F8M RFP

Request for Proposal

All submitted applications received by F8M by November 24, 2021, will be reviewed by a committee composed of F8M Board members, staff, and City and County government representatives and/or community members. When all fields contain a response and required documents are submitted, an application is considered complete. F8M may request additional information during the committee review process. Applications will be scored based on technical merit, outlined in the scoring rubric (Appendix D). Technical merit scores will serve as the foundation for RFP decisions. Selected applicants will receive an award letter of approval by mid-February.
Please note if you are logged in to your Google account, when you click to save your progress, the email will go to your Google account. When you click save, it will also show the image below. You can copy the link and paste it somewhere that you will be able to access at a later time.
Note: Current 2021-22 F8M Operators have fewer sections to complete. Current Operators should only complete sections that are noted "All Applicants" or "Returning."

The RFP process for current operators will be used to analyze distribution, enrollment, and other factors. F8M will not expand classrooms in 2022-2023; however, pending review of RFPs, data, and subject to funding, classrooms may be available. All Operator applications will remain on file.
Date Submitted:

MonthDayYear
Date
APPLICANT INFORMATION (all applicants)
Name of Organization/Company:*
Organization/Company web address (www. . .)
Inaugural Year of Operation: *
Name of Primary Contact Person (this person should serve as the contact for follow-up and correspondence regarding the application):*

First NameLast Name
Primary Contact Phone Number:*
Please enter a valid phone number.
Primary Contact Email Address:*
example@example.com
Primary Contact/Organization Mailing Address:

Street Address

Street Address Line 2

CityState / Province

Postal / Zip Code

Key Team Member Information (please add the staff members who align with the roles listed below):

	Full Name	Title	Email	Phone Number
Pre-K Program Director
Student Records Data Contact (for attendance & enrollment)
Student Assessment Data Contact
Family Engagement Contact
Other Key Staff

How are you currently licensed as a Pre-K Operator? Please check all that apply:*

Tennessee Department of Education (TDOE)Tennessee Department of Human Services (DHS)Licensed by TDOE and DHSNot licensed
Are there past or current legal charges?*

YesNo
If yes, describe the charge(s).

REQUIRED DOCUMENTS (new applicants only)
License certification of classroom (DHS or DOE certificate)

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Business license

Cancelof
Previous year financial audit

Cancelof
Projected per classroom budget for the cost of expansion. (Use template provided in Appendix C.)

Cancelof
Student application

Cancelof

OPERATOR OVERVIEW (all applicants)
Please provide an overview of your current services and desire to work with First 8 Memphis. Include 5-8 sentences to answer each of the following questions. Any additional information or materials (e.g., brochures) can be included below.
Additional Operator information or materials (brochures, etc.)

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Provide a mission statement for your Pre-K program or center.
Describe what your Pre-K program will look like when it’s achieving its mission and/or goals. (Note: the mission statement or goals should indicate in measurable terms what the school intends to do, for whom, and to what degree.)
How do you/will you engage the community and recruit families to your Pre-K program?
What is the operator’s history with providing early childhood education to Pre-K students?
Do you currently serve three-year-olds? Why or why not?
Do you have interest in serving three-year-old students?
How would you recruit three year-olds to your Pre-K program?
Directions: The next two sections should project the number of Pre-K classrooms and number of four-year-olds (capacity) you expect to be able to serve under all funding sources next school year and give F8M a three-year history of enrollment. If applicable, please indicate when any numbers are estimated.
2022-23 School Year Capacity

Please complete the following chart by indicating the total number of Pre-K classrooms and children served based on the geographic region in the 2021- 2022 school year. Each classroom should fall into only one category. For example, if a classroom is funded by two funding sources, please only list that in one column. Though not required, you may provide a note explaining any special funding situations. i.e., layered funding classrooms should be counted under one funding source even if two funding sources support that class.

