PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 CHILD CARE AND DEVELOPMENT FUND PLAN FOR ARIZONA FFY 2010-2011 This Plan describes the CCDF program to be conducted by the State for the period 10/1/09 – 9/30/11. As provided for in the applicable statutes and regulations, the Lead Agency has the flexibility to modify this program at any time, including changing the options selected or described herein. The official text of the applicable laws and regulations govern, and the Lead Agency acknowledges its responsibility to adhere to them regardless of the fact that, for purposes of simplicity and clarity, the specific provisions printed herein are sometimes paraphrases of, or excerpts and incomplete quotations from, the full text. Public reporting burden for this collection of information is estimated to average 162.5 hours per response, including the time for reviewing instructions, gathering and maintaining the data needed, and reviewing the collection of information. An agency may not conduct or sponsor, and a person is not required to respond to, a collection of information unless it displays a currently valid OMB control number. [Form ACF 118 Approved OMB Number: 0970-0114 expires 04/30/2012] CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 1 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 TABLE OF CONTENTS AMENDMENTS LOG PART 1 ADMINISTRATION 1.1 Lead Agency Information 1.2 State/Territory Child Care (CCDF) Contact Information 1.3 Estimated Funding 1.4 Estimated Administration Cost 1.5 Administration of the Program 1.6 Funds Used to Match CCDF 1.7 Improper Payments PART 2 DEVELOPING THE CHILD CARE PROGRAM 2.1 Consultation and Coordination 2.2 Public Hearing Process 2.3 Public-Private Partnerships PART 3 CHILD CARE SERVICES OFFERED 3.1 Description of Child Care Services 3.2 Payment Rates for the Provision of Child Care 3.3 Eligibility Criteria for Child Care 3.4 Priorities for Serving Children and Families 3.5 Sliding Fee Scale for Child Care Services PART 4 PARENTAL RIGHTS AND RESPONSIBILITIES 4.1 Application Process / Parental Choice 4.2 Records of Parental Complaints 4.3 Unlimited Access to Children in Child Care Settings 4.4 Criteria or Definitions Applied by TANF Agency to Determine Inability to Obtain Child Care PART 5 ACTIVITIES & SERVICES TO IMPROVE THE QUALITY AND AVAILABILITY OF CHILD CARE 5.1 Quality Targeted Funds and Set-Asides 5.2 Early Learning Guidelines and Professional Development Plans PART 6 HEALTH AND SAFETY REQUIREMENTS FOR PROVIDERS (50 States & District of Columbia only) 6.1 Health and Safety Requirements for Center-Based Providers 6.2 Health and Safety Requirements for Group Home Child Care Providers 6.3 Health and Safety Requirements for Family Child Care Providers 6.4 Health and Safety Requirements for In-Home Child Care Providers 6.5 Exemptions to Health and Safety Requirements 6.6 Enforcement of Health and Safety Requirements 6.7 Exemptions from Immunization Requirements CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 2 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 APPENDIX 1 -- PROGRAM ASSURANCES AND CERTIFICATIONS APPENDIX 2 -- ELIGIBILITY AND PRIORITY TERMINOLOGY APPENDIX 3 -- ADDITIONAL CERTIFICATIONS REQUIRED ATTACHMENTS CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 3 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 AMENDMENTS LOG CHILD CARE AND DEVELOPMENT FUND PLAN FOR: ARIZONA FOR THE PERIOD: 10/1/09 – 9/30/11 Lead Agencies must submit plan amendments within 60 days of the effective date of an amendment (§98.18 (b)). Instructions for Amendments: 1) 2) 3) Lead Agency completes the first 3 columns of the Amendment Log and sends a photocopy of the Log (showing the latest amendment sent to ACF) and the amended section(s) to the ACF Regional Office contact. Lead Agency also should indicate the Effective Date of the amended section in the footer at the bottom of the amended page(s). A copy of the Log, showing the latest amendment pending in ACF, is retained as part of the Lead Agency's Plan. ACF completes column 4 and returns a photocopy of the Log to the grantee. The Lead Agency replaces this page in the Plan with the copy of the Log received from ACF showing the approval date. Note: This process depends on repeated subsequent use of the same Log page over the life of the Plan. At any time the Log should reflect all amendments, both approved and pending in ACF. The Lead Agency is advised to retain "old" plan pages that are superseded by amendments in a separate appendix to its Plan. This is especially important as auditors will review CCDF Plans and examine effective date of changes. SECTION AMENDED EFFECTIVE/ PROPOSED EFFECTIVE DATE CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ DATE SUBMITTED TO ACF DATE APPROVED BY ACF Page 4 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 PART 1 ADMINISTRATION The agency shown below has been designated by the Chief Executive Officer of the State (or Territory), to represent the State (or Territory) as the Lead Agency. The Lead Agency agrees to administer the program in accordance with applicable Federal laws and regulations and the provisions of this Plan, including the assurances and certifications appended hereto. (658D, 658E) 1.1 Lead Agency Information (as designated by State Chief Executive Officer) Name of Lead Agency: Address of Lead Agency: Arizona Department of Economic Security (DES) 1717 W. Jefferson PO Box 6123 Phoenix, AZ 85005 Name and Title of the Lead Agency’s Chief Executive Officer: Neal Young, Director Phone Number: (602) 542-5757 Fax Number: (602) 542-5339 E-Mail Address: NealYoung@azdes.gov Web Address for Lead Agency (if any): www.azdes.gov 1.2 State/Territory Child Care (CCDF) Contact Information (day-to-day contact) Name of the State/Territory Child Care Contact (CCDF): Title of State/Territory Child Care Contact: Brad Willis Acting Program Administrator DES Child Care Administration Address: Site Code 801A 1789 W. Jefferson, 3rd Fl SW Phoenix, AZ 85007 Phone Number: Fax Number: E-Mail Address: (602) 542-4248 (602) 542-4197 bwillis@azdes.gov Phone Number for CCDF program information (for the public): (602) 542-4248 Web Address for CCDF program information (for the public): www.azdes.gov/childcare CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 5 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 1.3 Estimated Funding The Lead Agency estimates that the following amounts will be available for child care services and related activities during the 1-year period: October 1, 2009 through September 30, 2010. (§98.13(a)) CCDF: $110,849,422 Federal TANF Transfer to CCDF: $0 Direct Federal TANF Spending on Child Care: $52,178,945 State CCDF Maintenance of Effort Funds: $10,032,936 State Matching Funds: $20,216,319 Other Available State Monies: $0 SSBG: $163,432 Total Funds Available: $193,441,054 1.4 Estimated Administration Cost The Lead Agency estimates that the following amount (and percentage) of Federal CCDF and State Matching Funds will be used to administer the program (not to exceed 5 percent): $8,014,836 (5 %). (658E(c) (3), §§98.13(a), 98.52) 1.5 Administration of the Program 1.5.1 Does the Lead Agency directly administer and implement all services, programs and activities funded under the CCDF Act, including those described in Part 5.1 – Activities & Services to Improve the Quality and Availability of Child Care, Quality Targeted Funds and Set-Aside? Yes. No. If no, use Table 1.5.1 below to identify the name and type of agency that delivers services and activities. If more than one agency performs the task, identify all agencies in the box under “Agency,” and indicate in the box to the right whether each is a non-government entity. Table 1.5.1: Administration of the Program Service/Activity Agency Non-Government Entity Determines individual eligibility: a) TANF families n/a CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Yes Page No 6 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 Service/Activity b) Non-TANF families Agency Non-Government Entity n/a Yes No Assists parents in locating care Child Care Resource & Referral Yes No Makes the provider payment n/a Yes No Quality activities Community Based Organizations, Private for Profit, Community Colleges, non-TANF State Agencies, etc. Yes No Yes No Other: 1.5.2. Describe how the Lead Agency maintains overall internal control for ensuring that the CCDF program is administered according to the rules established for the program (§98.11). For services performed by Lead Agency Staff The Lead Agency has developed an Administrative Rule and extensive policies to guide staff. All newly hired staff attends an in-person training that lasts approximately four weeks. At this hands-on training, staff learns the rules and how to apply policy based on case scenarios and how to properly navigate the child care automated system. The staff is also briefed on proper interview techniques, the appeals process and other supportive services that are available to the families. Built in to staff performance evaluations, supervisors conduct case reviews for all case management staff to ensure cases are being completed properly. Any errors are discussed to make certain staff understand the proper application of policy. Additionally, new staff members, after returning from training, are assigned a mentor to assist with any questions that may arise. The Lead Agency operates a “Help Desk” for staff members to call if they are uncertain about the proper application of the policy or automated system. Questions received are tracked and classified. The Policy Unit sends reminders to staff and reports for Managers are prepared based on a review of the questions received. The child care system is designed to ensure data integrity through cross-matching of data with other Lead Agency administrations such as FAMIS and Unemployment Insurance Base Wage. The system will not allow an authorization to a TANF eligibility code if the family is not on TANF, or will provide exception reports when CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 7 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 comparing income reported to Child Care against the employer reported income for an individual. Additionally, the DES Child Care Administration conducts refresher trainings and training sessions on new policy and systems initiatives to provide support to case managers on an ongoing basis. Finally, utilization of reconciliation reports to identify/resolve case processing discrepancies. Reports of this nature assist management in identifying potential errors made by field staff during the eligibility determination or service authorization processes. Identified errors are either corrected on a case by case basis in the field, or statewide policy clarifications are issued for broader impact regarding error prevention or resolution. For Contracted Services Entities that provide Quality activities may be governmental, community-based organizations, and non-profit or private for profit entities. In order to ensure that the most appropriate, effective, and efficient services are provided, DES may solicit Request for Proposals (RFP) and award contracts on a competitive basis and/or enter into Inter-Governmental-Agreements or Interagency Service Agreements to have