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 VDOE will share information on the quality progress reports on the child care microsite, www.childcare.virginia.gov. 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. Foundational CLASS Training - Preparing Educators For CLASS Observations Before classroom observations are conducted, teachers and program leaders need to understand what is being measured and why. Ready Regions are responsible for ensuring that all teachers and leaders who are new to CLASS are provided with opportunities to complete foundational CLASS training prior to being observed. During foundational training, teachers and program leaders view videos from real classrooms to view effective teaching practices in action in alignment with the domains and dimensions in CLASS. Foundational CLASS training also provides information about what teachers can expect when an observer comes to their classroom as well as an overview of the types of information they’ll receive after an observation. CLASS Observer Training for site leaders To help build local CLASS Observer capacity in support of child care centers and family day homes participating in VQB5, the Virginia Department of Education offers monthly observer training opportunities through an online hybrid format (combination of asynchronous and synchronous learning). VDOE Sponsored CLASS Observer Trainings are only open to Ready Regions staff/contractors or site leaders who are participating in VQB5. All participants are required to take the reliability test at the completion of the Observation training and be prepared to conduct local CLASS observations in child care centers and family day homes participating in VQB5. In addition to the online hybrid observer trainings offered by VDOE, Ready Regions provide in-person CLASS observer trainings to build local observer capacity and to strengthen local understanding of quality interactions within their regions. Having local leaders trained in CLASS helps them bring a ￿CLASS lens￿ to all aspects of their work. Providing Feedback On CLASS Observations to Support Improvement In VQB5, all site leaders and teachers benefit from receiving frequent and specific feedback provided through CLASS observations conducted at least twice a year at the local level in every classroom, and at least once at every site within each age- level served by the external observation contractor. Providing program leaders and teachers with quality feedback regarding their local and external CLASS observation is a critical component of VQB5 improvement supports. Ready Regions are responsible for ensuring all local observers have training and support in providing individualized strengths-based feedback. This feedback provides teachers with an opportunity to recognize growth and provides program leaders with a complete reflection of what children are experiencing throughout the year. Results and feedback from local observations can be used by program leaders to inform program level goals as well as goals for individualized professional development, within the context of infant, toddler, and preschool settings. Ready Regions are responsible for training local observers on all aspects of the VQB5 CLASS requirements and observation and feedback protocols. Support for local observers by Ready Regions includes group trainings and individualized technical assistance for quality assurance checks and professional development. ￿ Group trainings- Regularly-scheduled group meetings are facilitated by Ready Regions to discuss any coding-related or logistical challenges, share updates about VQB5, and receive professional development on how to provide effective feedback. ￿ Technical Assistance - Ready Regions provide technical assistance to help ensure that local observers are following the proper protocols and coding reliably in the field. This includes methods such as fidelity checks, calibrations, and double coding. Virginia Infant-Toddler Specialist Network Training and Technical Assistance The VA ITSN offers statewide training and follow-up TA for providers caring for infants and toddlers (0-36 months) prioritizing those at publicly funded sites participating in VQB5. Additionally, the VA ITSN offers (i) support (promotion, advising, provision of online training) for obtaining credentials and certificates and (ii) a scholarship program for staff receiving coaching to attend a statewide conference. Training and follow-up TA can be in-person, virtual, or in a hybrid format, and providers can be from child care centers and family day homes. Trainings align with Classroom Assessment Scoring System® (CLASS®) and associated dimensions are listed in marketing materials and training certificates. Training formats can include director forums, Celebrating Babies and Tots Institutes, sessions at conferences, and archived webinars available on the Network website (https://va-itsnetwork.org/webinars/). Evaluation of trainings includes knowledge measures as appropriate and participant evaluations of the training; evaluation of follow-up TA from trainings includes satisfaction surveys and goal obtainment as appropriate. Infant and Toddler Specialists provide training focused on learning experiences and teacher-child interactions (based on CLASS scores), curriculum and instructional materials (including classroom structures/schedules and routines/setting up environments for infants and toddlers) and promoting use of Virginia’s Early Learning and Development Standards. Other topics are identified in coordination with Ready Regions and include at least the following: engaging parents and families, continuity of care, early literacy, caring for infants and toddlers with disabilities/special needs, cultural and linguistic responsiveness, behavior management, health and safety including nutrition and physical activity, brain