7.2 Use of Quality Set-Aside Funds

Lead Agencies must use a portion of their CCDF expenditures for activities designed to improve the quality of child care services and to increase parental options for and access to high-quality child care. They must use the quality set-aside funds on at least one of 10 activities described in CCDF and the quality activities must be aligned with a Statewide or Territory-wide assessment of the State's or Territory’s need to carry out such services and care. 7.2.1 Quality improvement activities a. Describe how the Lead Agency will make its Quality Progress Report (ACF – 218) and expenditure reports, available to the public. Provide a link if available. DEL will share the QPR via email with early learning partners, such as ELCs, RCMA and provider association groups. b. Identify Lead Agency plans, if any, to spend CCDF funds for each of the following quality improvement activities. If an activity is checked “yes”, describe the Lead Agency’s current and/or future plans for this activity. i. Supporting the training and professional development of the child care workforce, including birth to five and school-age providers. [ ] No plans to spend in this category of activities at this time. [x] Yes. If yes, describe current and future investments. DEL will utilize the findings from the Informal Pathway Study to implement an Informal Pathway framework over the course of several years that will provide up-to-date quality learning experiences based on relevant research and practice to early childhood educators, support their professional progression beyond a high school diploma or GED, and further develop the necessary skills to ensure the children in their care are ready for success in school. Through a partnership with the UF Lastinger, DEL has a variety of training and professional learning opportunities for providers on the Early Learning Florida training platform. Through the Early Learning Florida system, providers can access online training, choose from a wide range of trainings to improve the quality of care provided in their classrooms, achieve their coaching certification, and participate in Communities of Practice cohorts. Stipends are available upon completion of trainings. DEL has a three-hour instructor-led training related to implementing the Florida standards in a preschool classroom, a five-hour online training related to implementing Florida standards for infant and toddlers, a five- hour online training related to implementing the Florida standards for preschoolers and a five-hour birth to kindergarten training that address the different elements and developmental domains of the FELDS Birth to Kindergarten. The trainings provide a brief overview of how the standards can be used to support implementing developmentally appropriate practices for practitioners and directors. The standards account for social skills, emotional competency, cognitive development of children, and physical activity. DCF offers Introductory Training (Part I and II) that is mandatory for specific provider types. Part I training includes: Rules and Regulations (two options: one for facilities and one for homes), Health Safety and Nutrition, Identifying and Reporting Child Abuse and Neglect, Child Growth and Development, and Behavioral Observation and Screening. Part II training includes Understanding Developmentally Appropriate Practices and a specific age group course: Infant and Toddler Appropriate Practices, Preschool Appropriate Practices or School-Age Appropriate Practices, or they can take Special Needs Appropriate Practices. Part I training is required for personnel working at a facility or a home, and all courses, with the exception of Rules and Regulations, are an option for SR personnel to meet Preservice training requirements. Part II training is required for personnel working at a facility or a Large Family Day Care Home operator. DCF also offers Obesity Prevention and Healthy Lifestyles online training. T.E.A.C.H. scholarships are offered to support formal degrees covering social skills, emotional competency, physical, and cognitive development. DEL updated Pre-Service training courses, including courses covering the following topics: - Infant and child first aid and CPR; - Prevention and control of infectious diseases, including immunizations; - Safe sleep practices and prevention of sudden infant death syndrome; - Prevention of shaken baby syndrome, abusive head trauma, and child abuse and neglect; - Recognition, reporting, and prevention of child abuse and neglect; - Medication administration, consistent with standards for parental consent; - Prevention of and response to emergencies caused by food and allergic reactions; - Emergency preparedness and response for natural disasters and other events; - Handling, storage, and disposal of hazardous materials; - Indoor and outdoor safety, including protecting children from hazards, bodies of water, and traffic; - Child development; and - Safety when transporting children. In partnership with the UF Lastinger, DEL created Emergent and Elementary Literacy Micro-credentials to provide educators with evidence-based, high quality online courses to build their literacy knowledge and skills through a job- embedded practicum that offers coaching, communities of practice, and instructional leadership development for early learning and K-12 professionals. DEL developed a tool for self-assessment, which can be used to develop professional goals for supporting children with special needs (Best Practices for Inclusive Early Childhood Education). DEL offers training on the use of this tool to support the creation of settings where children with special needs can be educated alongside typically developing children. Using PDG funding, this tool was incorporated into the Quality Performance System (QPS) where it is available for download by any provider in the state. CCDF-funded providers may utilize the online version of the tool to track and record their progress in providing the most developmentally appropriate, inclusive environment for young children. ii. Developing, maintaining, or implementing early learning and developmental guidelines. [ ] No plans to spend in this category of activities at this time. [x] Yes. If yes, describe current and future investments. 