activities provided. Contracting organizations certify in writing to adhere to guidelines developed by the DES in the delivery and administration of each service. The contracts include specific performance measures and, where appropriate, payment for services is based on the delivery of discrete units of service. Each contract details specific expectations for service delivery and reporting requirements. Contractors report monthly to individual Contract Administrators who monitor for contract compliance, review services delivered and approve payment on invoices. At a minimum, Contract Administrators perform an on-site contract compliance review annually. CCDF contracted services that are awarded through a competitive bidding process are awarded via Arizona’s automated e-Procurement system, SPIRIT. Competitively awarded contracts are typically renewed on an annual basis and competitively resolicited at least every five years. 1.5.3. Describe how the Lead Agency ensures adequate personnel, resources, systems, internal controls, and other components necessary for meeting CCDF reporting requirements (658K, §98.67, §§98.70 & 98.71, §§98.100 to 102), including the Lead Agency’s plans for addressing any reporting deficiencies, if applicable. At a minimum, the description should address efforts for the following reporting requirements: a) Fiscal Reporting The Lead Agencies automation system, Financial Management and Control System (FMCS) is used in capturing expenditure data necessary to compile all required CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 8 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 financial reports. The system has controls in place ensuring that all information is accurate and that all CCDF funds are expended according to all applicable state and federal laws and regulations. The Financial Services Administration (FSA) under the Office of the Director is responsible for reporting of all financial information. FSA has procedures in place to ensure that all reports are accurate, timely and submitted in the manner as specified. b) Data Reporting The Lead Agencies automation system, the Arizona Child Care Administration Tracking System (AzCCATS) is used in capturing client and provider data necessary to compile all required client and provider reports. The system has controls in place ensuring that all information is accurate and that all CCDF client and provider records are maintained according to all applicable state and federal laws and regulations. The Child Care Administration (CCA) under the Division of Employment and Rehabilitation Services (DERS) is responsible for reporting of all client and provider data. CCA has procedures in place to ensure that all reports are accurate, timely and submitted in the manner as specified. CCA submits the ACF-800 and the ACF-801 to ACF as required. C) Error Rate Reporting In order to ensure that Arizona’s improper payment documentation meets the requirements set forth in the Child Care and Development Fund error rate reporting requirements, several controls are in place. First, cases are selected using an ACCESS based random number generator. Then, case files are gathered by staff that do not manage the cases. A team made up of three individuals who are not involved with the eligibility determination process reads the cases. Cases with errors are discussed among the team members to ensure that they have consensus regarding the existence of the error. At least ten percent of the cases undergo second level reads. All data is checked and cross-checked by team members to ensure that computations are correct. 1.6 Funds Used to Match CCDF 1.6.1 Will the Lead Agency use public funds to meet a part of the CCDF Match requirement pursuant to §98.53(e)(1)? Yes, describe the activity and source of funds No. Public funds from Arizona’s State General Fund will be used to support a variety of programs which may include, but are not limited to direct child care subsidy, training and technical assistance provided to child care providers, training and technical assistance provided specifically to providers caring for infants and/or toddlers, support for school age child care, resource and referral services for the general public, support for child care services provided at domestic violence and homeless shelters, recruitment and supervision of child care providers who care for children in their homes and/or a CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 9 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 child’s home, grants or loans to providers to assist in meeting State and local standards, monitoring compliance with licensing and regulatory requirements, improving compensation for child care providers, promoting inclusive child care, and other activities that increase parental choice, improve the quality and the availability of child care.. In addition, public funds through Arizona’s Early Childhood Development and Health Initiative support child care development in Arizona including dedicated funding for a quality improvement and rating system (Quality First!), professional development, child care health consultation, mental health consultation, and early childhood screenings for oral health, vision, hearing, and developmental delays for children birth through age five. The Arizona Early Childhood Development and Health (ECDH) initiative was passed in November 2006. This initiative established the Early Childhood Development and Health Board and provided for a dedicated revenue source through an additional state tax on tobacco products to support and strengthen early childhood programs and services and