development, learning and development, and program leadership and management. Infant and Toddler Behavior Consultants provide training focused on promoting the social emotional development of infants and toddlers, teacher-child interactions (i.e., responsive caregiving, emotional and behavioral support), screening of infants and toddlers (Ages & Stages Questionnaire® screening tools), topics to support the well-being of infant/toddler providers to better support the needs of the children in their care, and challenging behaviors/trauma. Other topics are identified in coordination with Ready Regions and include at least the following: milestones and factors that affect development; emotional literacy; infant toddler observation and monitoring; resources and referrals; family engagement; interactions (directors, teacher, family, child); diversity, inclusion, and culture; staff retention, and program management/leadership. ITBC training and follow-up TA are also prioritized for programs with a specific referral for a child demonstrating need and the parents of these infants and toddlers. 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 Virgina Early Learning and Development Standards are a foundational tool to promote school readiness, supporting understanding of growth and development of children age Birth-5, and identify topics for professional development that will improve instructional practices that result in better outcomes for all Virginia’s children. The five core areas of development are: approaches to play and learning, social and emotional development, communication, language, and literacy development, health and physical development and cognitive development, which includes: science, social science: people, community and culture, mathematics, and fine arts: dance, music, drama, physical art. The ELDS align with Virginia’s Kindergarten Standards of Learning (SOLs), Head Start’s Early Learning Outcomes Framework, and serve as the foundation for the State’s approved curriculum list. All vetted curricula must show full alignment across all Focus Areas of Virginia’s ELDS to support holistic and developmentally appropriate teaching and learning strategies for all children in Birth-5 early childhood settings. As a part of VQB5’s annual measurements, use of approved curricula that align with Virginia’s ELDS must be reported at the classroom level for every infant, toddler and preschool publicly funded classroom on an annual basis. This data must be reported via the LinkB5 data portal as a part of their site classroom profiles. Sites who are not using an approved curricula in at least one classroom are targeted for additional improvement support. Through a partnership with Radford University, Virginia launched an Introductory Micro-credential to support understanding and use of the Virginia Early Learning and Development Standards (ELDS). The 5-hour, non-credit bearing micro- credential is available to educators who work with children birth to age five in varied early childhood settings, including family day homes, schools, and child care centers. The content is available in separate English and Spanish courses. 500 learners are able to register for access to course content, annually. Radford University learning coaches provide technical assistance and support to learners requiring support to complete the course. The VA ITSN provides hard copies of Virginia’s Early Learning & Development Standards to programs that are receiving coaching. Both VA ITSN coaching and TA for providers of infants and toddlers (0-36 months) can address use of the standards. These standards are used by VA ITSN staff to provide trainings; a webinar titled Getting to Know Virginia’s Early Learning and Development Standards is archived on the VA ITSN website (https://va- itsnetwork.org/webinars/) for viewing and the standards are incorporated into other trainings. 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. To prepare all children for kindergarten, Virginia’s early childhood system must ensure that all children have quality teaching and learning experiences that meet their unique needs. In response to state law, Virginia has developed the Unified Virginia Quality Birth to Five System (VQB5) to measure and help improve the quality of all publicly-funded birth-to-five classrooms and support families to choose quality programming across program types. As of August 2023, all publicly-funded birth-to-five early childhood programs are required to participate in VQB5 on an annual basis. Programs that do not receive public funding have the option to participate. This includes nearly 3,200 sites including child care centers, family child care, Head Start and public school PreK. VQB5 measures the quality of infant, toddler and preschool teaching and learning based on two nationally recognized quality indicators: interactions and curriculum. ￿ Measuring Quality Interactions- The quality of teacher-child interactions is measured in a developmentally appropriate way with the use of the CLASS tool. VQB5 sites are required to complete two types of CLASS observations: local and external observations. ￿ Measuring Use of Quality Curriculum - Quality is measured through the optional use of a comprehensive curriculum that align with Virginia’s early learning and development standards. Quality profiles that include rating information from the 2023-2024 participation year will be published via a family-friendly website in Fall 2024. The following investments support VQB5: VQB5 Coordination through Ready Regions Per Virginia State Code (See § 22.1-289.05), Ready Region Lead Organizations are responsible for coordinating early childhood care and education services, and supporting quality improvement through the implementation of the uniform measurement and improvement system (VQB5). The specific Ready Region responsibilities for