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. DWSS/CCDP will disseminate an emailed or mailed copy of the QPR upon request. The QPR is made publicly available on Nevada's consumer education website: https://www.nevadachildcare.org/data-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. The Nevada Registry in addition to being a workforce data system for the state of Nevada, The Nevada Registry is a recognition and professional development system helping to support the careers of Early Care and Education (ECE) educators. As the host of Nevada’s Early Care and Education Professional Career Ladder, The Nevada Registry collects, validates and warehouses the professional and educational achievements of ECE educators throughout the state and highlights those accomplishments through Career Ladder placement. Providing a single point of access, the Registry provides professional development planning tools, including an online Professional Development Plan, and hosts a comprehensive website containing an online calendar of approved training, an industry-related NEWS page, statewide job board and community resources/information. The Nevada Registry also operates the statewide training approval system for all informal, community- based training (not-for-college-credit) in Nevada. Membership with The Nevada Registry is open to all ECE professionals regardless of role or setting. This includes anyone working with children birth through age eight and families in a variety of settings (Center-Based, Family Child Care, Head Start, State-Funded Pre-K, Tribal Child Care, Out-of-School, Family, Friend and Neighbor, Kith and Kin, etc.) and in a variety of roles (Teachers, Caregivers, Child Care Providers, Family Day Care and Group Home Providers, etc.). Becoming a member of The Nevada Registry creates an entry point for the field by connecting ECE educators to program licensing, professional development, quality initiatives, opportunities for growth and professional advancement, as well as tracking and reporting their career progression over time. In April of 2009, participation with The Nevada Registry was adopted into State Child Care Licensing regulations. As a result, all employees working in licensed child care facilities (if counted in ratios) are required to initially apply to The Nevada Registry within 90 days of employment and maintain an active membership on an annual basis. Mandatory participation was fully phased- in as of December 31, 2012, positioning The Nevada Registry to collect and provide a vast amount of essential, and previously unavailable, data on the Early Childhood workforce in Nevada used to inform the work of stakeholders and policy makers, as well as helping to direct decisions regarding future funding and program development. Mandatory participation with The Nevada Registry supports the professional development and growth of a larger percentage of members within the ECE workforce in a number of different ways. To promote quality training opportunities statewide and to increase the level of consistency within the approval process across the state, all requests for child care training hours must be reviewed and approved by The Nevada Registry. With the establishment of the training approval system, all trainers and corresponding informal training events are subject to the same approval criteria and are processed through the same approval process within The Nevada Registry. Because of the partnership with statewide child care licensing agencies, The Nevada Registry has mainstreamed the process of approval by becoming the central clearinghouse for approving trainers, receiving training requests, approving requests, tracking approved training and making training information available to the ECE workforce on a statewide basis. All informal, not for college credit training must be approved by The Nevada Registry in order to be accepted and applied toward the annual training requirements of Child Care Licensing. Training approval is based on the content of training and must be delivered by individuals meeting specified educational qualifications and specialization criteria. It is also guided by national trends for the development of training approval systems and the best practices outlined by The National Workforce Registry Alliance (NWRA). Approval criteria helps to support higher quality in trainings, consistency in trainings, helps ECE educators make more informed decisions about the training/trainers they select, connects the ECE workforce to training to meet their professional development needs and goals and helps to increase the quality of care and education for all young children in Nevada. As of March 31, 2024, 72,000 in-person/virtual training sessions have been approved by The Nevada Registry equating to over 200,000 hours of Registry-approved training being delivered to the ECE workforce in Nevada since 2004. All Nevada Registry- approved training is linked to Nevada’s Core Knowledge Areas (CKA) and is based on developmentally appropriate practice and theories of child development. A set of competencies has also been developed to support the training and development of the child care workforce by creating a set of observable skills that reflect an educator’s knowledge and understanding of the CKA. The competencies identify skills at the beginning, intermediate and advanced levels of professionalism related to providing high-quality early care and education and help to standardize the expectations for ECE educators. Competencies are based on nationally accepted standards and best practice in the field of ECE. Nevada’s CKAs and Core Competencies will soon be aligned with the National Association for the Education of Young Children’s (NAEYC) professional standards and competencies. Nevada’s online Professional Development Plan (PDP) is available to all active Registry members within their Online Portal account and supports the professional growth of Nevada’s ECE workforce. The PDP was designed to be a guide designed to help ECE educators reflect upon their own practice of working with children and families. Creating a PDP helps individual’s increase their knowledge, skills and expertise for working with children and their families over time by helping determine their areas of interest and strength, as well as areas where