Quality Supports and Services in Early Learning Settings Request for Application (RFA)

Posted At:Tue, Jun 10, 2025 9:52 PMSealed Bid Process:Yes (Bids Sealed / Pricing Sealed)Private Bid:No

In December 2024, the Commission updated its Strategic Plan for 2025-2030, which will guide the Commission’s priorities and investments. The 2025-2030 Strategic Plan is consistent with the focus and intent of the Children and Families Act, building on what has been learned and accomplished locally and providing a framework for the Commission and the community for how Proposition 10 funds will be strategically invested over the next five years. Central to the success of these investments is a strong foundation that adequately prioritizes early childhood systems and services in San Mateo County.

As outlined in its 2025-2030 Strategic Plan, First 5 San Mateo County is prioritizing partnerships with entities that are achieving both direct impact and positive systemic change. This approach fosters sustainable improvement within agencies and systems, and allows families beyond the direct service reach to benefit. Many of our investments serve present needs as well as examining and improving the underlying systems.

F5SMC welcomes proposals from all qualified entities to implement activities outlined in this RFA. Qualified applicants may include LEA, community- based (501)(c)(3) organizations, coalitions or collaboratives, government agencies or consultancies. The Commission is interested in applicants who exhibit expertise in providing quality supports and early childhood mental health consultation and services in early learning settings to children prenatally through age five, their families and providers, as well as applicants that serve culturally diverse communities. F5SMC desires/prefers one of the following two options:

1. One Lead Agency Applicant an established LEA, with sub/contractor partners to implement all activities in this RFA or
2. Two Lead Applicants implement activities in this RFA one for Quality Supports and the second for Early Childhood Mental Health Consultation and Pilot Services.

F5SMC may, in its sole discretion, enter into contracts with one or multiple qualified providers.

Desired Outcomes

Successful proposals in response to this RFA will demonstrate that their proposed activities and approach will help F5SMC to achieve the relevant desired outcomes in the strategic plan, specifically:

1. Communities provide a safe and healthy environment for young children.

2. Children have timely and affordable access to high-quality early care and education settings.

3. Families feel connected to and supported by their community and able to nurture their children’s health and development.

4. Children have access to and are utilizing appropriate health care services to meet their health and developmental needs.

In service of these larger strategic outcomes, F5SMC anticipates that funding this work will positively impact population, system, and participant level indicators such as:

• The percentage of all early learning programs participating in Quality Improvement activities.

• The percentage of third-grade students reading at or above grade level.

• The percentage of children entering kindergarten ready to thrive.

• The number of children ages 3-5 who are enrolled in programs participating in Quality Counts.

• The percentage of home-based and alternative setting early learning programs that are participating in Quality Counts.

• Of children who attend early learning programs that are participating in Quality Counts, the percentage of those that are dual language learners and children of color, and special needs.

• The percentage of parents reporting difficulty accessing services for their child’s mental, developmental, and/or behavioral health.

• The percentage of parents reporting confidence in their ability to nurture their children and support their development.

• Number and/or percentage of publicly-funded child care settings receiving Early Childhood Mental Health Consultation services.

• Number of providers trained in early childhood mental health modalities and/or foundational practices.

Service Strategies

Through this Quality Support and Services in Early Learning Settings RFA, the Commission intends to fund a blend of direct services and system-level strategies for children ages 0–5 in San Mateo County to implement services focused on: Supporting quality improvement in early learning environments: Providing early childhood mental health consultation in early learning settings; Piloting embedded early mental health services in early learning settings and Co-administering the F5CA IMPACT & IMPACT Regional Hub and Quality Counts. The selected applicant(s) will collaborate with F5SMC and partners to enhance early learning quality, policy, and resources to the sector.

Target Populations

• Early learning programs and providers serving infants, toddlers and children through age 5
• Family Child Care providers
• Alternative Early Learning settings
• Early learning programs and providers serving infants, toddlers, and children through age 5 in Sequoia Health Care District Area
• Other target populations: provide rationale

Funding Amount and Available Term

F5SMC has allocated a maximum of $2,259,604.00 over 3 fiscal years (2025-26, 2026-27, 2027-28) to meet the goals and objectives detailed in this RFA term anticipated July 1, 2025-through June 30, 2028, for one funding stream. Refer to the Quality Supports and Early Mental Health in Early Learning Budget Chart for term and budget (Attachment I). (The budget allocation for Quality Supports is $1,761,604.00 and Early Childhood Mental Health Consultation & Pilot Early Mental Health Embedded Services is $498,000 comprising local Prop 10 investments and leveraged funding from MHSA, F5CA and Sequoia Healthcare District).

