Requisition Number: 2014 STARS Evaluation
Date: October 22, 2014
State of Vermont
Department for Children and Families
CHILD DEVELOPMENT DIVISION
Sealed Bid
Request for Proposals
Title: Evaluation and Validation the Vermont Tiered Quality Rating and Improvement System (TQRIS) –
The STep Ahead Recognition System (STARS)
Requisition Number:
2014 STARS Evaluation
TABLE OF CONTENTS
CHAPTER 1 Information for the Bidder 3
1. GENERAL PROVISIONS 4
1.1. INTRODUCTION 4
1.2. SCHEDULE of EVENTS 8
1.3. SINGLE POINT of CONTACT 9
1.4. QUESTION and ANSWER PERIOD 9
1.5. INSTRUCTIONS to BIDDERS 9
1.6. FACSIMILE COMMUNICATION 11
1.7. BID OPENING 11
1.8. PUBLIC RECORD 11
1.9. COSTS of PROPOSAL PREPARATION 12
1.10. RECEIPT of INSUFFICIENT COMPETITIVE PROPOSALS 12
1.11. NON-RESPONSIVE PROPOSALS/WAIVER ………………………………….12
1.12. RFP AMENDMENTS 12
1.13. Rejection RIGHTs 12
1.14. AUTHORITY to BIND DCF 13
2. PROPOSAL REVIEW 13
2.1. SCORING 13
2.2. SELECTION of the APPARENTLY SUCCESSFUL BIDDER 15
2.3. NOTIFICATION of AWARD 15
3. CONTRACT DEVELOPMENT 15
3.1. CONTRACT TERM 15
3.2. CONTRACT stipulations 15
3.3. REMITTANCE of PAYMENT 16
3.4. Contract Acceptance 16
STATE and AGENCY CUSTOMARY CONTRACTING PROVSIONS 17
CHAPTER 2 Information from the Bidder 26
1. Quality of BIDDER’S Experience 27
2. BIDDER’S CAPACITY 27
3. Technical Proposal 27
4. PROGRAM COSTS 27
REQUEST FOR PROPOSAL 28
CERTIFICATIONS and ASSURANCES 29
APPLICANT INFORMATION SHEET 30
Schedule B Detail of Expenses 33
Schedule C Allocation of Expenses 33
Schedule D Related Party Disclosure 33
Financial Report and Request for Contract Funds 34
CHAPTER 1 Information for the Bidder
Page 8 of 36
Requisition Number: 2014 STARS Evaluation
1. GENERAL PROVISIONS
INTRODUCTION
The Child Development Division (CDD) within the Vermont Department for Children and Familiesis responsible for regulation and monitoringof allchild careprograms throughout the state. TheCDD administers Vermont’s Child Care Financial Assistance Program (CC FAP) under the federal Child Care and Development Block Grant and associated child care quality and workforce improvement initiatives - this includes Vermont's TQRIS, VermontSTep Ahead RecognitionSystem (STARS). Children’s Integrated Servicesfor children from the prenatal periodthrough age 6, which includes IDEA, Part C (Early Intervention), Early Childhood and FamilyMental Health, Nursing and Family Support Home Visiting and Specialized Child Care Services delivered across Vermont in an innovative integrated model, is also part of the CDD.TheCDD is jointly responsible, with the Vermont Agency of Education, for administration of publicly funded prekindergarten education and is one of five key partners in Vermont's federally funded RTT-ELC Project with responsibility for leading twelve of 26 projects in Vermont's ambitious plan.
The CDD and partners, such as the Vermont Agency of Education (AOE) and the STARS Evaluation Committee, are interested in areas of change and improvements in STARS including the possible restructuring of STARS to resemble a hybrid system that would include fundamental requirements which all programs must meet at certain levels (“blocks”) while maintaining a component of the current system’s flexibility which allows providers to choose areas for improvement where they achieve “points”. In this hybrid option, providers would advance up the levels of STARS by meeting both block requirements and achieving additional points in a chosen area. In the case of such a restructure, CDD and AOE would propose changes to the previously approved rules to implement the new/revised system.
