Author: DELC

Q&A: RFP: S-58800-00017447


RFA – PSP – Waitlist for 25-27 Eastern Oregon Early Learning Hub

Question: When the Operations Manual references the requirement of approximately 6 hours of programming per day, does that mean a provider must offer one continuous 6-hour preschool session, or would it also meet the requirement if a provider offered two separate 3-hour sessions (AM and PM) that together total 6 hours of programming each day?

We’re trying to ensure we design our program schedule in full compliance with Preschool Promise requirements and would appreciate any clarification you can provide.

Answer: The requirement refers to a 6-hour program day for each class of enrolled children, not a total of 6 hours of programming offered across the day.

For example, if a grantee is awarded 10 slots, those 10 enrolled children must each receive one continuous 6-hour preschool session. Offering two separate 3-hour sessions (AM and PM) that together total 6 hours would not meet the requirement for those 10 slots, because no individual group of children is receiving the required 6 hours of continuous programming.

Question: Number of Preschool Promise Slots and Classroom Staffing

We have two preschool classrooms and are interested in offering Preschool Promise slots. I am currently a Level 10, and my other lead teacher is a Level 4. She has a bachelor’s degree in Art and has many years of experience teaching in private schools before joining our program. She is an amazing teacher and has been an excellent addition to our team.

Amber has also completed Pyramid Model training and has been working with coaches to continue developing her skills and knowledge.

With our current staffing structure and qualifications, would we be able to offer Preschool Promise slots in both classrooms?

Answer: Please refer to Section 2.4.5, Staff Educational Requirements, in the Preschool Promise (PSP) Request for Proposal (RFP) to determine whether your current staff qualifications meet the requirements for PSP.

Please also note that Preschool Promise requires a 1:9 staff-to-child ratio in all PSP classrooms. Grantees may request a waiver to operate at a 1:10 ratio, subject to approval.

Question: Transportation

We are looking into adding transportation for our preschool students. Would Preschool Promise students be allowed to ride the same bus as other students in our program, or would they be required to have a separate bus specifically for Preschool Promise transportation?

Answer: There are no restrictions preventing Preschool Promise (PSP) children from being transported with non-PSP children. Programs requesting the PSP Transportation Enhancement must ensure they have the infrastructure, staffing, and operational capacity to meet all applicable state requirements for transporting preschool-aged children.

This includes compliance with Oregon Child Care Licensing Division (CCLD) requirements for licensed early learning programs or Oregon Department of Education (ODE)/Oregon Department of Transportation (ODOT) transportation regulations for school districts, as applicable. Programs must also comply with all transportation insurance requirements outlined in Exhibit B of the Preschool Promise (PSP) Grant Agreement.

Question: Sharing a Floater

If we have classrooms that are not participating in Preschool Promise, would we be allowed to share a floater between the Preschool Promise classrooms and the other classrooms to provide staff with breaks and additional support?

Answer: Yes. Preschool Promise (PSP) grantees may share a floater between PSP and non-PSP classrooms to provide staff breaks and additional classroom support, provided all PSP staffing requirements and ratios are maintained.

Question: Assistant Teacher Qualifications

Due to the difficulty of finding individuals who meet the requirements to be an assistant teacher at Level 5, is there any flexibility or waiver process available for an assistant teacher who does not currently meet all of the Level 5 requirements?

For example, is there a way to have an assistant teacher hired at a lower level while they work toward meeting the qualifications, or is there another pathway available for programs experiencing staffing shortages?

Answer: Preschool Promise (PSP) grantees may submit a waiver request for staff qualification requirements. However, submission of a waiver does not guarantee approval.

Please refer to page 19 of the Preschool Promise Grant Agreement (Attachment A) for additional information about the waiver process and its requirements.

Question: I am reaching out regarding REDACTED previous Preschool Promise contract and our interest in applying for future Preschool Promise funding.

As you may know, REDACTED was previously contracted through REDACTED. During that contract period, our program received two licensing findings, which ultimately resulted in our Preschool Promise eligibility being discontinued.

At the time we were notified of that decision, I was actively pursuing the findings review process with the Department of Early Learning and Care. I have since received the final determination, which changed the finding from Valid to Unable to Substantiate following the review process. I have attached both the original notice and the findings review letter for your reference.