Early Learning Settings—including infant and toddler care, family childcare homes, and center-based preschool programs—play a critical role in nurturing children’s social, emotional, and cognitive development and are an essential component of any strategy to promote school readiness and success in all aspects of children’s lives. In San Mateo County, 71% of children ages 0-5 live in families with working parents, ^[1] but in 2021 there were only enough licensed childcare spaces available for 33% of these children. ^[2] Overall, the county faces a shortage of about 6,897 child care spaces for children 0-5. While statewide efforts, such as the expansion of Universal Transitional Kindergarten, may offset some of these shortages for preschool age children, access for younger children continues to be a significant challenge.

In addition, amidst the aftermath of the COVID-19 pandemic, many families and child care providers have reported an increase in challenging behaviors and social-emotional struggles with young children. ^{[3] , [4]} When children experience behavioral problems in early childhood, they may experience academic challenges, which could impact their long-term success in school. Furthermore, when these challenging behaviors manifest in the classroom, it can contribute to additional stress for early educators and child care providers. It is important that early educators are empowered and prepared with the tools and resources to address social-emotional and behavioral challenges in the classroom that support a child’s resilience and learning, and minimize stressful situations in the classroom environment.

Benefits of Quality Care and Education

Quality matters when providing early care and education services. Programs that participate in continuous quality improvement efforts are more likely to prepare students for success in school and beyond. Children who participate in high-quality early childhood education programs show long-term impacts on their ability to learn and interact with the world around them, including increased language and math skills, positive peer relationships, decreased rates of grade repetition, fewer referrals to special education services, and higher levels of cognitive and social development. ^[5] Children with preschool experience are generally more developmentally prepared for kindergarten, setting them on the path for grade-level reading proficiency by the third grade, which research shows can increase the likelihood of high school graduation and future success. ^[6]

High-quality early learning programs can also provide an early identification process to assess young children for special needs. Early interventions for children at high risk can improve their social competence and cognitive abilities prior to school entry. ^{[8] , [9]} The benefits of a continuum of high-quality early learning, beginning in infancy and with smooth transitions into toddler care, preschool, and elementary school, has been well researched and is a priority for the Commission.

Improving Quality Through Workforce Support

Critical to high-quality early learning settings are safe, accessible, and developmentally appropriate facilities, and a well-trained and well-supported workforce. Studies have found that teachers’ specialized knowledge about child development and instruction for young children is particularly important for quality early learning. ^[10] In order to develop and retain a well-qualified workforce, especially in a county with a high cost of living, teachers must be well-compensated, well-educated, and well-respected. Professionalizing the early care and education field reduces teacher vacancies and turnover, strengthening the local early childhood education system. ^[11]

While the vast majority of early educators feel their work makes a difference, only 43% of center teachers and 65% of family child care (FCC) providers in San Mateo County feel respected in their roles. ^[12] Furthermore, Low wages in early care and education affect educators' economic well-being, leading to food insecurity and reliance on public assistance, which contributes to high-stress. About one in three early educators in San Mateo County use public assistance, with 44% of center assistants relying on it. The COVID-19 pandemic only further exacerbated the economic and emotional/mental stress that child care providers undergo in their roles. ^[13]

Additionally, staff recruitment challenges are widespread, with 82% of family child care providers and 93% of center directors reporting difficulties in finding qualified candidates. Retention is equally concerning; only one-third of center teachers and assistants are likely to remain at their current sites for at least three more years. ^[14] Low pay and financial concerns coupled with the physical and mental toll it takes to care for children all day long amidst these various stressors ^[15] , frequently drive educators to leave their positions. Research suggests that promoting the well-being of the child care and early education workforce can support more responsiveness to children’s needs and positive caregiving. ^[16] Addressing and improving the factors that impact educator well-being, such as isolation, navigating challenging behaviors, and financial concerns, will not only alleviate stress and promote retention, but also foster an environment where they can better support quality education in the classroom. ^[17]

One approach that has demonstrated an ability to promote provider well-being and reduce burnout is reflective supervision and consultation. ^[18] Peer support coupled with this type of professional development can enable providers to be better equipped and supported to navigate the mental and physical stress that comes with teaching young children and promote a quality early learning environment. ^{[19] , [20] , [21]} This type of intervention not only reduces social isolation, which is common amongst home-based providers, but also promotes a sense of professional value and meaning, which can circumvent burnout and reduce turnover.