	Estimated Number of Classrooms in 2022-23	Estimated Total Four-Year-Old Capacity for 2022-23	Potential Capacity for Three-Year-Olds
VPK
619 preschools
First 8 Memphis
Head Start
Locally funded
Other

Utilization: Enrollment & Retention History

Number or Percent of Students Enrolled by School Year

	2021-2022	2020-2021	2020-2019
Pre-K students enrolled in F8M
Pre-K students enrolled in VPK
Pre-K students enrolled in other funding
Total percent of students that met 185% of the federal poverty line (FPL) across all funding sources
Total percent of students that fell between the 185% and 200% FPL
Total percent of students that did not meet any income guidelines
Students enrolled in Kindergarten from the 2021-2022 academic year
Pre-K student withdrawal #
Pre-K student transfer #

DATA USAGE AND COLLECTION
F8M requires its Operators to enter into a Master Data Sharing Agreement with Seeding Success (S2) allowing S2 to establish automatic feeds from the operator’s software systems or provide access to a web API (if applicable). In addition, for some F8M metrics, i.e., Pre-K assessments, operators may be required to enter student data in S2-owned spreadsheet/scoring tool or other specified format. If access is given to an operator’s platform via automated feeds that is different from the ones listed in the Data Usage and Collection section, F8M may reserve the right to reject building a new process to accommodate this data source. If the operator’s platform is rejected or Seeding Success is unable to receive automated feeds, the operator will be required to use a template provided through Google Drive/Sheets to remain a F8M partner.

Seeding Success currently received automated feeds from the following data platforms:
- PowerSchool
- iStation
- iReady
- Fastbridge
- MyHeadStart
- Brightwheel
- Aimsweb
- ChildPlus
- EasyCBM
- Skyward
- NWEA MAP
I. Attendance (new applicants 1-4, returning 3 & 4)
1. How is attendance currently being collected and tracked daily? (new applicants)

PowerschoolChildPlusBrightWheelProcare (Seeding Success does not have direct access to this platform)On a paper formIn an internal spreadsheetIt is not collected or tracked dailyOther
a. If multiple systems/other, please detail how and in what systems attendance is collected, tracked, and stored. (new applicants)
2. How frequently is attendance collected and tracked? (new applicants)
3. Will this system change in the upcoming school year? (all applicants)
a. If yes, please provide the new system name and process for collection. (all applicants)
4. Share evidence that your current attendance practices and strategies are effective. What processes are in place or will be put in place to respond to low attendance challenges? (all applicants)

COMMUNITY PARTNERSHIPS & SERVICES (all applicants)
Wraparound Services

F8M requires all Operators to provide Pre-K classrooms with wraparound support services for each student and their family (refer to Appendix A, Section J, for additional information). F8M currently contracts through Porter-Leath directly to provide these services. View the F8M Pre-K Wraparound Overview. (This does not include instructional coaches or educational specialists with Porter-Leath.)
For Pre-K wraparound supports, please select one of the following options for the 2022- 2023 school year:

Opt-In (Partner with Porter-Leath)Opt-Out (Use an outside partner) (detail below)
Please provide detail on the outside partner.

A. Family Outcomes Assessments (FOA) (all applicants)

The FOA is the ongoing process of gathering information to monitor progress for families with the goal of assisting families to meet their needs and goals. If the Operator is opting to use Porter-Leath wraparound services, this service is included. (Refer to Appendix B for FOA Requirements )
1. If you are opting out of Porter-Leath wraparound services, please provide a brief explanation of how goal setting opportunities will be offered to families and the frequency of follow-up with families to monitor progress toward success to meet their individual needs and desires.
2. What is the current method or platform to collect, store (i.e.,data warehouse) and maintain Family Outcome Assessment data or the like?
3. Will this system change in the upcoming school year?
a. If yes, please detail the new system and process.
4. How is the data collected(electronically, on paper, in an excel sheet or data system)? Please provide the name of the system used to store the information.
B. Family Engagement (all applicants)

Family engagement refers to directly engaging one-on-one with families at least one time (1x) per month to support their needs and desires. Direct Family Contact may or may not directly connect to the expressed needs or desires reflected in the family’s FOA. (Refer to Appendix A for a complete list of required services, located in Section I)
1. If Porter-Leath will not provide family engagement as described above, the individual Operator or another service provider will provide these services. Provide a detailed description and frequency of services and data collection process. (If it is the same as the Family Outcomes Assessment, please indicate “same as family outcomes assessment.")
2. What is the current method or platform to collect, store (i.e.,data warehouse) and maintain student family engagement data? (If it is the same as the Family Outcomes Assessment, please indicate “same as family outcomes assessment.")
3. Will this system change in the upcoming school year?
a. If yes, please detail the new process and system.