development of a comprehensive system of care. Objectives of the EDCH Board are to: • • • • • • Improve the quality of early childhood development and health programs. Increase the access to quality early childhood development and health programs. Increase access to preventive health care and health screenings for children through age five. Offer parent and family support and education concerning early childhood development and literacy. Provide professional developmental and training for early childhood development and health providers. Increase coordination of early childhood development and health programs and public information about the importance of early childhood developmental and health. A significant focus of the ECDH Board is implementation of a quality improvement and rating system (Quality First) for regulated child care center and home providers. Quality First was designed to improve the early care and education in Arizona so young children can begin school safe, healthy, and ready to succeed. Quality First components include financial grants to support quality enhancements, on-site assessment and coaching, child care health consultation and T.E.A.C.H. ® Arizona Scholarships to enhance the professional development of child care providers. During FY 2010, a minimum of 200 centers and 100 homes will be accepted into the Quality First program. Programs serving infants and toddlers as well as programs serving high numbers of children receiving DES subsidies are given priority for enrollment into the Quality First system. Quality First addresses the essential indicators of quality early care and education which include safe, enriching environments, positive adultchild interaction and instructional practices, staff qualifications, family engagement, administrative practices and curriculum. The quality improvement efforts will also be enhanced and further supported by a compensation and wage enhancement program to reduce turnover of staff in child care CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 10 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 settings and retain staff that have attained early childhood certificates and secondary education degrees. The Arizona Early Childhood Development and Health Board has dedicated funds to a variety of quality improvement activities including: Quality First T.E.A.C.H. Scholarships Child Care Health Consultation Compensation and Retention Incentives Early Childhood Consultation In addition to these quality improvement strategies, the Early Childhood Development and Health Board has also allocated funds to increase families’ access to affordable quality early childhood education. These strategies include support for expansion of child care for infants and toddlers and children with special needs, community based education and training for child care providers, and training for unregulated child care providers. Access and Affordability Early Childhood Professional Development 1.6.2 Will the Lead Agency use private donated funds to meet a part of the matching requirement of the CCDF pursuant to §98.53(e)(2)? Yes. If yes, are those funds: (check one below) Donated directly to the State? Donated to a separate entity or entities designated to receive private donated funds? a) How many entities are designated to receive private donated fund? b) Provide information below for each entity: Name: Address: Contact: Type: No. 1.6.3 During this plan period, will State expenditures for Pre-K programs be used to meet any of the CCDF maintenance of effort (MOE) requirement? Yes (respond to 1.6.5), and: CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 11 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 The State assures that its level of effort in full day/full year child care a) services has not been reduced, pursuant to §98.53(h)(1). b) ( %) Estimated percentage of the MOE requirement that will be met with Pre-K expenditures. (Not to exceed 20%.) c) If the Lead Agency uses Pre-K expenditures to meet more than 10% of the MOE requirement, describe how the Lead Agency will coordinate its Pre-K and child care services to expand the availability of child care (§98.53(h)(4)): No. 1.6.4 During this plan period, will State expenditures for Pre-K programs be used to meet any of the CCDF Matching Fund requirements? (§98.53(h)) Yes (respond to 1.6.5), and a) (30 %) Estimated percentage of the Matching Fund requirement that will be met with pre-K expenditures. (Not to exceed 30%.) b) If the State uses Pre-K expenditures to meet more than 10% of the Matching Fund requirement, describe how the State will coordinate its Pre-K and child care services to expand the availability of child care (§98.53(h)(4)): No. The DES works with the Arizona Department of Education (ADE) Division of Early Childhood Programs to ensure that individual Early Childhood Block Grant (ECBG) programs are provided information and are aware of child care services that are available to working parents from DES. The ECBG programs are also eligible and encouraged to enter into a Registration Agreement with DES that allows them to provide services, participate in the CCDF Certificate payment system, and receive reimbursement for care provided to eligible working parents that goes beyond the duration of the ECBG program. As it is required by state statue that ECBG programs be nationally accredited, if an ECBG program enters into a Registration Agreement with DES to care for subsidized children, the ECBG program is eligible to receive an enhanced rate for this care, as described in Section 3.2. The ECBG programs may also be listed with and participate in CCDF funded