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. DCDEE posts the approved Quality Progress Reports on the DCDEE website. The link for Quality Progress Reports is https://ncchildcare.ncdhhs.gov/Services/Child-Care-Development-Fund-CCDF DCDEE also posts the Subsidy Expenditure Reports as they become available. https://ncchildcare.ncdhhs.gov/Home/DCDEE-Sections/Subsidy-Services/Expenditure- Reports 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. DCDEE plans to improve and standardize statewide technical assistance by incorporating evidenced-based practices such as Practice-Based Coaching. DCDEE will spend CCDF funds on a new required orientation training which will address all domains of child development. Ongoing technical assistance will continue to be a significant component of the CCDF funded contracts. 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. CCDF funds the Early Educator Support Licensure and Professional Development staff at UNC-Charlotte and East Carolina University which provides training to NC Pre-Kindergarten staff on the use of NC Foundations for Early Learning and Development (EESLPD) in their respective regions. All teachers served by the two EESLPD offices complete independently Advanced Foundations Modules 1-6 (first year of service by EESLPD offices) and Modules 7-11 (second year of service by EESLPD offices). After viewing each module, teachers receive follow-up and coaching from CCDF funded EESLPD Mentors and Evaluators on developing greater understanding and applying the content of the modules in their classrooms. 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. DCDEE plans to continue to implement the Quality Rating and Improvement System (QRIS) and invest in modernization of the QRIS. Beginning in February 2023, the NC Child Care Commission began the process of reviewing NC’s current QRIS requirements, national QRIS frameworks, accreditation standards and QRIS related research in order to modernize NC’s QRIS. The NC Division of Child Development and Early Education supported the work of the Commission during this QRIS Modernization Project, including coordination of statewide community outreach sessions to obtain feedback from teachers, administrators, owners, parents, and partner agencies. Subsequently, Senate Bill 291 was passed which states, in part, The North Carolina Child Care Commission (Commission) shall complete recommendations for quality rating improvement system (QRIS/Star-Rating System) reform by March 31, 2024. The Commission's QRIS reform recommendations included accreditations from national early childhood education (ECE) accreditation organizations as an alternative pathway for licensed child care programs to earn a star rating equivalent to each accreditation's standards, including accreditations from any of the following organizations: (1) National Association for the Education of Young Children (NAEYC) Academy for Early Childhood Program Accreditation. (2) National Accreditation Commission for Early Care and Education Programs (NAC). (3) National Early Childhood Program Accreditation (NECPA). (4) National Association for Family Child Care (NAFCC). (5) American Montessori Society (AMS). (6) International Montessori Council (IMC). (7) Cognia (formerly AdvanceED). The Child Care Commission developed recommendations for QRIS Modernization based on research and data collected during community outreach activities. Following legislative review of the plan, rulemaking procedures will begin in accordance with the Administrative Procedures Act (N.C.G.S. 150B). Once Child Care Rules are adopted, transition from the current system and implementation of new QRIS requirements will begin to occur. June 28, 2024 Session Law 2024-34 was ratified which allows a child care program to request a three- or five- star license depending on their current accreditation organization. Other rules will likely be effective late 2025/2026. Implementation will involve the use of CCDF Funds to provide a variety of technical assistance. 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. In 2004, North Carolina established the Statewide Infant Toddler Quality Enhancement Project (ITQEP) with funding from the NC Division of Child Development and Early Education. The goal of the project was to improve the quality and availability of care for children ages birth to three in North Carolina by supporting early care and education centers through coaching, mentoring and training. In August 2022, the project became the Birth-to-Three Quality Initiative. B-3QI uses a Practice-Based Coaching framework which involves building partnerships and shared goals with infant and toddler teachers and administrators to help them plan for and achieve high quality practices that are responsive to their communities and cultures. This includes building positive relationships with children, families and co-workers; creating environments to support social-emotional development; developing the capacity of infants and young children to form close and secure adult and peer relationships; experiencing, regulating and expressing emotions in socially and culturally appropriate ways; exploring the environment; learning social skills; implementing high quality care practices as defined by ZERO TO THREE’s Critical Competencies for Early Childhood Educators, ITERS-3, and Infant and Toddler CLASS￿for group care that provides a solid foundation for infant and toddler development; providing support for developmental monitoring and screening through the Ages and Stages Questionnaires (ASQ) and the Centers for Disease Control and Prevention Learn the Signs Act Early materials. 