further growth and development may be needed. The PDP helps educators plan for future professional development and helps assess their own progress and professional growth. All Registry-approved training open to the public is posted to The Nevada Registry’s online training calendar. This one stop shop helps connect the ECE workforce in Nevada to training and professional development available to meet their ongoing professional development needs. The Nevada Registry has created an electronic attendance tracking feature to aid in the collection of real- time training and professional development data. This process helps to create a more accurate snapshot of completed professional development while helping to collect data about training access, frequency and usage on a statewide basis including the completion of CCDBG Health & Safety training. Verified training is automatically added to a member’s account, within five days of attendance, and also to each member’s Professional Development Profile/Transcript as part of the attendance tracking feature. The transcript provides an electronic and downloadable record of all completed Registry-approved training; useful for an individual’s own professional develop planning, but also helps streamline the annual training verification process of Child Care Licensing. As of March 31, 2024, over 7,200 attendance records have been submitted electronically equaling 100,996 attendance records added to the accounts of active Registry members (duplicated). The Council for Professional Recognition and the National Workforce Registry Alliance recently approved The Nevada Registry’s training transcript. This approval will aid CDA candidates in their professional development journey. Because The Nevada Registry’s transcript meets the requirements of the Council, the training data contained within a Nevada Registry transcript will be accepted by PD Specialists without having to verify training data, streamlining the application and training verification process for CDA candidates. 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. In 2023 the Nevada Pre-K Content Standards, which were revised and adopted by the Nevada Department State Board of Education, our focus for the upcoming CCDF Plan period is on enhancing the Early Learning content standards and guidelines for infants and toddlers. This initiative entails a comprehensive project encompassing the development, refinement, and dissemination of these standards. Additionally, it involves the implementation of robust training and technical assistance programs tailored for educators, parents, families, and community partners. The identified vendor will aim to reinforce the foundation of early childhood education in Nevada, ensuring that it aligns with current best practices, research, and evolving educational standards. This concerted effort will not only elevate the quality of early learning experiences for our youngest learners but also empower stakeholders across the educational ecosystem to play an active role in nurturing their development. Furthermore, this project underscores our commitment to fostering a collaborative and inclusive approach to early childhood education. Through ongoing engagement and feedback mechanisms, we will solicit input from a diverse range of stakeholders, including educators, parents, advocates, and policymakers, to ensure that the standards and guidelines reflect the collective expertise and aspirations of our community. In summary, the revision of Early Learning content standards and guidelines for infants and toddlers represents a strategic investment in the future of early childhood education in Nevada. Through meticulous planning, stakeholder engagement, and targeted capacity- building efforts, we are poised to deliver impactful outcomes that will benefit generations of young learners and their families. 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. Nevada's QRIS involves a collaborative effort across various agencies to ensure a comprehensive approach. NDE-OELD is taking the lead in overseeing and managing the programmatic and policy aspects of QRIS. To enhance support for providers within the system, NDE- OELD has engaged The Children's Cabinet to oversee the QRIS coaching component. This involves providing personalized support to providers, assisting them in navigating the system, and training Early Childhood Education (ECE) staff on best practices. Coaches undergo rigorous training from their supervisors, the NDE-OELD team, and assessors to uphold the high-quality standards of QRIS and ensure the accuracy of information provided to our providers. NDE-OELD has also contracted with two vendors to manage the quality assessments that contribute to the QRIS star ratings. The NDE-OELD team meticulously reviews the QRIS requirements and documents to assign star ratings accurately for each participating provider in Nevada. Furthermore, NDE-OELD has partnered with a vendor to conduct an annual evaluation, identifying strengths and areas for improvement within the system. NDE-OELD is actively involved in planning and guiding these teams, providing training and oversight, monitoring work scope and expenditures, and revising policies as needed to address emerging issues. Additionally, NDE-OELD communicates with the scholarship programs to update star ratings corresponding to reimbursement rates. Moreover, before accepting QRIS enrollment forms, NDE-OELD verifies with CCDP that providers are properly registered with DWSS/CCDP. Finally, NDE-OELD maintains, and updates key technology platforms used within the system such as Easyfolio, Qstar, and ERS, providing comprehensive training to all teams on these platforms. NDE-OELD actively participates in national and local communities of practice to stay informed about the latest QRIS approaches and models. By engaging in these networks, NDE-OELD gains valuable insights and collaborates with experts to customize and implement innovative strategies that best align with Nevada's unique early childhood education needs. This proactive involvement ensures that Nevada's QRIS remains at the forefront of advancements in the field, ultimately benefiting the state's ECE providers, children, and families. Looking ahead, NDE-OELD will collaborate with partners to redesign the QRIS system in alignment with