Child Care Resource and Referral agencies which allows them to be considered as a child care option for parents seeking appropriate services. Additionally, programs that are participating in the ECBG are required by state statue to follow Arizona Department of Health Service’s policies regarding licensing requirements and issues. These same licensing requirements apply to all child care centers (including those that receive CCDF funds) as a condition of meeting the Health and Safety Requirements for Center-Based Providers specified in Section 6.1 of this Plan. CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 12 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 The DES will continue to work with ADE and individual ECBG programs toward expanding efforts in order to assure that services are available to low-income working families. 1.6.5 If the Lead Agency indicated “yes” to 1.6.3 or 1.6.4, describe Lead Agency efforts to ensure that pre-K programs meet the needs of working parents: (§98.53(h)(2)) The DES works with the ADE Division of Early Childhood Programs to ensure that individual Early Childhood Block Grant (ECBG) programs are provided information and are aware of child care services that are available to working parents from DES. The ECBG requires schools to partner with private and public child care providers. Additionally, ECBG grantee schools must notify private and public child care providers in their geographic area of the ability to partner with the schools to provide ECBGfunded preschool services. The ECBG school/child care provider partnerships increase access to preschool for low-income working families. The ECBG programs are also eligible and encouraged to enter into a Registration Agreement with DES that allows them to provide services, participate in the CCDF Certificate payment system and receive reimbursement for child care provided to eligible working parents that goes beyond the duration of the ECBG program. The ECBG programs may also be listed with and participate in CCDF funded Child Care Resource and Referral agencies which allows them to be considered as a child care option for parents seeking appropriate services. Programs that are participating in the ECBG are also required by state statue to follow Arizona Department of Health Service’s policies regarding licensing requirements and issues. These same licensing requirements apply to all child care centers (including those that receive CCDF funds) as a condition of meeting the Health and Safety Requirements for Center-Based Providers specified in Section 6.1 of this Plan. The DES will continue to work with ADE and individual ECBG programs toward expanding efforts in order to assure that services are available to low-income working families. 1.6.6 Will the Lead Agency use any other funds to meet a part of the CCDF Match requirement pursuant to §98.53(e)(1)? Yes, describe the activity and source of funds: No. 1.7 Improper Payments Has your State implemented any strategies to prevent, measure, identify, reduce, and collect improper payments? (§98.60(i), §98.65, §98.67) CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 13 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 Yes and these strategies are: No. If no, are there plans underway to determine and implement such strategies? Yes, and these planned strategies are: No. The DES Child Care Administration prevents, identifies, and reduces improper payments by: • Conducting CCDF Error Rate Reviews in accordance with 45 CFR 98.100 to 102 (Arizona is a 2nd year state; the CCDF Error Rate Report is due 6/30/09). • Routinely sharing and reviewing systems data with the state's Family Assistance Management Information System (FAMIS) (for TANF, Food Stamps, and Medical Assistance cases), and the Unemployment Insurance (UI) Base Wage automated system to identify and resolve discrepant income or household information either: 1) reported by clients to other assistance programs; or 2) reported as wages by employers to the state of Arizona for UI tax purposes. • Routinely accessing online child support payment information from the DES Division of Child Support Enforcement (DCSE) regarding actual child support payment histories and disbursement schedules for known child care clientele. • Utilizing the DES Office of Internal Affairs as needed to substantiate household circumstances and resolve discrepancies regarding information reported by clients and providers, and substantiate improper billings. • Training child care providers on proper billing techniques and conducting reviews on initial billing submittal to ensure that contract provisions are met. • Conducting routine monitoring of existing provider’s billing by comparing parental sign in/sign out documents to billing claims to determine if the amount billed is substantiated. • Running system reports that flag certain providers whose payments exceed anticipated billings based on provider capacity. Further review of billing practices is initiated based on reports. • Utilizing a case reading instrument to identify errors in the elements of the eligibility determination, benefit calculation, and service authorization processes. First line supervisors conduct monthly case reads on a random sample of cases to promote consistent application of eligibility rules and procedures on a statewide basis. CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 14 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 • Conducting a comprehensive four week course of integrated policy and systems training on the Child Care Program to prevent case management errors. All child care case managers are required