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. DCDEE plans to continue to fund NC CCR&R core services; including technical assistance and family outreach. The B-3 Quality Initiative implemented out of Child Care Services Association, one of NC CCR&R Council lead agencies has added three anchor positions in the last two years. The Anchors responsibilities include 1) conducting pre and post assessments of classrooms where teachers are participating in Practice Based Coaching with our regional specialists and 2) developing and conducting cohort-based learning communities or CBLCs. The CBLCs are professional development cohorts revolving around a particular topic relevant to improving quality of care for children birth to three years of age. CBLCs are conducted for 6 to 9 months with a series of instructional time followed with coaching for imbedding new practices in every day work. The NC Child Care Resource and Referral Statewide Family Child Care Project consists of the following on their leadership team: Statewide Project Manager, three Statewide FCC Anchors: Professional Development, Technical Assistance, Business, and one FCC Program Support Coordinator. There are 17 Regional Family Child Care Consultants (RFCCC) in the 14 Lead CCR&R Agencies in NC. They provide support in the counties they serve through professional development, technical assistance, and business strategies towards sustainability for licensed FCC programs (family child care home and center in a residence) and they are connecting with their local communities to build collaborative relationships in support of licensed FCC programs. The purpose of their contract reflects expansion in services for Family Child Care Homes and Centers in Residence: The purpose of this contract is to establish a statewide family child care technical assistance and professional development program with a focus on retaining existing FCC providers, increasing the availability of FCC providers to families across North Carolina, and increasing the star rating of FCC programs through technical assistance, coaching, mentoring, and professional development (2022). Though the contract was initiated in the last CCDF Plan cycle, this project continues to grow and develop in the services it provides. In the Healthy Social Behaviors Initiative positions were not increased, but rather re-configured in FFY 2024. Three of the four Fidelity Coaches are now staffing the Challenging Behaviors Helpline and working on the new Pyramid Model trainings. In FY25 the coaches will also help to relieve classrooms wait listed to receive regional coaching services. The fourth Fidelity Coach took over Pyramid Model Sustainability Coaching for FY24. In FY25, she will transition fully to the Helpline, training, and wait list relief. Assigning one Fidelity Coach as the Sustainability Coach allowed the Assistant Project Manager to transition fully to managerial responsibilities. These changes reflect the growing need to evaluate and change structure in order to meet the expressed program needs due to a temporary ￿pause￿ of the Pyramid Model Fidelity Project. 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. CCDF quality funds are used to fund positions within NC DCDEE's Regulatory Services Section, including child care consultants, investigation consultants, managers and supervisors. These staff implement the enforcement of the child care law and rules and ensure facilities are monitored on an annual basis. In addition, staff conduct compliance investigations, recommend administrative actions, conduct compliant follow-up visits, administrative action follow-up visits, routine unannounced visits, and rated license assessment visits. CCDF quality funds are also used to fund technical assistance for child care providers through the CCR&R agencies and the University of North Carolina, Chapel Hill, North Carolina Child Care Health and Safety Resource Center. As a part of technical assistance, Child Care Health Consultants use a Health and Safety Assessment and Encounter Tool to conduct classroom observational assessments and to develop a quality improvement plan. Results are used to improve the health and safety and environment of classrooms, and are looked at in aggregate to make suggestions for state-wide practice and policy improvements. A facility can be referred to a Child Care Health Consultant, if there is a compliance issue related to the health and safety standards to provide guidance in developing, implementing, and maintaining behavioral or environmental improvements. 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. CCDF funds are used to conduct statewide rated license assessments. This is one component determining an early childhood program’s star-rating . viii. Accreditation support. [ ] No plans to spend in this category of activities at this time. [x] Yes. If yes, describe current and future investments. Session Law 2024-34, effective June 28, 2024 allows a child care program to request a three- or five- star license depending on their current attained accreditation organization. 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. DCDEE will coordinate with Integrating Healthy Opportunities for Play and Eating (I-HOPE) to support standards which will promote nutrition and healthy physical development in the upcoming QRIS modernization. IHOPE recommends that nutrition and physical activity specific training could be integrated within the hours that are currently required. This would expand the focus from safety to practices that help build positive teacher-child interactions around nutrition and physical activity and/or several options that allow educators to continue in their professional growth. Two additional activities promoted by I-HOPE include the Farm to Preschool initiative which assists early childhood programs with accessing foods from local farms and the Natural Learning Initiative with NC State which promotes the development of quality early childhood outdoor learning environments. 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. [ ] No plans to spend in this category of activities at this time. [x] Yes. If yes, describe current and future investments. DCDEE through a contract with the NC Child Care Health and Safety Resource Center will be revising the Emergency Preparedness and Response in Child Care course to include supports for children with special needs in disasters and notification of programs of a new reporting procedure following a disaster which would position them potentially for federal funding to mitigate disasters if federal funding became available. 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.