After receiving this determination, I sought guidance from both our local CCR&R and the Early Learning Hub. Based on those conversations, I was encouraged to move forward with applying for Preschool Promise funding.

Before completing the application, I wanted to reach out for your guidance. Given that the finding was revised through the official review process, I am wondering how you would recommend we address this section of the application and whether any additional documentation should be included beyond the attached findings review.

Losing our Preschool Promise slots had a significant impact on the children and families we serve in REDACTED County. We remain deeply committed to providing high-quality early learning opportunities and have continued to strengthen our program through policy improvements, staff development, and ongoing quality initiatives. We are hopeful that our current standing and the revised findings determination can be considered as part of our application.

I appreciate your time and guidance and look forward to your recommendations on how best to proceed.

Answer: Applicants are not eligible to apply for this RFA if, within the last 24 months, they have had more than two serious valid findings issued by the Child Care Licensing Division (CCLD).

As part of the RFA application review process, DELC will also review any civil penalties and founded Child Protective Services (CPS) allegations. Based on the nature of these findings, an applicant may be determined ineligible for funding.

Question: Thank you so much for today’s Zoom meeting and for all the information you shared. I really appreciate the opportunity to learn more about Preschool Promise.

I have a question about future Preschool Promise slot opportunities. I understand that the current application is intended for providers who are not yet participating in Preschool Promise, and I completely understand that.

I am currently a Preschool Promise provider with four funded slots. I originally received those four slots when I was a Registered Family Child Care provider. Since then, I have become a Certified Family Child Care provider and have now been certified for the past five years.

I was wondering whether I might be eligible to request additional Preschool Promise slots in the future, since certified providers may be eligible to serve up to six slots. I had previously submitted a request to be considered for additional slots, but I wasn’t sure if it was received, so I wanted to kindly follow up.

I would also like to express my interest in any future transportation funding opportunities that may become available. I would be very grateful to be considered if those opportunities arise.

Thank you so much for your time, your guidance, and everything you do to support providers and families. I truly appreciate your consideration.

Answer: Thank you for your interest in receiving additional slots. We encourage you to share your interest with your local Early Learning Hub.

DELC bases slot reallocations on the information received from your local Early Learning Hub, including zip code, provider type, and language of instruction. Please note that DELC considers both existing and new grantees when making slot allocation decisions.

Question: Given a change in finding to “unable to substantiate.”, the director reached out to ask if there is any possibility of Preschool Promise reversing the determination or adjusting it in any way? I directed the director of REDACTED to reach out to Jordyn as the single point of contact. I’m not sure who else to direct them to since this is not exactly about the RFA but the answer will affect whether REDACTED submits an application. Is there someone else at DELC I should direct them to?

Answer: Applicants are not eligible to apply for this RFA if, within the last 24 months, they have had more than two serious valid findings issued by the Child Care Licensing Division (CCLD).

As part of the RFA application review process, DELC will also review any civil penalties and founded Child Protective Services (CPS) allegations. Based on the nature of these findings, an applicant may be determined ineligible for funding.

Q & A: RFP: S-58800-00017446


RFA – PSP – Waitlist for 25-27 Northwest Early Learning Hub

Question: When the Operations Manual references the requirement of approximately 6 hours of programming per day, does that mean a provider must offer one continuous 6-hour preschool session, or would it also meet the requirement if a provider offered two separate 3-hour sessions (AM and PM) that together total 6 hours of programming each day?

We’re trying to ensure we design our program schedule in full compliance with Preschool Promise requirements and would appreciate any clarification you can provide.

Answer: The requirement refers to a 6-hour program day for each class of enrolled children, not a total of 6 hours of programming offered across the day.

For example, if a grantee is awarded 10 slots, those 10 enrolled children must each receive one continuous 6-hour preschool session. Offering two separate 3-hour sessions (AM and PM) that together total 6 hours would not meet the requirement for those 10 slots, because no individual group of children is receiving the required 6 hours of continuous programming.

Question: Number of Preschool Promise Slots and Classroom Staffing

We have two preschool classrooms and are interested in offering Preschool Promise slots. I am currently a Level 10, and my other lead teacher is a Level 4. She has a bachelor’s degree in Art and has many years of experience teaching in private schools before joining our program. She is an amazing teacher and has been an excellent addition to our team.