to participate in the Child Care Basic Skills course upon being hired by the DES Child Care Administration. Additionally, the DES Child Care Administration conducts refresher trainings and training sessions on new policy and systems initiatives to provide support to case managers on an ongoing basis. • Utilization of reconciliation reports to identify/resolve case processing discrepancies. Reports of this nature assist management in identifying potential errors made by field staff during the eligibility determination or service authorization processes. Identified errors are either corrected on a case by case basis in the field, or statewide policy clarifications are issued for broader impact regarding error prevention or resolution. • Ensuring that staff has access to full time policy and systems helpdesks for direct case management support. Staff can call with policy or system questions to ensure appropriate application of policy and/or for assistance in determining eligibility or improper payment. The DES Child Care Administration validates, tracks, and collects improper payments by pursuing overpayment recoupment with clients for all client caused overpayments, and providers for all provider caused overpayments; and by pursuing criminal prosecution in all cases of suspected fraud. CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 15 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 PART 2 DEVELOPING THE CHILD CARE PROGRAM 2.1 Consultation and Coordination 2.1.1 Lead Agencies are required to consult with appropriate agencies and coordinate with other Federal, State, local, tribal (if applicable) and private agencies providing child care and early childhood development services (§98.12, §98.14(a),(b), §98.16(d)). Indicate the entities with which the Lead Agency has a) consulted and b) coordinated (as defined below), by checking the appropriate box(es) in Table 2.1.1. Consultation involves the meeting with or otherwise obtaining input from an appropriate agency in the development of the State Plan. At a minimum, Lead Agencies must consult with representatives of general purpose local governments (noted by the asterisk in the chart below). Coordination involves the coordination of child care and early childhood development services, including efforts to coordinate across multiple entities, both public and private (for instance, in connection with a State Early Childhood Comprehensive System (SECCS) grant or infant-toddler initiative). At a minimum, Lead Agencies must coordinate with (1) other Federal, State, local, Tribal (if applicable), and/or private agencies responsible for providing child care and early childhood development services, (2) public health (including the agency responsible for immunizations and programs that promote children’s emotional and mental health), (3) employment services / workforce development, (4) public education, and (5) Temporary Assistance for Needy Families (TANF), and (6) any Indian Tribes in the State receiving CCDF funds (noted by the asterisks in the chart below). Table 2.1.1 Consultation and Coordination Agency Representatives of local government Other Federal, State, local, Tribal (if applicable), and/or private agencies providing child care and early childhood development services. a) Consultation in Development of the Plan * b) Coordination with Service Delivery * Public health Employment services / workforce development * Public education * TANF * CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ * Page 16 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 Agency Indian Tribes/Tribal Organizations, when such entities exist within the boundaries of the State State/Tribal agency (agencies) responsible for: a) Consultation in Development of the Plan b) Coordination with Service Delivery * State pre-kindergarten programs Head Start programs Programs that promote inclusion for children with special needs Other (See guidance): * Required. For each box checked in Table 2.1.1, (a) identify the agency(ies) providing the service and (b) describe the consultation and coordination efforts. Descriptions must be provided for any consultation or coordination required by statute or regulation. In Arizona, child care services are administered at the state level, consistent with state legislation and budgetary appropriations. Organizations and individuals have the opportunity to communicate and provide input to their local elected officials in order to influence legislation and appropriations for child care services and programs. Additionally, utilizing input and direction from various sources, the Arizona Department of Economic Security (DES) plans for the provision and delivery of CCDF services in a manner that is responsive to the needs of Arizona’s communities. Within this subsection, a description is provided of some of the numerous committees and boards that are involved at various levels in planning and/or provision of early care and education services and consult in the development of the CCDF State Plan. These include: the DES Child Care Advisory Committee, the Governor’s Division of School Readiness, Tri-Agency Committee, DES Early Childhood Taskforce, Early Childhood and Provider Network Meetings, the Arizona Early Childhood Development and Health Board (also known as First Things First), and DES Community Network Teams. Following are descriptions of the purpose and efforts of these committees and boards. Information is specifically provided in terms of consultation and coordination efforts for each entity involved. DES Child Care Advisory Committee - For issues related to ongoing service delivery and development of the