strengthening quality through VQB5 are listed below. A. Plan and complete all VQB5 Local Observations ￿ Inventory local CLASS observers within each region at least twice a year to ensure sufficient local observer capacity to meet regional needs. Ensure adequate emphasis is placed on building a diverse group of observers across all age groups, with particular focus on experience needed to observe inclusive and other special education settings and family child care. ￿ Create a written observation schedule to ensure all registered classrooms are observed and receive feedback twice a year, in the fall and spring. When scheduling, ensure linguistic match between observer and primary language of instruction. ￿ Support observers in entering and submitting for approval all CLASS® scores in LinkB5 and support site administrators with approving CLASS® scores in LinkB5. Regions should conduct follow-up as needed. B. Support Programs with VQB5 External Observations ￿ Designate a Ready Region staff member to be the external observation representative for receiving scheduling notification emails from the Teachstone External Observation team. ￿ Ensure site administrators are aware of their external observation schedule and understand the purpose of external observations in VQB5, throughout fall and spring observation windows. C. Maintain accurate, consistent and effective local observers ￿ Establish written regional policies and practices to support observer consistency and effectiveness of resulting feedback, as well as policies and practices that reduce observer bias. ￿ Use results from local-external alignment reports to inform practices for supporting local observers. Update regional policies to address any gaps/needs twice a year, following fall and spring alignment reports. D. VQB5 Improvement Support ￿ Ensure that all teachers and leaders who are new to CLASS are provided with foundational CLASS training prior to being observed (ongoing, based on regional foundational training needs). ￿ Collaborate with improvement partners to coordinate the implementation of interactions-support activities. ￿ Designate one Ready Region staff member to serve as the Coaching Collaboration representative and attend quarterly collaboration meetings with the state to support consistent communications between the state, coaching partners and the field. ￿ Share information about professional development options and opportunities offered by state, regional and local partners with VQB5 sites during fall and spring observation windows. E. Support curriculum data submission ￿ Support site administrators to ensure curriculum use information is entered into LinkB5 for every classroom by May 31st. F. Support Dissemination of Information related to RecognizeB5 ￿ Communicate RecognizeB5 eligibility requirements with the field and help connect programs to information about the RecognizeB5 program (i.e. RecognizeB5 Help Center) during registration and verification time periods as needed. G. Develop informational outreach to parents about VQB5 participation efforts (e.g., that their child’s site is participating in broader statewide efforts). External ￿Third Party’ CLASS Observations VQB5 primarily relies on local observations and local feedback to produce site quality ratings and drive quality improvement across all of Virginia’s publicly- funded classroom settings. Considering VQB5 includes thousands of observers who observe 12,000+ classrooms across diverse age groups and settings, the VDOE must ensure the consistency, reliability, and accuracy of these local observations. The VDOE funds, oversees, and uses VQB5 external observations to ensure statewide consistency by providing an impartial, external comparison point and to promote continual improvement of local observer capacity. This includes using external observations to 1) confirm the accuracy of local observers by providing an impartial, external comparison point 2) provide professional development to local observers to identify issues of ￿drift￿ as they continue to strengthen in their practice of the CLASS tool, and 3) provide additional feedback to educators. External observations are conducted by a contracted party, selected by the VDOE. In 2022, the VDOE conducted a competitive Request For Proposals to identify an external observer contractor. The Teachstone External Observation Team will continue as the contractor for external observations in 2023-2024. In VQB5, external CLASS observations will be completed at every site with every age-level at a site receiving at least one external observation annually, in approximately 75% of all participating classrooms. Doing so provides sufficient data to ensure consistency and fairness across the state in all programs and age- levels served. Building a Family Friendly Search Website for Families As established by the Board of Education in June 2022, all VQB5 participating sites will receive an annual VQB5 quality profile which will include information about performance on measurements (i.e., quality rating results) and other topics of interest to families, policymakers, and the general public. The first VQB5 Quality Profiles, which will include site quality ratings, will be posted online starting in the fall of 2024 to provide families with information about quality options across all publicly funded birth to five program types. This will include site profiles for nearly 3,200 sites, including family child care, child care centers and public school preschool programs. VQB5 Quality profiles will also meet the Federal Office of Child Care requirement for states to include quality rating information on a publicly accessible consumer education website for families. To prepare for the launch of the new VQB5 Quality Profile website, VDOE has developed ￿profile mock-ups" and is sharing with families and the field during spring 2024. This