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. iii. Developing, implementing, or enhancing a quality improvement system. [ ] No plans to spend in this category of activities at this time. [x] Yes. If yes, describe current and future investments. Findings from the Evaluation of the Effectiveness of Early Learning Professional Development study by the UF Lastinger Center, indicate a strong correlation between the use CCV, MMCI/CGC, and Coalition Approved Strategies (CAS) for improving a provider’s CLASS score. Based on these findings, CCV, MMCI/CGC, and CAS are the recommended strategies for providers who score below the quality threshold. The study also recommends ELCs continue to offer training opportunities for all their providers. The DEL will continue to monitor CLASS score data to inform professional learning opportunities with standard measures of quality and the collection of data related to educator growth and development. The DEL operates a statewide system of quality improvement that provides tiered differentials, in addition to providers' regular subsidy payment, based on their level of quality as evidenced by a CLASS composite score. Providers are assessed annually with the CLASS infant, toddler, and preschool tools depending on the composition of their classrooms. DEL and ELCs/RCMA invest in strategies such as training and coaching to assist providers in achieving high CLASS scores. The payment of quality incentives starts with composite scores of at least 4.50. An additional differential is paid when providers voluntarily implement a DEL- approved formative child assessment. The link to the DEL's quality improvement system is https://www.fldoe.org/schools/early-learning/providers/prog-assess- sr.stml. While SR requirements for CLASS assessments date back to 2018, in 2021, the Florida Legislature passed legislation to include CLASS observations for every VPK classroom. Included in the DEL system of quality is the Gold Seal designation for providers who successfully complete the accreditation process. Providers are rewarded financially with higher reimbursement rates for children in their care and by tax breaks provided by the State. Providers are recognized for their designation in the child care provider search system managed by the Florida Department of Children and Families. The DEL has approved 16 accrediting agencies for providers to select from which align to early learning standards in the state. Gold Seal accreditation is voluntary; ELCs/RCMA may provide grants to offset the cost of assessment and needed improvements identified during the self-assessment process. In addition to DEL's tiered reimbursement system, some ELCs establish locally designed QRIS that build upon the statewide system and receive funding from their local Children’s Services Councils. More information on ELC’s local QRIS systems is below. Guiding Stars of Duval ￿ ELC of Duval (elcduval.org) Colorful S.T.E.P.S. to SR - ELC of Lake County (elclc.org) Strong Minds/GOLD (CSC) - ELC of Palm Beach County (elcpalmbeach.org) Look for the Stars - ELC of Sarasota (earlylearningcoalitionsarasota.org) iv. Improving the supply and quality of child care services for infants and toddlers. [ ] No plans to spend in this category of activities at this time. [x] Yes. If yes, describe current and future investments. High Quality Childcare Framework: DEL will continue to support the implementation the 10 Components for Quality Care framework for the next three years. The 10 Components is a supportive system of training, observation, and quality improvement planning tools that addresses multiple elements of infant and toddler care quality, from the most basic health and safety requirements to additional family supports. The system is flexible and accommodates the readiness, resources, and organizational capacity of its users. It could be used by local or state quality initiatives or by an individual program conducting a self-assessment. It is appropriate for use in any number of group care settings serving infants and toddlers. Training/Professional Learning Opportunities: - ELCs host conferences to meet the training needs of providers serving infants and toddlers. - Parent trainings are hosted by ELCs with specific training towards infant/toddler development. - Blended models of training are offered, which offers online training modules using coaching and/or communities of practice. - The Registry provides training through DEL courses specific to the infant and toddler population and allows educators to submit infant/toddler certifications to be added to their training transcript and career pathway. Training topics include: developmentally appropriate practices, safe sleep practices, sensory play, and training to promote the quality of teacher/child interactions measured by the SR program assessment tool (CLASS Group Coaching, formerly MMCI -Infant and Toddler Version). - The DEL is redesigning and extending Florida’s informal pathway for early childhood teacher professional learning and career advancement. Per s. 1002.995, F.S., DEL is required