships with Early Childhood Educators and early childhood education classrooms and programs, including child care programs;

iv. Stays current regarding ECE, the Child Care System, and publicly funded preschools in the State; and

v. Completes professional learning each year to strengthen TA skills and knowledge, including any Department required training on TA, observation, or assessment tools.

1) Classroom Assessment Scoring System (CLASS) training:

Ensure ECE TA Specialists participate in any Department provided training or annual reliability recertification on the Pre-K CLASS tool, the Toddler CLASS tool, the K-3 CLASS tool, or other CLASS tools, as identified by the Department.

2. Employ one (1) half-time (0.5) FTE ECE TA supervisor.

a. Ensure the ECE TA supervisor, at minimum, has:

i. A master’s degree in early childhood education or a related field;

ii. 5 years of experience providing TA services to child care programs and/or early childhood classrooms;

iii. Ten (10) years of experience working in the field of ECE or early childhood education; and

iv. Knowledge of ECE services in Maine

b. Ensure ECE TA supervisor, at minimum:

i. Hires ECE TA Specialists by coordinating and ensuring the Department’s participation in the interview process/panel of each ECE TA Specialist.

ii. Ensures adequate coverage of an ECE TA Specialist’s duties and responsibilities when they are on leave or depart by providing local TA as needed to ensure continuity of services.

iii. Ensures TA data is provided to the Department via an approved tool, e.g., excel spreadsheet.

iv. Ensures the ECE TA Specialists are meeting training and performance requirements as outlined by the Department and address any performance issues in a timely manner; and

v. Informs the Department immediately if any ECE TA Specialist has any performance-related issues or changes in employment status as appropriate.

3. Comply with all background check requirements outlined in the Department’s current State Service Contract, Rider D, Section 13. The current DHHS State Service Contract may be obtained on the Department’s Contract Documents webpage.

C. Data Collection/Management and Supportive Documentation

0. Utilize the Department approved tools for data collection and documentation.

0. Ensure all referrals received by the ECE TA Specialists go through the Department;

0. Report monthly data in the format requested by the Department (Monthly Report); and

0. Maintain ECE TA records, including, but not limited to:

2. A unique client identifier (child care license number, SAU/school number);

2. Referral source and reason for request;

2. Service type (coaching, navigation);

2. Dates of service;

2. Contact information for program/school and educator/classroom.

D. Outreach and Engagement

1. Conduct outreach and engagement activities to inform ECE classrooms and programs about Maine ECE TA services and to create a sustainable referral network, to include:

a. Development of a written marketing and engagement plan, which details actions the awarded Bidder will take and resources to be used to build community awareness and develop sustainable relationships in the community with potential service users and referral sources;

b. Use of Department approved promotional materials, including but not limited to flyers, mailings, and brochures; and

c. Direct outreach to potential service users, including ECE settings, by phone, video meeting, e-mail, in-person, and other means.

E. Performance Measures

1. Perform all services proposed in response to this RFP by achieving all Performance Measures listed in Table 2.

0. Submit data to support the performance measures utilizing the Department’s Provider Packet Template (available in VSS) or via a third-party data source, as indicated within the performance measure data source column of Table 2.

Table 2 Mandatory Performance Measures

F. Reports

1. Track and record all data/information necessary to complete the required reports listed in Table 3

Table 3 – Required Reports

· Referral source and reason for request

· Service type (coaching)

· Dates of service

· Contact information for program/school and educator/classroom

2. Submit all the required reports to the Department in accordance with the timelines established in Table 4:

Table 4 – Required Reports Timelines

DHHS RFP Proposed Services Response Form (Rev. 10/2025)