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. Links to Oregon’s Quality Progress Reports and expenditure reports are available on the Lead Agency’s public website: https://www.oregon.gov/delc/about-us/pages/state-plans.aspx 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. Consortia, which are designed to support the existing early childhood workforce, with wrap-around academic, language, and person supports, were expanded through a planning grant and subsequent implementation grants. Oregon now has one university and 8 community colleges across the state. In addition to offering students support and a pathway to debt free degrees, consortia have increased program enrollment, increased course success and graduation rates and created strong connections between institutes of higher education to share ideas and increase alignment between colleges and with colleges and the participating university. These partnerships have had ripple effects, encouraging those, even outside of the consortia, to work together towards better alignment and support for students. A scholarship was created that can be used for working and not yet working students to achieve degrees at community colleges and universities or have their out of country degree evaluated, where previously only lower level degrees were possible, and the student was required to already be working. and passed in the legislature but has yet to be funded. This scholarship has been highly accessed, and the Lead Agency hopes to use that data to demonstrate the demand and push for funding a HECC scholarship that was passed but unfunded in the legislature. Portland State University (PSU) who is Oregon’s registry and clearinghouse of early childhood training, including approval of trainings and trainers, partnered with National Workforce Registry Alliance to make recommendations for system improvement. The Lead Agency is currently in the process of finalizing the workplan from those recommendations. Possible items include translation of the registry into Oregon’s 5 languages, shifting language and processes to offer professional development credit for coaching, CoPs and mentoring, more automatic processes to reduce the burden on providers, NWRA PER certification and revision of the career lattice to a pathways system among other proposed ideas. Through an agreement with PSU, they also subcontract with Oregon ASK to support PD for out of school time programs. 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. The Oregon Early Learning Council and the Lead Agency are using the research-based, culturally, and linguistically appropriate Head Start Early Learning Outcomes Framework. Oregon’s early learning guidelines extend through kindergarten. They are structured to strengthen the relationship between early learning and K-12 so that schools are ready for children and children are ready for school. The Head Start Early Learning Framework emphasizes the key skills, behaviors, and knowledge that programs must foster in children ages birth through five to help them be successful in school and life. The effective practice guides provide information about domain-specific teaching practices that support children’s progression within the Early Learning Outcomes Framework developmental domains. The guide describes teaching practices, shows practices in early learning settings (including home-based), and offers a framework for reflection on and improvement of effective practices. In working with programs, the Lead Agency uses the Head Start Early Learning Outcomes Framework as its reference point for expectations, professional development, and service delivery. When the Oregon Early Learning Council adopted the Head Start Early Learning Outcomes Framework: Ages Birth through Five as Oregon’s early learning standards, an alignment was done with the Oregon Department of Education’s kindergarten standards, and both the Early Learning Council and the State Board of Education adopted the framework. These jointly adopted standards are implemented in both early care and education as well as kindergarten settings, with the Lead Agency taking on early care and education and the Oregon Department of Education taking the lead on kindergarten. To date, the Early Learning Council formally adopted the preschool component of the Head Start Early Learning Outcomes Framework and will be adopting the infant-toddler portion sometime in 2025-2026. New investments in infant and toddler programming (Baby Promise and Oregon Prenatal to Kindergarten) and the Birth through Five Literacy Plan support the revision of the Early Learning and Kindergarten Guidelines to incorporate infant and toddler standards, racial identity development, and physical education. 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. Spark, Oregon’s QRIS, is undergoing a community-driven redesign, transitioning from a quality rating and improvement system to a quality recognition and improvement system. This shift will empower programs to highlight their strengths and help families identify the most suitable care for their child. The redesign process consists of four stages: (1) statewide engagement, (2) redesign, (3) implementation, and (4) assessment. The first stage and part of the second stage were funded by the Preschool Development Grant and the subsequent stages will be funded by state and CCDF funds. 