Amber has also completed Pyramid Model training and has been working with coaches to continue developing her skills and knowledge.

With our current staffing structure and qualifications, would we be able to offer Preschool Promise slots in both classrooms?

Answer: Please refer to Section 2.4.5, Staff Educational Requirements, in the Preschool Promise (PSP) Request for Proposal (RFP) to determine whether your current staff qualifications meet the requirements for PSP.

Please also note that Preschool Promise requires a 1:9 staff-to-child ratio in all PSP classrooms. Grantees may request a waiver to operate at a 1:10 ratio, subject to approval.

Question: Transportation

We are looking into adding transportation for our preschool students. Would Preschool Promise students be allowed to ride the same bus as other students in our program, or would they be required to have a separate bus specifically for Preschool Promise transportation?

Answer: There are no restrictions preventing Preschool Promise (PSP) children from being transported with non-PSP children. Programs requesting the PSP Transportation Enhancement must ensure they have the infrastructure, staffing, and operational capacity to meet all applicable state requirements for transporting preschool-aged children.

This includes compliance with Oregon Child Care Licensing Division (CCLD) requirements for licensed early learning programs or Oregon Department of Education (ODE)/Oregon Department of Transportation (ODOT) transportation regulations for school districts, as applicable. Programs must also comply with all transportation insurance requirements outlined in Exhibit B of the Preschool Promise (PSP) Grant Agreement.

Question: Sharing a Floater

If we have classrooms that are not participating in Preschool Promise, would we be allowed to share a floater between the Preschool Promise classrooms and the other classrooms to provide staff with breaks and additional support?

Answer: Yes. Preschool Promise (PSP) grantees may share a floater between PSP and non-PSP classrooms to provide staff breaks and additional classroom support, provided all PSP staffing requirements and ratios are maintained.

Question: Assistant Teacher Qualifications

Due to the difficulty of finding individuals who meet the requirements to be an assistant teacher at Level 5, is there any flexibility or waiver process available for an assistant teacher who does not currently meet all of the Level 5 requirements?

For example, is there a way to have an assistant teacher hired at a lower level while they work toward meeting the qualifications, or is there another pathway available for programs experiencing staffing shortages?

Answer: Preschool Promise (PSP) grantees may submit a waiver request for staff qualification requirements. However, submission of a waiver does not guarantee approval.

Please refer to page 19 of the Preschool Promise Grant Agreement (Attachment A) for additional information about the waiver process and its requirements.

Question: I am reaching out regarding REDACTED previous Preschool Promise contract and our interest in applying for future Preschool Promise funding.

As you may know, REDACTED was previously contracted through REDACTED. During that contract period, our program received two licensing findings, which ultimately resulted in our Preschool Promise eligibility being discontinued.

At the time we were notified of that decision, I was actively pursuing the findings review process with the Department of Early Learning and Care. I have since received the final determination, which changed the finding from Valid to Unable to Substantiate following the review process. I have attached both the original notice and the findings review letter for your reference.

After receiving this determination, I sought guidance from both our local CCR&R and the Early Learning Hub. Based on those conversations, I was encouraged to move forward with applying for Preschool Promise funding.

Before completing the application, I wanted to reach out for your guidance. Given that the finding was revised through the official review process, I am wondering how you would recommend we address this section of the application and whether any additional documentation should be included beyond the attached findings review.

Losing our Preschool Promise slots had a significant impact on the children and families we serve in REDACTED County. We remain deeply committed to providing high-quality early learning opportunities and have continued to strengthen our program through policy improvements, staff development, and ongoing quality initiatives. We are hopeful that our current standing and the revised findings determination can be considered as part of our application.

I appreciate your time and guidance and look forward to your recommendations on how best to proceed.

Answer: Applicants are not eligible to apply for this RFA if, within the last 24 months, they have had more than two serious valid findings issued by the Child Care Licensing Division (CCLD).

As part of the RFA application review process, DELC will also review any civil penalties and founded Child Protective Services (CPS) allegations. Based on the nature of these findings, an applicant may be determined ineligible for funding.

Question: Thank you so much for today’s Zoom meeting and for all the information you shared. I really appreciate the opportunity to learn more about Preschool Promise.