national approach that emphasizes continuous quality improvement rather than relying solely on star ratings. Recognizing that star ratings have not been the primary factor in parents' program choices, Nevada's QRIS is shifting towards a model centered on quality goals tailored to each program's uniqueness and community context. This new approach will highlight specific program strengths through quality badges such as infant/toddler care, inclusive education, health and wellness, and family engagement. Additionally, Nevada’s QRIS intends to establish alternative pathways for providers to engage based on their goals and needs, fostering flexibility to enhance participation and support continuous improvement within early childhood education across Nevada. NDE-OELD has initiated the revision of the QRIS with technical assistance from the National Center on Early Childhood Quality Assurance (NCECQA), a collaboration approved DWSS/CCDP. Together, the teams will collaboratively develop a comprehensive improvement plan and subsequently launch the new QRIS upon its completion. 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. Current Project: UNR currently implements a statewide CDA program for Infant toddler teachers (both online and face to face) will complete 120 clock hours of professional early childhood education in eight subject areas (focused on infant and toddlers) with a minimum of 10 hours in each area: Planning a safe and healthy learning environment Advancing children’s physical and intellectual development Supporting children’s social and emotional development Building productive relationships with families Managing an effective program Maintaining a commitment to professionalism Observing and recording children’s behavior Understanding principles of child development and learning. We are in the planning phase of the development of an Infant Toddler early Childhood Mental Health academy designed to provide comprehensive knowledge and skills necessary to support the early relational health of young children. The academy aligns with Early Childhood Mental Health Competencies, preparing participants to embark on their Endorsement Journeys. The academy will be delivered through a combination of live webinars, pre-recorded video modules, interactive workshops, and collaborative discussions. Participants will have access to resources, readings, and assignments to reinforce their learning. Participants will complete quizzes, reflections, and a final project to demonstrate their understanding and application of the training content. Upon successful completion of the 24-hour training program, educators will receive a certificate in recognition of their early relational health specialization in early childhood education. A Reflective Practice discussion space will be held for participants. v. Establishing or expanding a statewide system of CCR&R services. [x] No plans to spend in this category of activities at this time. [ ] Yes. If yes, describe current and future investments. 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 CCDBG funds all of our Child Care Licensing activities, including all licensing staff and operating costs, all orientations, trainings, inspections for any applicable providers, and any other associated costs toward compliance with health and safety standards under State Licensing. Additionally, the CCDBG funds our CCR&Rs that conduct home/site visits for all license-exempt provider types. 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. Nevada's evaluation and assessment strategy for child care services involves utilizing Environment Rating Scales (ERS) assessments to gauge quality and effectiveness across various indicators within early childhood settings. Currently, the state employs ECERS-3 for classrooms serving 3-5-year-olds, ITERS-3 for settings catering to children aged 0-3 years, and FCCERS-3 for family childcare programs accommodating children aged 0-12 years. These assessments cover critical areas such as space and furnishings, learning activities, personal care routines, language and literacy, child- staff interactions, and program structure. As part of the Quality Rating and Improvement System (QRIS) revision, there are plans to enhance flexibility and broaden assessment tools. This includes introducing new assessment instruments that allow providers to evaluate specific aspects of their programs such as business practices, Montessori approaches, and special education services. Despite these updates, ERS assessments will continue to serve as the cornerstone for measuring classroom quality. It is important to note that assessment scores will not be tied to specific QRIS star ratings after this revision, reflecting a shift towards a more holistic approach to quality improvement within early childhood education settings. This strategic evolution aims to provide providers with enhanced tools and resources to further elevate program quality and support the diverse needs of children and families across the state. viii. Accreditation support. [ ] No plans to spend in this category of activities at this time. [x] Yes. If yes, describe current and future investments. Nevada's QRIS incentivizes providers to pursue national accreditation by encouraging the 4-star level providers to reach the 5-star level upon accreditation achievement. NDE-OELD reimburses providers for accreditation fees to encourage participation and renewal. Therefore, QRIS can provide data on the number of accredited programs specifically at the 5-star level, as accreditation is tracked and recognized exclusively within this tier of the QRIS. 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. Nevada uses the Pyramid Model through Nevada TACSEI to set standards for social emotional practices to support mental health programs. CCDF dollars are used to support TACSEI activities. Nevada has nutrition standards that are taught through the Chronic Disease Prevention grant and is leveraged with CCDF dollars. Standards used are based on Caring for Our Children 3rd Edition and CACFP standards. Nevada has physical activity standards that are taught through the Chronic Disease Prevention grant and is leveraged with CCDF funding. Standards used are based on Caring for Our Children 3rd Edition. 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.