includes engaging Ready Region family councils to ask for their input about the quality profile content, search functions, images and overall look/feel. Feedback from families and the field will be used to finalize the quality profiles for public posting in fall 2024. Feedback gathered in the spring 2024 will also be used to develop a variety of communications to inform families and the general public about VQB5 quality profiles. The VDOE has supported the work of Ready Region Family Councils through PDG Renewal funding in past years, though in 2023-2024 is funding this work through ARPA. Required Improvement Planning For Needs Support Sites (Quality Consultants) Publicly-funded programs that receive a ￿Needs Support￿ rating will be required to participate in additional improvement activities through Quality Improvement Planning. Quality Improvement Planning will be facilitated by the VDOE and will be required for any site that receives a Needs Support rating in order to maintain public funding. The VDOE uses CCDF funding to support ￿Quality Consultants￿, contractors who assist with Quality Improvement Planning. Quality Improvement Planning is the formal mechanism for 1) prioritizing improvement resources and opportunities for sites that have demonstrated the most need, and 2) monitoring progress throughout the performance year to ensure sites are not repeatedly flagged for needing support. Quality Improvement Planning will be led by the VDOE. Any site that has been identified as ￿Needs Support￿ will be paired with a Quality Consultant. Quality Consultants are employees of or contracted through the VDOE. Each Quality Consultant will be assigned a small caseload of ￿Needs Support￿ sites to facilitate the following general Quality Improvement Planning Process: ￿ Complete initial visit and needs assessment ￿ Develop annual quality improvement plan for the site, including at least 3 goals related to teacher-child interactions, using information on current need found in the most recent VQB5 Site Quality Profile results. ￿ Complete monitoring of improvement plan throughout the year ￿ Close out of the annual quality improvement plan Virginia Early Childhood Consultation (VECC) Starting in fall 2024, the VDOE will use CCDF funding to fund a new program called Virginia Early Childhood Consultation. The Virginia Early Childhood Consultation model (VECC) will support improvement in all sites and classrooms identified as ￿Needs Support￿ based on VQB5 data. VECC will enhance the skills of leaders and teachers to 1) promote healthy social-emotional environments 2) teach behaviors to help children develop behavioral regulation, positive relationships, and social skills, and 3) respond to behavioral challenges effectively in collaboration with families. The model includes a leader-focused track, including training, technical assistance, and coaching to improve site culture and support all staff who work with children and a teacher-focused track, including coaching to implement effective management skills in CLASS domains, support children exhibiting behavioral or mental health concerns, and supporting family engagement. Sites receiving a ￿Needs Support￿ rating will be required to participate in VECC, and the duration of services will be based on the unique needs of the site, must begin in the fall, and could continue throughout the year. LinkB5 Data Portal for VQB5 All VQB5 participants are required to use LinkB5 to provide information about their sites, classrooms, and teachers through the completion of various profiles. LinkB5 is critical to the implementation of VQB5, and is supported through CCDF Quality funding. LinkB5 participants are also asked to provide information about children enrolled in publicly-funded sites in order to better understand the impact of public investments and ensure the growth and improvement of child outcomes at the classroom level. This enables the VDOE to link early childhood data with K- 12 longitudinal data and track longer-term outcomes. Ready Regions are responsible for coordinating and monitoring the completion of all VQB5 data entry, including the entry of observation scores. The VDOE funds the University of Virginia (UVA) to maintain and enhance LinkB5. The LinkB5 system provides a secure environment for entering and storing data, as well as security protocols allowing end users to access their own data based on their user roles and credentials (e.g., a teacher can access his or her own data, a site director can access information on all teachers and classrooms at the site). The hosting environment that UVA uses for LinkB5 adheres to protocols in place from the Information Technology System department at UVA for sensitive data and is at the same level of security as the PALS and VKRP systems, which house child-level sensitive data. The use of the data by stakeholders, including UVA collaborators, is guided by VDOE-UVA data sharing agreements, as well as the guidance of UVA’s Institutional Review Board (IRB), designed to establish data-use protocols in service of protecting confidentiality of data and individual’s anonymity. Through the completion of LinkB5 profiles, Ready Region leaders and program directors are able to use the data to support participating educators and regional planning. The information gained from LinkB5 assists in the development of resources for communities and families. As a result of robust data collection and data interoperability through LinkB5, Virginia will be able to link early childhood experiences to subsequent student outcomes like VKRP scores, literacy, and overall achievement. Linking these data will enable the Commonwealth to not only strengthen early childhood programs, but to also understand student outcomes downstream and provide families with critical information regarding their students’ education and experiences. LinkB5 data can also be used by providers, leaders, and educators to drive improvement within sites and offer targeted supports to the field and to families. Regional and state leaders, community stakeholders, and researchers will benefit from rich, longitudinal data that will contribute to planning efforts, resource development, and innovative research opportunities. 