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. Baby Promise Program Providers, who hold subcontracts with their local CCR&Rs, receive additional monthly funds (quality improvement) that allow them to budget for increased training for Early Educators in infant/toddler development, plan for in-service activities related to infant toddler care, and invest in assessment and curricular materials for infants and toddlers. The CCR&R that subcontracts with the Baby Promise Providers employ an Infant Toddler Specialist specifically to provide technical assistance to those programs, their director/administrator, staff, and other Early Educators who work regularly with children enrolled in Baby Promise slots. These Infant Toddler Specialists or their Quality Improvement counter parts at the CCR&R also lead Focus Child Care Networks that Baby Promise Program Provider (directors and staff) are required to participate in. The Department of Early Learning and Care supports supply and quality of child care services for infants and toddlers in a variety of ways. The Department supports high quality training of trainers in curriculum directly related to quality of care for infants and toddlers, these include Pyramid Model for Infants and Toddlers, ZERO TO THREE Critical Competencies for Infants and Toddlers, Trauma Responsive Care for Infant and Toddler Care Providers, among others. In addition, Infant Toddler Specialists within CCR&R programs support high quality care via individualized technical assistance, both virtually and on-site with early care programs. They provide training specific to infants and toddler care and host networks of infant and toddler providers. These efforts also contribute to supply building via combatting burnout by trauma informed practices and opportunities for connection for early care providers. As well as supporting programs who are interested in increasing infant and toddler slots by engaging with them around the licensing process, business practices, and tenets of high-quality infant and toddler care practices. 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. Quality Improvement Specialists provide technical assistance, training consultation, coaching and support to child care providers. They reach all forms of Oregon’s mixed delivery system of child care and can respond to needs. This includes creating environments, structuring play, and best practices in care. Infant Toddler Specialists provide Technical Assistance to Early Educators and Early Learning Programs serving infants and toddlers, The Infant Toddler Specialist is a specialized Quality Improvement Specialist position focused on increasing the availability and quality of infant and toddler care in the Region via a trauma- informed, relationship based approach. Infant Toddler Specialists meet with early educators and leaders to determine the type of support needed to support early educator well-being, relationship-based care practices, and quality/supply of infant and toddler care. They then support those providers to move towards their goals while celebrating their successes along the way. Infant Toddler Specialists are key to providing support to the early learning and care workforce specifically working with the birth to three population. Baby Promise Infant Toddler Specialists may also hold the title Baby Promise Coach provide Technical Assistance to Early Educators and Early Learning Programs who are sub-contracted as Baby Promise Providers serving infants and toddlers ages 6 weeks ￿ 3 years. The Baby Promise Infant Toddler Specialist is a specialized Quality Improvement Specialist position focused on increasing the availability and quality of infant and toddler care in Baby Promise Regions via a trauma-informed, relationship-based approach, and using the Zero to Three Critical Areas. Baby Promise Infant Toddler Specialists meet with early educators and leaders to determine the type of support needed to support early educator well-being, relationship-based care practices, and quality/supply of infant and toddler care. They then support those providers to move towards their goals while celebrating their successes along the way. Baby Promise Infant Toddler Specialists are key to providing support to the early learning and care workforce specifically working with the birth to three population. Baby Promise Infant Toddler Specialists facilitate Focused Child care Networks, sometimes organized by provider type, sometimes for a group of Baby Promise Providers. Baby Promise Family Navigators works directly with families seeking slots with Baby Promise providers. The Family Navigator creates communications with local agencies to provide the community with knowledge of the Baby Promise Program. Further the Family Navigator works with local ODHS eligibility and case workers to assist families with the process of navigating the online system, providing documentation, handling changes in a family's needs, and matching families with the Baby Promise Provider of their choice. The Baby Promise Family Navigator collects data to provide to the agency. The Baby Promise Manager manages the grant with the agency, and the sub- contracts with the Baby Promise Providers. The manager administrates the intake of new providers in the region, collects data from providers, manages program requirements for providers and staff, and handles all reporting to the agency. In addition, the