EVIDENCE OF ABILITY TO EXPAND/MAINTAIN (all applicants)
I. Identification of Need (all applicants)

Provide information regarding the Operator’s need for quality Pre-K programs within the identified community. Please respond to the following:
1. Identify demographic shifts that have impacted the Operator’s past enrollment and may impact future registration.
2. Identify the zip code in which this location(s)will be based. Use 5-digit zip code; separate multiple zip codes with a comma.
3. Number or percentage of children and families in the demographic area who cannot attend or participate in quality childcare programs, either public or private. For example, if the Operator has an active waitlist or knows the total number of eligible applications beyond available seats, include detailed evidence below.
4. Provide evidence for how the organization will determine site locations based on areas of high need.
5. Identify and describe any other factor(s) that may impact expansion, such as physical space, teacher shortage, certification history, and fiscal viability.
6. If classroom location changes are needed, provide the following:
a. Current physical location with zip code
b. New physical location with zip code for relocation
c. The rationale for relocating the classroom (i.e., qualified teachers, enrollment, etc.)
d. Competing classrooms/Operators in the area

II. Recruitment (all applicants)
1. How are eligible students recruited for the Pre-K program (phone calls, billboards, website, etc.)?
2. What are the challenges with recruiting students for Pre-K and what supports are needed to ensure successful Pre-K recruitment?
3. What, if anything, will change for the upcoming school year to improve recruitment efforts?
4. Describe the process for maintaining a waiting list, tracking enrollment, and ensuring that open seats are filled as quickly as possible with eligible children.
III. Enrollment/Registration (all applicants)
1. When and how are families notified of their acceptance into the program?
2. How do families register their child(ren) for the Pre-K Program? Be specific. What are the steps a family must take to to register their child? Is it online or paper? Are they required to come in person? What do they need to bring and or upload?
IV. Applicant Prioritization (all applicants)
1. How are student applications prioritized to ensure that 90% of children who enroll/register are income eligible?
2. What documentation is collected to determine student income eligibility, when is it collected, and where is it stored?

APPENDICES

Appendix A

F8M Scope of Services

Appendix B

Family Outcome Assessment

Appendix C

Budget Template

Appendix D

Scoring Rubric
Should be Empty:

Request for Proposal

APPLICANT INFORMATION (all applicants)

REQUIRED DOCUMENTS (new applicants only)

OPERATOR OVERVIEW (all applicants)

2022-23 School Year Capacity

Utilization: Enrollment & Retention History

DATA USAGE AND COLLECTION

I. Attendance (new applicants 1-4, returning 3 & 4)

II. Enrollment (new applicants 1-8, returning 1-3, 6 & 8)

III. Pre-K Assessment Tools (new applicants 1-4, returning 4)

IV. K-Readiness (all applicants)

COMMUNITY PARTNERSHIPS & SERVICES (all applicants)

A. Family Outcomes Assessments (FOA) (all applicants)

B. Family Engagement (all applicants)

EVIDENCE OF ABILITY TO EXPAND/MAINTAIN (all applicants)

I. Identification of Need (all applicants)

II. Recruitment (all applicants)

III. Enrollment/Registration (all applicants)

IV. Applicant Prioritization (all applicants)

V. Challenges and Supports Needed (all applicants)

VI. Quality Performance (new applicants)

II. Teacher Qualifications, Coaching, & Best Practices (new 1- 3, returning 2 & 3)

III. COVID-19 Provisions (All Applicants)