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. The VA ITSN offers statewide intensive coaching for providers caring for infants and toddlers (0-36 months). Coaching by the Infant and Toddler Specialists focus on improving the quality of teacher-child interactions and use of an approved curriculum; services are only offered to infant and toddler providers working at a program participating in VQB5 and there is a priority on those taking public funds. Coaching by the Infant and Toddler Behavioral Consultants focus on promoting the social emotional development of infants and toddlers, teacher-child interactions (i.e., responsive caregiving, emotional and behavioral support), reducing challenging behaviors and for directors can involve developmental screening, family engagement, social emotional policies, and team building; services are prioritized for programs with a specific referral for a child demonstrating need and the parents/families of these infants and toddlers as well as infant and toddler providers working at a program participating in VQB5 and receiving public funds. Intensive coaching can be on-site, virtual or in a hybrid format. Providers can be from child care centers and family day homes, and services are coordinated with Ready Regions and other improvement partners. Pre- and post-assessments for providers include Classroom Assessment Scoring System® (CLASS®) from VQB5 and depending on the coaching service include CLASS Environment™ or Teaching Pyramid Infant-Toddler Observation Scale (TPITOS™). Services involve consultation, targeted training, classroom-focused mentoring, feedback, modeling, reflective practices, resources, referrals, review of progress on goal attainment, development of goals for after services are completed as well as the practice-based coaching components of shared goals and action planning, focused observations, and reflecting on and sharing feedback. Services can also include Language Environment Analysis (LENA) Grow™. Coaching services to families include Ages & Stages Questionnaires®, Third Edition (ASQ®-3) and Ages & Stages Questionnaires®: Social-Emotional, Second Edition (ASQ®:SE-2) and can include as appropriate Modified Checklist for Autism in Toddlers, Revised, with Follow-Up (M-CHAT R/F™) and Parenting Interactions with Children: Checklist of Observations Linked to Outcomes (PICCOLO™). Evaluation of coaching includes pre- and post-assessments, provider evaluation of services, and follow-up phone calls to a random sample of classrooms capturing ongoing changes and improvements. The VA ITSN offers statewide TA for providers caring for infants and toddlers (0-36 months) prioritizing those from publicly funded sites participating in VQB5 and programs with a specific referral for a child demonstrating need and the parents/families of these infants and toddlers. TA can be in-person, virtual or in a hybrid format, and providers can be from child care centers and family day homes. TA can be offered in a group setting and topics include those mentioned under training (7.2.2.a) as well as LENA Grow™. Materials can include support for inclusion, breastfeeding friendly programs, diversity and addition or expansion of infant and toddler care. Evaluation of TA includes satisfaction surveys and goal obtainment as appropriate. In FY25, VDOE is also using state general funds to support the Mixed Delivery Grant Program (MD). MD is Virginia’s smallest ECCE program and has been designated as the ￿incubator￿ for promising practices and policy innovations at the state level, including by piloting contract-based slots and pay-by-enrollment models. As of May 2024, nearly 2,600 children are receiving MD services in over 60 localities. FY25-26 funding levels account for slots for just over 2,500 children. MD is implemented via a partnership between VDOE, the Virginia Early Childhood Foundation, and 9 Ready Regions lead agencies across the state. MD offers families full-day, year-round services in high-quality, publicly-funded child care centers and family day homes. Sites are chosen based on 1) location in an area identified as having a shortage of supply; 2) their demonstrated capacity to meet additional requirements, including the use of a state-approved curriculum, administration of the Virginia Kindergarten Readiness Program (VKRP) assessment in MD-funded classrooms, and 3) the ability to provide a minimum threshold of publicly-funded slots per classroom. Per-child payment rates are based on Virginia’s federally-approved alternative methodology at 100% of estimated costs to reflect the additional requirements associated with the program. Beginning in FY25, family eligibility parameters for MD will closely align with CCSP (with some exceptions to income limits for children that meet certain categorical eligibility characteristics, such as having an identified disability or developmental delay) and families will be subject to a similar copayment scale. Funds supporting CCSP- eligible children in MD will be counted towards Virginia’s state match. Virginia has invested in supporting child care compensation, including infant and toddler teachers, through an initiative called RecognizeB5. Starting with $2.9M from an initial PDG grant in 2019, Virginia invested in the RecognizeB5, which provided over 2,000 teachers in publicly funded schools, centers, and FDH up to $1,500 if they stayed in their sites over an eight month period. During this pilot, UVA conducted a randomized controlled trial to measure the