The anticipated RFP contract period will begin on February 2, 2015 and end on December 31, 2017. The evaluator will complete both components of the study as described below in “Scope of Work” with ongoing assistance and approval from key CDD staff and the STARS Evaluation Committee. The evaluator should define how long each component will last and whether the components are overlapping in time.
BACKGROUND
The Vermont State Child Development Division is responsible for monitoring and enforcing child care regulations throughout the state, administering Vermont’s subsidized child care program, implementing Children’s Integrated Services (services with categorical eligibility requirements targeted to at risk populations) and collaboratively overseeing the administration of STARS with the State Agency of Education. CDD also coordinates and implements activities with early care and education partners statewide to address child care quality improvement efforts and accessibility opportunities through the federal Child Care Development Fund.
CDD staff license and monitor over 1500 regulated child care centers and family child care providers across the state. These providers employ nearly 4,000 early childhood professionals and serve more than 25,000 Vermont children. Approximately 800 of these providers are voluntarily enrolled in STARS. Providers participating in STARS earn points based on achievements made across five arenas: 1) regulatory history, 2) staff qualifications and professional development, 3) families and communities, 4) program practices and 5) administration. A star level of one to five is then assigned based on the number of points attained by the program.
1-4 Points =
5-8 Points =
9-11 Points =
12-14 Points =
15-17 Points =
As of July 2014 program participation in STARS is as follows:
Type of Care / 1 Star / 2 Star / 3 Star / 4 Star / 5 StarLicensed Programs / 19 / 36 / 71 / 138 / 198
Registered Providers / 145 / 141 / 88 / 27 / 20
STARS was developed in 2003 with four main goals in mind:
1) To attract early childhood programs into a quality improvement system
2) To offer programs a structured avenue with incentives and supports to plan for program quality improvements
3) To act as a tool for consumer education and choice
4) To impact children’s outcomes in a positive manner
As STARS has evolved, several enhancements have developed. A web-based platform now exists for consumer and provider education. In 2007, STARS ratings became mandatory for all state funded Pre-K programs. By 2010, STARS standards were approved in legislation and the state child care financial assistance program paid rates linked to the STARS levels. In 2011, a peer to peer mentorship program funded by private foundations was launched to assist Family Child Care providers in providing quality care. This name of the organization formed to implement this work is called Vermont Birth to Three and this has had a strong impact on the number of family child care home providers entering STARS and moving up the tiers.
Vermont is committed to ensuring programs rated as higher quality in the STep Ahead Recognition System (STARS) truly do promote young children’s optimal development and learning. As part of the federal Race to the Top Early Learning Challenge grant to the state of Vermont, Vermont has also committed to increasing the number of programs enrolled in STARS, the number of programs who move to the top tiers in STARS, and increasing the number of high needs children who receive services in top rated programs. The ultimate goal is better outcomes for all Vermont children. For all of these reasons, it is essential that STARS ratings are meaningful indicators of quality.
SCOPE OF WORK
The STARS multi-year validation study will determine if the star levels meaningfully differentiate quality and will explore the relationship between STARS program ratings and the developmental outcomes of young children. It is anticipated that a key component of the work shall consist of a series of validation activities focused on determining whether the rating system, as currently structured, meaningfully differentiates levels of program quality. We anticipate a second component shall consist of validating activities geared towards determining the relationship between program quality ratings and positive changes in children’s outcomes.
The Vermont STARS evaluation and validation study will seek to determine if and how STARS standards impact program quality. The following research questions were developed to assist with this component:
1) To what extent do the star level ratings accurately reflect differential levels of program quality such that programs rated at the higher levels, 3 – 5 stars, provide better quality services than those programs with a star rating of 1 or 2.
a) To what extent do the quality levels within STARS reflect a comprehensive definition of quality which includes structural and procedural features that contribute to quality?
b) Do the quality components across the five STARS arenas predict program quality? What are their differential contributions? Do they reflect current research on the characteristics of program quality that impact child development and learning?
c) Do differential patterns of quality point allocation emerge that are identifiable and related to distinctive program characteristics and overall program quality? If patterns exist, do they predict progress toward higher quality?