Baby Promise Manager may handle invoicing, attendance sheets, and other state reporting as required by the agency. Baby Promise Quality Improvement Specialists provide a variety of supports and guidance to Baby Promise Providers. They may provide training on business acumen such as budget creation or using software for child care businesses. They also support continuous quality improvement using the Baby Promise Guidebook for Providers. The position may intersect with the Infant Toddler Specialist/Coach depending upon the types of providers in a region, the needs of providers within the region, and organization of focus child care networks. In some regions the Baby Promise Quality Improvement Specialist may work specifically with directors and administrative staff on program development, some data collection, and setting goals, reviewing data, and assisting in re-directing practice to achieve high quality early care and education in Baby Promise Programs. Preschool Promise Quality Specialists consult with Preschool Promise program leaders. Using the PSP Quality Requirements Playbook, they support continuous quality improvement and programs reaching their goals. This is a specialized position focused on increasing the individualized system of supports to set goals, review data on Early Learning Program and child-level outcomes, and alter practice to achieve continuous High Quality early care and education in the implementation of Preschool Promise Preschool Promise Instructional Coaches provide ongoing and intensive Technical Assistance through Practice Based Coaching to early educators and Early Learning Programs serving Preschool Inclusion Specialists help providers and families understand the benefits of inclusive programs and practices, advocate for inclusive spaces within their communities, and support all children by utilizing foundational pyramid practices. Empower providers to meet the needs of all children. Business Coaches provide support and guidance to child care providers on business acumen that promotes successful child care businesses. Through cohorts, business coaches address the ￿Iron Triangle￿ of child care business: 1) full fee collection on time every month: 2) full enrollment; and 3) setting rates that cover the true cost of programming. 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. Child Care Licensing Division staff routinely conduct necessary inspections of licensed child care facilities using checklists that monitor health and safety requirements per state regulation. In addition to routine inspection, staff conduct increased monitoring of facilities that are challenged with maintaining compliance with health and safety requirements, provide technical assistance at every routine inspection, and conduct compliance verification visits to verify compliance after a serious violation has occurred. If non-serious violations are observed (i.e., violations that do not pose a serious risk of harm to a child), in addition to providing technical assistance and ensuring understanding of rule, CCLD staff will confirm that corrections are achieved either at the time of their visit or by tracking follow up measures in an agreed-upon timeline. CCLD proceeds with enforcement mechanisms (such as civil penalty, licensure suspension, revocation, and denial), as appropriate. Additionally, CCLD has initiated a pilot project of conducting Focus Visits, which are intended to provide supplemental, focused supports to facilities. CCLD investigates all complaints of allegations of regulatory violations. 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. The child care safety portal is a resource for parents and families to check on the safety and quality of licensed child care programs in Oregon. The portal lets families search for a child care provider and view their licensing history over a period of time in the same location. Spark, Oregon’s QRIS, includes a team of observation and assessment specialists. They conduct classroom observations using the Environment Rating Scale (ERS) and the Classroom Assessment Scoring System (CLASS) and provide summary reports and scores to support continuous quality improvement. The Lead Agency plans to explore other observation tools that assess different aspects of program practices and may expand offerings. viii. Accreditation support. [ ] No plans to spend in this category of activities at this time. [x] Yes. If yes, describe current and future investments. Spark participating programs can utilize support and incentive funds to pursue and maintain accreditation. 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. Baby Promise Program Providers receiving additional monthly quality funds are required to adhere to CACFP nutritional guidelines, provide food and formula for children enrolled in Baby Promise slots, and complete developmental screenings for Baby Promise children. The current version of Spark, Oregon’s QRIS, includes several standards related to supporting children’s development (including cognitive, language, physical, social, and emotional), health, nutrition, and physical activity. The standard most directly related to mental health requires programs to provide families with information about community resources including health, mental health, services for children with disabilities, and social services. 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.