to identify an early learning informal career pathway that consists of competency-based, stackable content from onboarding to micro- and summative credentials for professionals serving children birth through school-age to increase kindergarten readiness and early grade success. - Authorized in s. 1003.485, F.S., and created in partnership with the DEL and UF Lastinger, the New Worlds Reading Initiative was established with a two- fold purpose: to instill a love of reading in Florida’s youngest students by providing free books for children whose literacy skills are identified as below grade level reading and to improve the instructional skills of early care and preschool teachers through the Emergent and Elementary Literacy Micro-credential. The Emergent literacy focus is on children birth to prekindergarten. Financial Incentives - Scholarships are given for professional learning progression to teachers of infant and toddler classrooms, including for the completion of any Infant/Toddler Certifications. Infant-Toddler Network: The Infant and Toddler Specialist Network supports early learning providers and their coaches. These supports include training on coaching and technical assistance on specific infant and toddler topics. Each ELC/RCMA is staffed with an Infant/Toddler Specialist who serves as a coach, mentor, and technical assistance specialist for providers serving infants and toddlers. Each ELC/RCMA is also staffed with coaches with backgrounds in infant/toddler care and development. Blended models of training are offered through the DEL training initiative, which offers online training modules using technical assistance and/or communities of practice. Some ELCs/RCMA offer quality mentors who provide technical assistance to the teachers involved in the Early Head Start ￿ Child Care Partnership grant on a bi- weekly basis. DEL offers monthly meetings and one-on-one technical assistance sessions for the state Infant-Toddler Specialist Network to support their work with programs. The network surveys the participants to determine the kind of technical assistance needed on topics such as typical and atypical child development, social skills, emotional competency, supporting emergent language and managing behavior. DEL disseminates quarterly to the CCR&R, Inclusion and Infant and Toddler Specialists Networks, a CCR&R Resource publication that supports child care providers and ELCs/RCMA when engaging with families. The publication includes book recommendations to support literacy, family engagement activities and suggestions on how to engage and implement the resources and department’s initiatives. v. Establishing or expanding a statewide system of CCR&R services. [ ] No plans to spend in this category of activities at this time. [x] Yes. If yes, describe current and future investments. The Lead Agency houses the CCR&R State Network office and contracts and coordinates with the state’s 30 ELCs throughout the state to offer families and providers comprehensive CCR&R services at the local level, including consumer education, provider listings, information on financial and community resources, and provider training and technical assistance. State network staff develop and provide local CCR&R agencies with consumer education resources to educate parents and providers on best practices in child development and early childhood care and education. This coordination links comprehensive services to children in child care settings. Findings from the study, ￿Understanding the Determinants of Parent Enrollment in Florida’s Voluntary Prekindergarten Education Program and Florida’s School Readiness Program,￿ support the need for stronger policies to better support CCR&R personnel in being more proactive in reaching out to families who do not immediately enroll in a child care program following their eligibility determination. The next phase of this work will include leveraging CCR&R communication to identify family support protocols and exploring the use of surveys to capture insights from families that chose not to enroll in VPK or SR. Initiatives aimed at alleviating these obstacles, such as improved accessibility and community engagement programs, can be devised to encourage greater enrollment across diverse demographics. vi. Facilitating compliance with Lead Agency child care licensing, monitoring, inspection and health and safety standards. [ ] No plans to spend in this category of activities at this time. [x]Yes. If yes, describe current and future investments. The DEL funds child care health and safety inspection activities that ensure the health and safety of children in all SR child care settings through a set of minimum health and safety standards, to include training for child care personnel. During each inspection visit, licensing staff have one-on-one time with the provider and can answer questions, offer technical assistance, provide updates regarding rule or policy changes, identify violations and make suggestions on how to come back into compliance. DCF’s data system captures violations from inspection reports and generates a matrix for each provider. DCF’s progressive enforcement system dictates administrative action procedures for three classification levels of violation occurrences. This system is a gradual approach to disciplinary action -- beginning with technical assistance and Administrative Warning Notices and leading up to Administrative Fines and/or Suspension/Revocation of the provider’s license. Differential Monitoring (abbreviated inspections), a statistical methodology where a subset of standards is checked for compliance, is available for child care facility providers that meet the requirements outlined