I have a question about future Preschool Promise slot opportunities. I understand that the current application is intended for providers who are not yet participating in Preschool Promise, and I completely understand that.

I am currently a Preschool Promise provider with four funded slots. I originally received those four slots when I was a Registered Family Child Care provider. Since then, I have become a Certified Family Child Care provider and have now been certified for the past five years.

I was wondering whether I might be eligible to request additional Preschool Promise slots in the future, since certified providers may be eligible to serve up to six slots. I had previously submitted a request to be considered for additional slots, but I wasn’t sure if it was received, so I wanted to kindly follow up.

I would also like to express my interest in any future transportation funding opportunities that may become available. I would be very grateful to be considered if those opportunities arise.

Thank you so much for your time, your guidance, and everything you do to support providers and families. I truly appreciate your consideration.

Answer: Thank you for your interest in receiving additional slots. We encourage you to share your interest with your local Early Learning Hub.

DELC bases slot reallocations on the information received from your local Early Learning Hub, including zip code, provider type, and language of instruction. Please note that DELC considers both existing and new grantees when making slot allocation decisions.

Question: Given a change in finding to “unable to substantiate.”, the director reached out to ask if there is any possibility of Preschool Promise reversing the determination or adjusting it in any way? I directed the director of REDACTED to reach out to Jordyn as the single point of contact. I’m not sure who else to direct them to since this is not exactly about the RFA but the answer will affect whether REDACTED submits an application. Is there someone else at DELC I should direct them to?

Answer: Applicants are not eligible to apply for this RFA if, within the last 24 months, they have had more than two serious valid findings issued by the Child Care Licensing Division (CCLD).

As part of the RFA application review process, DELC will also review any civil penalties and founded Child Protective Services (CPS) allegations. Based on the nature of these findings, an applicant may be determined ineligible for funding.

Innovative family supports launch to improve early literacy  

New grants expand early literacy outreach for families with children ages birth through five  

SALEM, ORE. – The Department of Early Learning and Care (DELC) is ramping up Oregon’s efforts to boost early reading skills through a statewide network of over 100 partner organizations, driving a major push to improve literacy outcomes for the state’s youngest learners. This work is driven by the Early Literacy Success Initiative (HB 3198), championed by Governor Tina Kotek, which directed DELC to develop Oregon’s first Birth Through Five Literacy Plan and Fund. 

“We are thrilled to see grant recipients turning these funds into real momentum for families,” said Alyssa Chatterjee, DELC Director. “Local communities are driving powerful early literacy work, and the early years remain our greatest opportunity to shape a child’s long-term success.” 

Through the Birth Through Five Literacy Fund, DELC awarded grants to Tribes, early learning programs and regional Early Learning Hubs across Oregon. Funded projects range from sharing literacy resources during home visits with new parents and caregivers, to mobile book programs, to lending libraries designed for young children and their families. These strategies reflect decades of research showing that literacy begins at birth, as children build listening, speaking, and early writing skills long before they enter kindergarten. 

“Literacy begins long before a child enters a classroom. These investments are helping rural Oregon families access books, build positive reading habits, and strengthen the relationships that support early relational health from birth,” said Marissa Loiland, Director of Early Learning Initiatives, Blue Mountain Early Learning Hub, InterMountain Education Service District. “We are proud of the innovative partnerships taking root across Eastern Oregon and hope the work happening here can help lead the way for early literacy efforts across the state.” 

This summer, Blue Mountain Early Learning Hub launched an impactful partnership with Reach Out and Read to expand and sustain pediatric early literacy services from the current four clinics in Morrow, Umatilla and Union counties to 22 clinics. Pediatric clinicians are now distributing books and encouraging shared reading during more than 5,000 well child visits, giving families simple, proven tools to nurture early literacy and healthy development. Seven more clinics will come on board in late fall after model training, doubling the number of well-child visits integrating Reach Out and Read. 

Photo by Reach Out and Read
Photo by Reach Out and Read

“Our partnership with Reach Out and Read has been a cornerstone of a place-based expansion spanning three counties, bringing together organizations committed to improving early literacy outcomes for children and families,” said Tiffany Copeland, Early Learning Services Coordinator, InterMountain Education Service District, Blue Mountain Early Learning Hub. “As a truly collaborative effort, this work is part of a broader strategy to connect families with literacy experiences and resources in a variety of trusted community settings.”