effect of financial incentives on turnover, the first experiment of this kind in ECCE. Across all roles, RecognizeB5 reduced turnover from 25% to 14%, increased provider perception that their work was valued (98%), made them more excited about their work (95%), helped professionals meet their financial obligations (97%) and reduced stress (95%). The impact of RecognizeB5 was much higher in non-school settings: it cut turnover in half at centers (30% vs. 15%) (see study here: https://files.elfsightcdn.com/022b8cb9839c-4bc2-992e-cefccb8e877e/6de6fd54- e921-4c88-a452-ad7cabccc362.pdf). Virginia has continued and expanded the RecognizeB5 program since this initial PDG investment, using PDG Renewal funding, State General Funding, and ARPA funding to partially support the initiative. In 2022-2023, the RecognizeB5 supported 9,558 teachers in center- based child care and family day homes (8,726 in center and 833 in family day homes), Teachers were eligible for up to $2,500 to recognize their work in the sector and support movement towards wage equity. The program was supported by PDG funds, State General Funds, and ARPA relief funding in FY23. In total, $22,522,500 in incentive payments were distributed. In 2023-2024, it is anticipated that $41 million will be distributed to over 15,000 educators in child care and family day homes using both ARPA and State General Funds. As of 2023- 2024, the RecognizeB5 program is funded by State General Funds and ARPA funding. In future years, the RecognizeB5 program may be supported State General Funds and CCDF. VA will meet the infant toddler set aside through the Infant Toddler Specialist Network agreement and through a proportional percentage of the RecognizeB5 payments. 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. CCDF quality funding supports staff in VDOE’s Office of Child Care Health and Safety charged with providing technical assistance and monitoring functions with licensed and regulated child care providers, functions related to enforcement proceedings, and contracts with vendors to provide training and technical assistance to licensed and regulated child care programs. vii. Evaluating and assessing the quality and effectiveness of child care services within the State/Territory. [x] No plans to spend in this category of activities at this time. [ ] Yes. If yes, describe current and future investments. 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. [ ] No plans to spend in this category of activities at this time. [x] Yes. If yes, describe current and future investments. VDOE is committed to expanding access to high-quality curriculum materials to meet the unique needs of a variety of site types: schools, child care centers, and family day homes. In the Fall of 2023, 79% (n=2,538) of publicly funded sites participating in VQB5 reported using an approved curriculum in at least one classroom; however, when looking at the data more closely, only a little over half (54%) of family day homes reported using an approved curriculum, and approximately 75% of child care centers. Beginning in 2021, the VDOE has been conducting provider-initiated, comprehensive curriculum reviews, to ensure that 1) providers using curriculum can be assured that their chosen material is of high quality, and 2) to provide a menu of high-quality options for sites and classrooms that may benefit from curriculum adoption to make the selection of their choice. Should a provider want to request a review, they complete a ￿pre-submission checklist,￿ which initiates the review process. Curricula that are comprehensive, research-based, and aligned with the Virginia Early Learning and Development Standards are then passed to a team of curriculum consultants that ensure the materials meet established quality criteria. Vetted materials that meet quality standards are added to the vetted and approved list. Currently there are over 60 options available for Virginia providers to choose from, including three open-source or low-cost options. Details about the curriculum vetting process, the approved list, and resources to support choice can be found on the VDOE Early Childhood Curriculum website. One of the low-cost options is STREAMin3. Through a partnership with the University of Virginia’s School of Education and Human Development, Center for Advanced Study of Teaching and learning (CASTL), the VDOE has been able to use what we have learned about curriculum use in Virginia and the implementation needs of early childhood leaders and educators to provide access to a low-to-no cost comprehensive early childhood curriculum for any publicly-funded birth-to- five provider in Virginia. STREAMin3 provides free, individualized professional development and coaching to help programs adopt and use their curriculum and comprehensive curriculum kits including all materials and books. In FY24, 2,000 classrooms received materials, and to date another 800 classrooms have requested digital access to the curriculum. Access to Streamin3 is prioritized for family day homes and child care centers that have previously not had access to curriculum; additionally, Streamin3 uses teacher-child interaction data to target outreach to sites and classrooms that may benefit from the use of curriculum to improve interactions and school readiness. As we continue to learn more about curriculum use in Virginia, and the needs of providers to implement quality resources, the VDOE foresees continuing a partnership with STREAMin3 to support quality improvement in Virginia. The VDOE also plans to expand curriculum resources to help families understand the benefits of curriculum use, further support sites and programs in using interactions data to select curriculum options that best meet their needs and learn from curriculum use data to inform improvement supports. 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.