6.4 Early Learning and Developmental Guidelines

Lead Agencies must develop, maintain, or implement early learning and developmental guidelines appropriate for children from birth to kindergarten entry. Early learning and developmental guidelines should describe what children should know and be able to do at different ages and cover the essential domains of early childhood development, which at a minimum includes cognition, including language arts and mathematics; social, emotional, and physical development; and approaches toward learning. 6.4.1 Early learning and developmental guidelines a. Check the boxes below to certify the Lead Agency’s early learning and developmental guidelines are: i. [x] Research-based. ii. [x] Developmentally appropriate. iii. [x] Culturally and linguistically appropriate. iv. [x] Aligned with kindergarten entry. v. [x] Appropriate for all children from birth to kindergarten entry. vi. [x] Implemented in consultation with the educational agency and the State Advisory Council on Early Childhood Education and Care or similar coordinating body. vii. If any components above are not checked, describe: N/A b. Check the boxes below to certify that the required domains are included in the Lead Agency’s early learning and developmental guidelines. i. [x] Cognition, including language arts and mathematics. ii. [x] Social development. iii. [x] Emotional development. iv. [x] Physical development. v. [x] Approaches toward learning. vi. [x] Other optional domains. Describe any optional domains: In collaboration with the Just Read, Florida! Office, the DEL developed the FELDS 4 Years Old to Kindergarten (2017) Bridge with the Florida B.E.S.T K-3 Standards (2020) to demonstrate alignment of the FELDS and B.E.S.T. Standards in Language and Literacy and Mathematics. Using this Bridge, both preschool and K-3 educators are better able to adapt instruction based on individual student needs and expectations. The Standards contain eight domains: Physical Development, Approaches to Learning, Social and Emotional Development, Language and Literacy, Mathematical Thinking, Scientific Inquiry, Social Studies, and Creative Expression Through the Arts. In addition to the Domains and Standards, the FELDS Birth to Kindergarten (2017) feature four cross cutting concepts that are frequently encountered throughout the standard domains: Play, Patterns, Cause and Effect, and Communication vii. If any components above are not checked, describe: N/A c. When were the Lead Agency’s early learning and developmental guidelines most recently updated and for what reason? FELDS Birth to Kindergarten are reviewed by the Department at least every three years and ,if necessary, revised in accordance with s. 1002.67, F.S. The Department completed a review of the FELDS in April 2022 and most recently in February 2024 to ensure continued alignment with current research, statewide assessments and Florida K- Grade 3 Standards. d. Provide the Web link to the Lead Agency's early learning and developmental guidelines. http://flbt5.floridaearlylearning.com/standards.html and the interactive standards link is https://flbt5.floridaearlylearning.com/ 6.4.2 Use of early learning and developmental guidelines a. Describe how the Lead Agency uses its early learning and developmental guidelines. FELDS Birth to Kindergarten were designed to reflect the knowledge and skills that a child on a developmental trajectory (progression) should know and be able to do at the end of an age-related timeframe. SR educators follow the standards in lesson planning and selecting curriculum that is aligned with the FELDS. The developmental guidelines are integral to Florida’s SR curriculum review process. Florida Statutes require the DEL to adopt a list of approved curricula that meet the performance standards for the SR program and establishes a process for the review and approval of a provider’s curriculum that meets the performance standards. Every approved SR curriculum is independently evaluated by three reviewers to ensure it provides age-appropriate activities that challenge children’s abilities and aligns with the FELDS Birth to Kindergarten. Utilizing ARPA funding, in 2023- 2024 DEL partnered with Florida State University’s Florida Center for Reading Research to conduct a curriculum implementation study to examine curriculum use and implementation at the statewide level. Data and analysis of curriculum implementation practices among all provider types in the SR and VPK program will allow for statewide analysis to inform initiatives, policies, practices, and procedures. Providers may voluntarily choose to participate in the child assessment differential. Participating providers who conduct child assessments during the assessment periods will receive a differential payment. DEL has reviewed and approved the use of three child assessment instruments for use that: document a child’s learning and development over time, provide beneficial information to assist with teacher planning and instruction, engage families by facilitating communication about learning and development, provide at home learning activities, aid in the early identification of children who may be at academic risk and align to the FELDS. b. Check the boxes below to certify that CCDF funds are not used to develop or implement an assessment for children that: i. [x] Will be the primary or sole basis to determine a child care provider ineligible to participate in the CCDF. ii. [x] Will be used as the primary or sole basis to provide a reward or sanction for an individual provider. iii. [x] Will be used as the primary or sole method for assessing program effectiveness. iv. [x] Will be used to deny children eligibility to participate in CCDF. v. If any components above are not checked, describe: 7 Quality Improvement Activities The quality of child care directly affects children’s safety and healthy development while in care settings, and high-quality child care can be foundational across the lifespan. Lead Agencies may use CCDF for quality improvement activities for all children in care, not just those receiving child care subsidies. OCC will collect the most detailed Lead Agency information about quality improvement activities in annual reports instead of this Plan. Lead Agencies must report on CCDF child care quality improvement investments in three ways: 1. In this Plan, Lead Agencies will describe the types of activities supported by quality investments over the 3-year period. 2. An annual expenditure report (the ACF-696). Lead Agencies will provide data on how much CCDF funding is spent on quality activities. This report will be used to determine compliance with the required quality and infant and toddler spending requirements. 3. An annual Quality Progress Report (the ACF-218). Lead Agencies will provide a description of activities funded by quality expenditures, the measures used to evaluate its progress in improving the quality of child care programs and services within the State/Territory, and progress or barriers encountered on those measures. In this section of the Plan, Lead Agencies will describe their quality activities needs assessment and identify the types of quality improvement activities where CCDF investments are being made using quality set-aside funds.