One of the clinics, Yellowhawk Tribal Health Center is using the same model to support caregivers in fostering early literacy and healthy relationships with infants and young children. The Blue Mountain Early Learning Hub and tribal partners of the Confederated Tribes of the Umatilla Indian Reservation are also working together to include the Tribe’s written stories to the Reach Out and Read campaign at the health center. 

To read the Birth Through Five Literacy Plan or for more information about the Birth Through Five literacy grants, visit the Birth to Five webpage on the DELC website. 

About the Oregon Department of Early Learning and Care 
The Department of Early Learning and Care’s mission is to foster coordinated, culturally appropriate, and family-centered services that recognize and respect the strengths and needs of all children, families, and early learning and care professionals. More information about DELC is available at Oregon.gov/DELC. You can also connect with DELC on Facebook or sign up for news alerts and updates. 

Media Contact: Delia Hernández, delc.media@delc.oregon.gov  


Versión en español 

12 de agosto de 2026 

Se implementan proyectos innovadores de apoyo a las familias para mejorar la lectura temprana 

Las nuevas subvenciones amplían los programas de lectura temprana dirigidos a familias con niños desde el nacimiento hasta los cinco años 

SALEM, ORE. – El Departamento de Aprendizaje y Cuidado Temprano de Oregón (DELC, por sus siglas en inglés) está ampliando sus esfuerzos para apoyar la lectura temprana usando una red de más de 100 organizaciones en todo el estado. Este trabajo ayuda a fortalecer la lectura desde los primeros años. Forma parte de la Iniciativa para el Éxito en la Lectura Temprana (HB 3198), impulsada por la gobernadora Tina Kotek. Esta iniciativa encargó a DELC crear el primer Plan y Fondo de Lectura desde el Nacimiento hasta los Cinco Años en Oregón. 

“Estamos encantados de ver cómo los beneficiarios de las subvenciones están convirtiendo estos fondos en un verdadero impulso para las familias”, dijó Alyssa Chatterjee, directora de DELC. “Las comunidades locales están fomentando una labor muy eficaz en la lectura temprana, y los primeros años siguen siendo nuestra mayor oportunidad para forjar el éxito a largo plazo de un niño”. 

A través del Fondo de Lectura desde el Nacimiento hasta los Cinco Años, DELC ha dado subvenciones a Tribus, programas de aprendizaje temprano y centros regionales de aprendizaje en Oregón. Estos proyectos incluyen compartir materiales de lectura con nuevos padres y cuidadores durante visitas a domicilio, programas donde las familias reciben libros para llevar a casa y pequeñas bibliotecas de préstamo para niños pequeños. Todas estas actividades se basan en muchos años de investigación que muestran que la lectura empieza desde el nacimiento. Los niños comienzan a desarrollar habilidades para escuchar, hablar y escribir mucho antes de entrar al kínder. 

“La lectura comienza mucho antes de que un niño entre en el aula. Estas inversiones están ayudando a las familias de las zonas rurales de Oregón a acceder a libros, a desarrollar hábitos de lectura positivos y a fortalecer las relaciones que favorecen el bienestar relacional desde el nacimiento”, dijó Marissa Loiland, directora de Iniciativas de Aprendizaje Temprano del Blue Mountain Early Learning Hub, del Distrito de Servicios Educativos InterMountain. “Estamos orgullosos de las innovadoras colaboraciones que están echando raíces en todo el este de Oregón y esperamos que el trabajo que se está llevando a cabo aquí pueda servir como ejemplo para las iniciativas de lectura temprana en todo el estado”. 

Este verano, el Blue Mountain Early Learning Hub inició una colaboración importante con Reach Out and Read para ampliar los servicios de lectura temprana en clínicas pediátricas. Pasaron de solo cuatro clínicas en los condados de Morrow, Umatilla y Union a un total de 22 clínicas. En estas visitas, los profesionales de pediatría entregan libros y animan a las familias a leer con sus hijos durante más de 5,000 consultas. Esto les da herramientas simples y comprobadas para apoyar la lectura temprana y un desarrollo saludable. A finales de otoño, siete clínicas más se unirán después de recibir capacitación en el modelo, lo que duplicará la cantidad de visitas que incluyen Reach Out and Read. 