2) What is the relationship between program characteristics and program quality in STARS?
a) Do characteristics such as program size, setting, type, subsidy density, geographical location etc. influence STARS quality ratings and observed classroom quality scores?
b) Does approval as a publicly funded preschool have a meaningful and discernible impact on program quality that can be differentiated from the program’s star rating? What is the relative contribution of publicly funded preschool quality standards (over and above star ratings) to changes in star ratings and observed classroom quality scores?
c) Do key aspects of teaching and learning such as curriculum, assessment, teacher and program mentoring influence quality ratings and observed quality scores?
3) To what extent do incentives and technical assistance support STARS enrolled programs in enrolling and moving up in STARS?
a) Do program quality incentives and MATCH activities impact STARS participation and progression? Are some incentives, rewards and supports more strongly associated with upward progress through ratings than others?
b) What supports and resources are needed to promote program improvements in critical arenas?
Component two of the STARS evaluation and validation study will seek to access the extent to which changes in quality ratings are related to progress in children’s learning, development and school readiness. The following research questions were developed to assist with this component:
1) All else being equal, do children participating in higher rated programs make more positive gains in development and learning compared to similar children is programs of lower ratings or non-participating STARS programs?
a) Do VT STARS program standards promote both structural and process characteristics of ELDP programs that are most strongly associated with improved child outcomes?
b) Do children participating in higher rated programs in STARS show greater gains
than peers who attend lower rated or unrated programs?
c) Do children with high needs differentially benefit from programs with higher ratings in VT STARS? Do program characteristics mediate this relationship?
d) Do children participating in higher rated ELDP in VT STARS do better on Vermont’s Ready Kindergarteners Survey (RKS) than peers who attend lower rated or unrated ELDP? Are there certain components of quality or program characteristics that are more strongly associated with school readiness than others?
e) How has the quality of care provided for the most at-risk children changed over time?
2) What dimensions of STARS program standards are most vital to child learning and developmental outcomes
a) Do the dimensions of STARS predict child learning and developmental outcomes? What are their relative contributions?
b) Are there differential developmental and learning gains dependent on children’s time in programming (duration, intensity, mobility/continuity)?
c) Are families impacted differentially by program quality? Do families of children with high needs in ELDP with high ratings report more significant levels of family engagement than those with children in ELDP with lower ratings or no ratings
If there are other helpful research questions or important methodological issues that should be considered, the Bidder should include them in the proposal.
KEY RESPONSIBILITIES
Core responsibilities for this project will include:
1) Create a rigorous evaluation design
2) Include in the evaluation design multiple measures with demonstrated reliability and validity
3) Conduct a series of validation studies
4) Conduct a child outcome study
5) Develop capacity building approaches
6) Work in partnership with the Child Development Division and STARS evaluation/Validation Workgroup
7) Prepare and document bi-annual reports of progress summarizing milestone activities completed or in process as well as any general/relevant findings to date.
8) Prepare a draft final report no later than September 30, 2017 outlining the observations and recommendations related to STARS based upon the agreed upon parameters established previously with DCF/CDD and relevant stakeholders. Provide formal presentations of the draft final report to the STARS Oversight Committee for their review and feedback, and then publish and present a final report.
Desired Outcomes:
1) The evaluation results will yield findings that will be able to be applied to the State’s understanding that differentiated tiers in VT STARS ratings represent a meaningful differentiation related to Early Learning Development Programs (ELDP) characteristics and practices that have been proven to impact child early learning experiences.
2) Possible design and implementation improvements to the VT STARS system will be identified
3) The results of the evaluation will increase understanding of the extent to which changes in quality ratings predict progress in children’s learning, development and school readiness; and
4) The evaluation will lead to the development of an implementation plan which utilizes valid and reliable monitoring data for continuous quality improvements to the VT STARS system and its ability to meaningfully differentiate quality
.
1.2 SCHEDULE of EVENTS
The expected timetable, including the Proposal Due Date and other important dates are set forth below.
RFP Posted / October 22, 2014Bidder’s Questions Due / November 5, 2014
Dept. Response to Questions / November 17, 2014 - REVISED
Proposal Due/Closing Date / December 8, 2014 - REVISED
Bid Opening / December 9, 2014 - REVISED
Selection Notification / December 12, 2014
Commencement of Contract / February 2, 2015