in s. 402.3115, F.S., and family day care home providers that meet the requirements in chapter 65C-20.012(4), F.A.C. Differential monitoring is not applicable to license exempt facilities or registered family day care homes. vii. Evaluating and assessing the quality and effectiveness of child care services within the State/Territory. [ ] No plans to spend in this category of activities at this time. [x] Yes. If yes, describe current and future investments. DEL has identified the CLASS for use in measuring levels of quality in early childhood programs. CLASS is an observation-based tool designed to capture those elements of interaction that promote positive outcomes for infants, toddlers and preschoolers. The CLASS tool is used to assess the quality of teacher-child interactions in classrooms in all subsidized providers regardless of the provider type. Findings from the Evaluation of the Effectiveness of Early Learning Professional Development study by the UF Lastinger Center, indicate a strong correlation between the use CCV, MMCI/CGC, and Coalition Approved Strategies (CAS) for improving a provider’s CLASS score. Based on these findings CCV, MMCI/CGC, and CAS are the recommended strategies for providers who score below the quality threshold. The study also recommends ELCs continue to offer training opportunities for all their providers. The DEL will continue to monitor CLASS score data to inform professional development opportunities with standards measures of quality and the collection of data related to educator growth and development. viii. Accreditation support. [ ] No plans to spend in this category of activities at this time. [x] Yes. If yes, describe current and future investments. ELCs/RCMA are able to provide grants to providers who have a goal to become accredited by one of the approved accrediting agencies. These grants help providers with accreditation fees, paying for materials needed, correcting any compliance issues, or making upgrades to the facility to gain accreditation to become a Gold Seal Quality Care provider. The DEL uses the availability of Gold Seal designation funding to incentivize providers' completion of this process. The Gold Seal Quality Care Program (Chapter 1002 Section 945 ￿ 2023 Florida Statutes (flsenate.gov)) offers benefits to providers that are accredited by approved associations such as tax exemptions, higher differentials, and acknowledgement as a high-quality child care program. There are currently 16 approved accrediting associations that are available to serve programs caring for children ages infants through school age. ix. Supporting State/Territory or local efforts to develop high-quality program standards relating to health, mental health, nutrition, physical activity, and physical development. [ ] No plans to spend in this category of activities at this time. [x] Yes. If yes, describe current and future investments. DEL: - Aligned SR health and safety standards for birth to school-age providers to DCF’s health and safety standards for Child Care Facility and Family Day Care Home and Large Family Day Care Home providers. - Facilitates the review of the FELDS for children birth to age 5 to guide initiatives, technical assistance, training, and coaching on a regular basis, including targeted supports for programs serving preschoolers. - Coordinates regular review and approval of developmentally appropriate comprehensive curricula that are up-to-date, relevant and aligned to state early learning standards and provides grants and funding through local ELCs to assist providers in purchasing these materials and related training. - Encourages the use of developmentally appropriate child assessment tools (by paying a differential to providers that implement one of the approved tools) which align to standards and can be used in multiple settings with varying populations. - Has a set of core competencies for directors, teachers, and trainers/coaches; made them widely available; and provided training. - Requires developmental screenings for children receiving SR funds within 45 days of enrollment in a program unless parents opt out. - Implements an inclusion network that identifies potential developmental delays and concerns in children and refers to appropriate agencies. x. Other activities determined by the Lead Agency to improve the quality of child care services and the measurement of outcomes related to improved provider preparedness, child safety, child well-being, or kindergarten entry. [x] No plans to spend in this category of activities at this time. [ ] Yes. If yes, describe current and future investments. 8 Lead Agency Coordination and Partnerships to Support Service Delivery Coordination and partnerships help ensure that the Lead Agency’s efforts accomplish CCDF goals effectively, leverage other resources, and avoid duplication of effort. Such coordination and partnerships can help families better access child care, can assist in providing consumer education to parents, and can be used to improve child care quality and the stability of child care providers. Such coordination can also be particularly helpful in the aftermath of disasters when the provision of emergency child care services and the rebuilding and restoring of child care infrastructure are an essential part of ensuring the well-being of children and families in recovering communities. This section identifies who the Lead Agency collaborates with to implement services, how match and maintenance-of-effort (MOE) funds are used, coordination with child care resource and referral (CCR&R) systems, and efforts for disaster preparedness and response plans to support continuity of operations in response to emergencies.