Photo by Reach Out and Read
Foto de Reach Out and Read

“Nuestra colaboración con Reach Out and Read ha sido fundamental para la expansión local que abarca tres condados y que ha unido a organizaciones comprometidas con mejorar los resultados en materia de la lectura temprana para los niños y las familias”, afirmó Tiffany Copeland, coordinadora de Servicios de Aprendizaje Temprano del Distrito de Servicios Educativos InterMountain, Centro de Aprendizaje Temprano de Blue Mountain. “Como iniciativa verdaderamente colaborativa, este trabajo forma parte de una estrategia más amplia destinada a poner en contacto a las familias con experiencias y recursos de lectura en diversos entornos comunitarios de confianza”. 

Una de las clínicas, el Centro de Salud Tribal Yellowhawk, está utilizando el mismo modelo para ayudar a los cuidadores a fomentar la lectura temprana y las relaciones saludables con los bebés y los niños pequeños. El Centro de Aprendizaje Temprano Blue Mountain y los socios Tribales de las Tribus Confederadas de la Reserva Indígena de Umatilla también están colaborando para incluir los cuentos escritos por la Tribu en la campaña “Reach Out and Read” del centro de salud. 

Para consultar el Plan de Lectura desde el Nacimiento hasta los Cinco Años u obtener más información sobre las subvenciones de Lectura desde el Nacimiento hasta los Cinco Años, visita la página en el sitio web del DELC. 

Sobre el Departamento de Aprendizaje y Cuidado Temprano de Oregón 
La misión del Departamento de Aprendizaje y Cuidado Temprano es fomentar servicios coordinados, culturalmente apropiados y centrados en la familia que reconozcan y respeten las fortalezas y necesidades de todos los niños, las familias y los profesionales del aprendizaje y cuidado temprano. Para obtener más información sobre el DELC, visite Oregon.gov/DELC. También puede conectarse con el DELC en Facebook o suscribirse para recibir noticias y actualizaciones.

Contacto para medios: Delia Hernández, delc.media@delc.oregon.gov  

The 2026 DELC Customer Service Survey is Now Open

The DELC Customer Service Survey invites direct care providers, tribal organizations, external partners, and regional service providers to participate in their preferred language.

We want to hear from you for the DELC Customer Service Survey. 
This survey should be filled out if you are a:

  • Direct care provider,
  • Tribal organization,
  • Contracted external partner, or
  • Regional service provider.

Please choose from the links below to take the survey in your preferred language.

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August 2026 Community Newsletter

August 2026 Department of Early Learning and Care Updates.

A Message from leadership

Do you want to receive this update in your email? Sign up for our Community Newsletter and Child Care Updates twice monthly send by subscribing here.

This month’s update from Director Alyssa Chatterjee

Happy Summer! With August here, Summer is whizzing past. It’s hard to believe the days are getting shorter and many young children will soon be starting at a new program, moving up to a new classroom, or transitioning to kindergarten. Here are a couple of quick highlights about what we’re working on here at DELC. We’ve also gotten the opportunity to take part in a handful of community events recently that you can read more about featured in the posts below.

Agency Request Budget (ARB)

I know I have been writing about this a lot, but it’s a big deal! We are in the final weeks of assembling our Agency Request Budget, the first step in the 27-29 budget process. As a reminder, this biennium’s guidance was to produce revenue-neutral budget requests (Policy Option Packages – POPs), which means any new resources DELC needs must be paid for within our existing budget. The final ARB will be posted online by September 1st.

Oregon ELMS

Oregon Early Learning Management System (ELMS) is our new system replacing child care payments for ERDC and our child care licensing system. This system has been years in the making, and we’re heading into the final phases of development, testing, and training. July was a really big milestone month for this project, with User Acceptability Testing (UAT) happening with internal DELC staff. UAT is a critical checkpoint that allows us to identify bugs and defects with enough time to implement solutions prior to system launch. Keep an eye out for pre-registration information as we get ready to launch this system on October 14th! 

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DELC on Social: July Highlights

As we wrap up July, we’re taking a moment to look back at some highlights we shared on our social media channels throughout the month. If you haven’t already, we invite you to follow us on social media!