Improving Quality Through Embedded Early Childhood Mental Health Consultation

It is well established that the first five years of life are critical for optimal brain development, with the first three years being the time of most growth. During this period, children spend considerable time at home and in early care settings where they are being shaped by their environment and interactions with their primary caregivers. However, when caregivers undergo considerable stress, they are less likely to provide the nurturing environment that is necessary for young children to develop positive social-emotional skills and the ability to learn. ^[22]

As a result of the toxic stress that both families and child care providers faced during the pandemic, there is a growing national trend of learning delays and social-emotional challenges amongst children. ^[23] San Mateo County is no exception. The most commonly reported issue in early childhood classrooms is working with children with challenging behaviors, which the county’s early education leaders have seen spike since the pandemic. ^[24]

Oftentimes, challenging behaviors that are difficult to address become cause for suspension or expulsion in early care settings, which often disproportionately impact children of color. For instance, Indigenous/Native children in California are 2.5 to 3.7 times more likely to be suspended in child care settings than other children of the same age and gender ^[25] . Fortunately, in California, suspension for willful defiance or disruption in Pre-K classrooms has been banned, but there is still room for improving the capacity of educators to manage challenging behaviors and avoid harsh disciplinary actions. ^[26] or reduced hours in early learning settings.

Early care and education providers spend a considerable amount of time with children observing how they learn and interact with their peers and their environment. These providers are well positioned to identify possible concerns in children, and help cultivate positive early educational experiences to help mitigate behavioral and developmental concerns. Early educators can also help to promote protective factors through helping families better understand their child’s development and engaging families in their child’s learning. ^[27]

Early childhood mental health consultation (ECMH) in early learning settings is an approach to cultivating high-quality classrooms, by providing educators with the tools and resources to identify developmental, behavioral, and mental health concerns in young children, and adapt teaching environments to meet children’s needs. ECMH consultants bring their clinical expertise and understanding of child development to support early educators with identifying symptoms and connecting families to further assessments, therapy, or other interventions. ^[28]

First 5 San Mateo County is invested in creating greater access to developmental, behavioral, and mental health supports for children through building the capacity of early learning settings. Early childhood mental health consultation is crucial to ensuring concerns are identified in children early, promoting positive educational and social-emotional development, and ultimately changing the trajectory for their long-term success.

Pilot : Improving Quality with Early Childhood Mental Health Embedded Services

This year, with leveraged mental health funding from the DHCS Children and Youth Behavioral Health Initiative (CYBHI), F5SMC has begun training 60 local mental health clinicians in Child-Parent Psychotherapy, an evidence-based therapeutic practice tailored to address early traumatic experiences in the lives of young children. In the next 9 to 18 months, this cohort of clinicians will have completed their training, resulting in a significant expansion of our early childhood mental health workforce in San Mateo County. With Sequoia Healthcare District (SHD) support, F5SMC aims to embed CPP-trained clinicians within trusted community-based programs such as early learning sites and community programs, to help reduce barriers to access and provide therapeutic services within Sequoia Healthcare District boundaries.

History of Quality Improvement Effort

Improving the quality of early learning settings has been core to F5SMC’s efforts across the last 25 years, though it has taken various forms and iterations over the years. In 2005, F5SMC launched the Preschool for All initiative to enhance the quality of early learning settings and increase the number of children served in preschool programs. Most recently a majority of F5SMCs enhanced quality support investments have been integrated into one initiative the Early Childhood Quality & Inclusion Project.

In 2014, the local Quality Rating and Improvement System (QRIS) named locally Quality Counts San Mateo County, was launched to align with the state QRIS model. The local SMC QRIS consortium operated as a partnership between First 5 San Mateo County, San Mateo County Office of Education, the Child Care Planning Council of San Mateo County, 4C’s of San Mateo County, and other local partners.

The Quality Counts California (QCC) consortium, which now includes the California Department of Social Services (CDSS), has evolved in its approach to funding quality improvement efforts in California. Concurrently, California Department of Education (CDE) and CDSS continued to administer separate but aligned grants for quality improvement in early learning settings.

First 5 California Quality Improvement Supports: IMPACT Legacy Funding

F5CA issued $190 million statewide between 2015-2020 as part of the IMPACT grant, which supported 48 local consortia, as well as regional hubs and statewide evaluation and technical assistance. During these years, CDE also issued several related grants for quality improvement, including the CSPP QRIS Block Grant, the Infant/Toddler QRIS Block Grant, the QRIS Certification Grant, and CCDF Quality Projects. ^[29] In 2020, F5CA issued its next iteration of funding for quality improvement, named IMPACT 2020.

Then, in 2022, with a reduction of 10%, F5CA approved IMPACT Legacy funds for First 5 County Commissions, which would align with funding from CDE and CDSS Block Grants. IMPACT Legacy funds were anticipated to sunset in 2025, but in January 2025 QCC announced that IMPACT Legacy funding would continue for the 2025-2026 fiscal year at a 10% reduction of existing yearly allocation levels. It is unclear at this time whether or not F5CA IMPACT Legacy funds will continue beyond FY 2025-2026.

With a commitment to equity, F5CA IMPACT Legacy funds are intended to complement CDE and CDSS quality funding by focusing on early care and education settings that are often under resourced. These include sites that focus on serving infants and toddlers such as family child care homes, family friend and neighbor (FFN) sites, and license-exempt, alternative settings.