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. The Quality Progress Report will be shared on the DHS website: https://www.pa.gov/en/agencies/dhs/resources/early-learning-child-care/early-learning- federal-requirements-monitoring.html https://www.pa.gov/content/dam/copapwp- pagov/en/dhs/documents/services/children/documents/ACF-218-QPR-FFY-2023-For- Pennsylvania.pdf 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. OCDEL currently supports a Professional Development Registry which includes a library of professional development opportunities. In addition, the Office has supported the addition of National training opportunities within the PD Registry. This includes the Early Childhood Learning and Knowledge Center (ECLKC) training modules on homelessness, training modules from the National Child Traumatic Stress Network (NCTSN), and six eModules from the Pyramid Model Consortium provided at no cost with the support of PDG funding. The Pyramid Model includes one Spanish translated course. Workforce Development investments have been made through scholarships, career advisors, mentors, coaches, and consultants, CDA vouchers; technical assistance on business practices, mental health for children, diversity, equity and inclusion, emergency preparedness planning, interactions, technical support, QRIS support, leadership, curriculum, community and family partnership. Finally, investments in a Child Care Health Advocate course for ECE directors has been successful in preparing ECE leadership for strong health practices and policies within their 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. In 2023, OCDEL made minor revisions to the Learning Standards for Early Childhood. New academic standards for Science, Technology, Engineering and Environment Literacy and Sustainability were adopted by the State Board of Education in January 2022, and will be implemented in all school districts beginning in 2025. The standards were part of amendments to 22 Pa. Code Chapter 4 that were published as final in the Pennsylvania Bulletin on July 16,2022. The Learning Standards for Early Childhood have been touted by researchers, early on, for their alignment to academic standards. Changes were made to the Infant Toddler and Prekindergarten standards to ensure consistent alignment. Social Emotional Development Standards were moved to the beginning of the Learning Standards booklet and follow the Approaches to Learning Standards. The Approaches to Learning Through Play and Social Emotional Development standards are now found first in Pennsylvania standards because they are foundational skills. Partnerships for Learning Standards were removed from the Learning Standards for Early Childhood. Early Childhood programs are encouraged to utilize The Pennsylvania Family Engagement Birth through College, Career, Community Ready Framework (pa.gov). The Learning Standards Continuum was updated to reflect the changes addressed above. Updated training will be developed on the 2024 revisions to the Learning Standards for Early Childhood and offered (asynchronous and face to face) to the ECE field in 2025. The revised Learning Standards for Early Childhood (Infant Toddler ￿ Grade 2) will go through a redesign and reprint process. OCDEL will mail all ECE providers (Licensed Child Care, PreK Counts, Head Start State Supplemental Assistance Programs, Early Intervention and Home Visiting Programs) free complimentary copies of the revised standards. 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. OCDEL currently implements Keystone STARS, Pennsylvania’s QRIS system, which includes grants/awards, tiered reimbursement, and ongoing Technical Assistance. These efforts are administered and monitored by the Early Learning Resource Centers (ELRC). 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. OCDEL currently invests in an Infant Toddler Contracted Slots program designed to address the growing need for affordable infant toddler care. Additionally, ECE providers have access to Infant Early Childhood Mental Health Consultants who can provide tiered consultation supports including Virtual Office Hours (universal consultation), child- specific and classroom focused consultation to adult caregivers related to the social-emotional development and relational health of infants/toddlers in the child care environment. The program focuses on reducing the number of children expelled/suspended from child care due to behavior challenges, increasing understanding among ECE practitioners and families of social-emotional development and its impact on educational success, and linking and bridging systems and services on behalf of the child, family, and program. 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. Training for both staff and providers. 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. PDG funds are being utilized to complete a statewide needs assessment to evaluate the availability of both the type and quality of local child care programs. viii. Accreditation support. [x] No plans to spend in this category of activities at this time. [ ] Yes. If yes, describe current and future investments. ix. Supporting State/Territory or local efforts to develop high-quality program standards relating to health, mental health, nutrition, physical activity, and physical development. [x] No plans to spend in this category of activities at this time. [ ] Yes. If yes, describe current and future investments. 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.