As we wrap up June, we’re taking a moment to look back at some highlights we shared on our social media channels throughout the month. If you haven’t already, we invite you to follow us on social media! It’s one of the easiest ways to stay up to date on child care resources, early learning news, and opportunities to get involved.

🔗 Follow us: Facebook | Instagram | LinkedIn | YouTube

Department of Early Learning and Care update for Preschool Promise Program Request for Application (RFA)

The Oregon Department of Early Learning and Care is accepting applications for the 2026-2027 Preschool Promise program from eligible preschool programs in specific counties.

We are excited to announce the release of the 2026–2027 Preschool Promise (PSP) Eligible Provider List Request for Applications (RFA). 

The Oregon Department of Early Learning and Care (DELC) is seeking applications from preschool programs that are not currently participating in Preschool Promise and are located within the Eastern Oregon Early Learning Hub (Baker, Malheur, and Wallowa counties) and the Northwest Early Learning Hub (Clatsop, Columbia, and Tillamook counties) 

Preschool Promise slots are currently available, and providers placed on the Eligible Provider List will be considered for available slots and any additional slots that become available through June 30, 2027. Placement on the Eligible Provider List does not guarantee the award of Preschool Promise slots. 

Preschool Promise Funding 

PSP grant amounts are based on the number of slots awarded. Funding amounts include: 

  • Base amount: $16,000 per Preschool Promise slot per year 
  • Transportation enhancement: $1,150 per Preschool Promise slot per year (available to grantees that provide transportation services) 
  • One-time start-up amount: $2,040 per new Preschool Promise slot awarded 

Interested in Applying? 

Applicants may submit materials in English or Spanish. Applications must be received by 5:00 PM PST on Monday, August 17, 2026. 

To learn more about this opportunity, eligibility requirements, and the application process, please visit the Preschool Promise RFA. 

What does it mean to be on the Preschool Promise waitlist?   

If you apply to be a part of the Preschool Promise program and are placed on the PSP Eligible Provider List, you have the chance to be chosen for PSP slots for the 2026-2027 program year.  

What is Preschool Promise (PSP)?  

Preschool Promise is a high-quality, publicly funded preschool program that serves families living at or below 200 percent of the federal poverty level and children in foster care. Preschool Promise is delivered in a variety of settings, including centers, homes, and schools. 

Visit the Preschool Promise RFA

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Celebrating the Willamette Valley JATC Early Learning Apprenticeship Graduates

The Willamette Valley JATC Graduation celebrated 14 diverse graduates committed to enhancing Oregon’s early learning workforce, highlighting collaboration among various partners to improve child care access.

The recent Willamette Valley JATC Registered Apprenticeship Program Graduation, serving Marion, Polk, and Yamhill Counties, brought together an inspiring and diverse group of graduates and the partners who supported them throughout their journey. Early educators, families, children, early learning organizations, training institutions, community programs, and state and local agencies gathered to celebrate a milestone that reflects both individual dedication and collective investment in the future of early childhood education.

During the ceremony, 14 graduates from diverse backgrounds, experiences, languages, and early learning settings were recognized for completing a rigorous registered apprenticeship pathway and for their commitment to strengthening Oregon’s early learning workforce. Their achievements were supported through partnerships that provided coaching, financial support, on-the-job learning, training, college coursework, and mentorship. Representatives from partner organizations joined in honoring the graduates and highlighting how collaboration can expand access to high-quality child care across the region.

Speakers emphasized that this graduating cohort represents a new generation of early learning professionals helping shape a stronger, more sustainable, and more representative child care system. Their journey demonstrated what is possible when employers, training partners, workforce programs, community organizations, and state initiatives work together toward a shared goal.

The event closed with gratitude, pride, and excitement for the graduates’ next steps. These newly graduated professionals are entering the field with strengthened skills, expanded knowledge, and the support of a partnership-driven pathway that helped make their success possible.

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DELC Tribal Affairs Participates in Northwest Native Chamber Child Care Infrastructure Focused Event  

The Northwest Native Chamber’s Quarterly Luncheon gathered Tribal leaders and partners to discuss Native-focused child care improvements, funding resources, and community strategies for supporting Native children and families.

On June 17, the Northwest Native Chamber hosted its Quarterly Luncheon at Barbie’s Village, bringing together Tribal leaders, Native‑led organizations, and partners committed to strengthening Native-centered child care systems. Over the past two years, NWNC has led transformative work by developing Tribal‑focused funding resources and delivering extensive technical assistance that has helped Tribes and Native organizations access critical investments through the Child Care Infrastructure Fund (CCIF).

The luncheon highlighted these efforts and featured a panel discussion with Chenoa Landry (Puyallup) of Future Generations Collaborative (FGC), Valeria Atanacio (Confederated Tribes of Grand Ronde), owner of Native Mama Scholars, and DELC’s Oregon Tribal Early Learning Alliance (OTELA) Liaison, Dana Castano (Turtle Mountain Band of Chippewa). The panel explored early learning pathways, public funding opportunities, and community‑driven strategies for expanding child care in ways that strengthen Native children, families, and culture.

In addition, NWNC’s Tribal Technical Assistance Specialist, MyKel Johnson (Nez Perce), presented on the ongoing work to support Tribes and Native‑led organizations in accessing child care infrastructure resources, navigating state opportunities, and building long‑term capacity for Native‑centered early learning systems. The event underscored the innovation, partnership, and collective momentum shaping the future of child care across Native communities.

Pictured above: NWNC’s Quarterly Luncheon, Panel Speakers (pictured from left to right: Valeria Atanacio (Grand Ronde), Native Mama Scholars, Dana Castano (Turtle Mountain Chippewa), DELC OTELA Liaison, Chenoa Landry (Puyallup), FGC Education Mode Lead, and MyKel Johnson (Nez Perce), NWNC Tribal Technical Assistance Specialist

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Oregon Prenatal to Kindergarten Training and Technical Assistance Request for Proposals Now Open

The Oregon Department of Early Learning and Care seeks proposals for Training and Technical Assistance to support OPK grantees in enhancing early learning services statewide.

The Oregon Department of Early Learning and Care is soliciting proposals from qualified Contractor(s) to provide Training and Technical Assistance (TTA) services to Oregon Prenatal to Kindergarten grantees.

The purpose of this procurement is to deliver a coordinated system of training and individualized, grantee-specific technical assistance that:

  • Strengthens implementation of the Head Start Program Performance Standards (45 CFR Part 1302);
  • Supports high-quality, comprehensive services for children and families;
  • Addresses workforce and operational challenges;
  • Builds fiscal sustainability and governance capacity;
  • Promotes continuous quality improvement (CQI) across diverse program settings.

The Agency anticipates awarding one or more contracts as a result of this RFP.

*Note: All work products developed under this contract will be the exclusive property of the Agency. The Contractor assigns all rights, title, and interest in such work to the Agency, while retaining ownership of any pre-existing intellectual property. The Contractor grants the Agency a perpetual, royalty-free license to use any Contractor or third-party intellectual property incorporated into deliverables. Except as expressly authorized, neither party may use the other’s intellectual property or branding without prior written consent, and the Contractor may continue to provide similar services to other clients.

Notice of Funding Opportunity (NOFO)

Contract Option for providing Training and Technical Assistance (TTA) for Oregon Prenatal to Kindergarten (OPK) Grantees

The Oregon Department of Early Learning and Care (DELC) is soliciting proposals from qualified contractors to provide statewide Training and Technical Assistance (TTA) services to Oregon Prenatal to Kindergarten (OPK) grantees.

The purpose of this funding opportunity is to establish a coordinated, high-quality system of training and individualized, grantee-specific technical assistance that strengthens early learning programs across Oregon. Services will support OPK grantees in delivering comprehensive, equitable, and effective services for children and families statewide.

Selected contractor(s) will be responsible for designing and delivering TTA that:

  • Strengthens implementation of the Head Start Program Performance Standards (45 CFR Part 1302)
  • Supports high-quality, comprehensive services for children and families
  • Addresses workforce and operational challenges
  • Builds fiscal sustainability and governance capacity
  • Promotes continuous quality improvement (CQI) across diverse program settings

Through this work, the goal is to ensure OPK programs are equipped to meet performance standards, respond to community needs, and sustain high-quality early childhood services.

Additional details, including application requirements, timelines, and submission instructions, will be provided in the Request for Proposal (RFP) that accompanies the application.

DELC anticipates awarding one or more contracts as a result of this solicitation.

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