CCDF State Plan, DES consults with the Child Care Advisory Committee (CCAC), which typically meets four times per year. The CCAC includes individuals that represent statewide organizations with local affiliations, tribes, cities, and councils of governments that administer federal early childhood services. The CCAC is provided with information on caseload and cost of care, issues regarding service delivery and any other available information that impacts early care and education programs in the state. The CCAC provides recommendations to DES on CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 17 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 programs and on activities and services to improve the quality and availability of child care, which are funded using CCDF Quality earmarks and Set-Asides. Coordination with other early childhood development programs, extended learning programs for K-12, and child care resource and referral agencies is also facilitated through the CCAC. The mission of the CCAC is to make recommendations to DES that will promote high quality, affordable, available child care through a comprehensive, coordinated and integrated child care and early childhood delivery system in Arizona. The committee meets on a regular basis in order to review federal regulations, discuss issues and options, assess the availability of child care, prevent duplication of efforts, and identify child care program linkages. Members of the CCAC have included representatives of local governments; other federal, state, local, tribal and private agencies providing child care and early childhood development services such as: Head Start programs; resource and referral agencies; child welfare advocacy groups; tribal organizations; family child care providers; human service advocacy organizations; employer supported child care programs; Child and Adult Care Food Program sponsors; parents and consumers; school boards; before and after school programs; public school child care programs; business groups; sectarian organizations and child care programs; Child Development Associate programs; and organizations that accredit child care programs. Additionally, representatives from state agencies including: the Governor Brewer’s Office for Children, Youth and Families (GBOCYF), the Arizona Department of Education (ADE) and the Arizona Department of Health Services (DHS), also participate in the CCAC. (The GBOCYF includes the Division of School Readiness, Division for Community and Youth Development, Division for Children, Division for Women, and the Division for Substance Abuse and Prevention. The ADE administers Preschool Handicapped, Title I, and the Child and Adult Care Food programs. The DHS administers the Office of Child Care Licensure, Behavioral Health Services, and the Office of Women and Children’s Health.) State School Readiness Board - The Arizona State School Readiness Board, convened in March 2003 by then Governor Janet Napolitano, was charged with developing a plan to coordinate and improve Arizona's early care and education system, which includes the use of the CCDF. The Board developed recommendations for the School Readiness Action Plan, which the Governor presented in January 2004. The School Readiness Action Plan was developed with input from one hundred forty-four business and community leaders, child care, Head Start, education and health professionals, tribal and state agency officials representing public health, employment services and TANF, public education and state-funded pre-kindergarten programs, and elected officials from across the state. The School Readiness Action Plan envisioned an Arizona where all children begin 1st grade safe, healthy, and ready to succeed and set forth action items for the next five years. In the general election held in the fall of 2006, Arizona voters approved a tobacco tax that specified proceeds of the tax be dedicated to early care and education and health of young children. With its passage, the Proposition created a new state level board known as the Arizona Early Childhood Development & Health Board (ECDH). The Board subsequently adopted the name First Things First. At the April 2007 State CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 18 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 School Readiness Board meeting, it was announced that the activities of the State School Readiness Board will be continued by the First Things First Board which oversees implementation of programs funded by the tobacco tax receipts. In specific, the following agencies and entities are involved: the Department of Health Services' Office of Women’s and Children’s Health, Office of Oral Health; the Department of Economic Security, Child Care Administration, Arizona Early Intervention Program, and Child Protective Services; the Department of Education; the Arizona Health Care Cost Containment System (Medicaid); United Way organizations; Healthy Child Care Arizona; the Arizona Chapter of the Academy of Pediatrics; Reach Out and Read; Healthy Steps; the Head Start State Collaboration Office; the Arizona Head Start Association and many others. Healthy Child Care Arizona - Healthy Child Care Arizona is a partnership between child care center staff, families, and Child Care Health Consultants (CCHCs) that focuses on developing comprehensive and coordinated services in child care settings. With funding from First Things First, Arizona is moving forward to implement a statewide health consultation system. This system will leverage existing resources and coordinate existing systems of care for young children for the purpose of achieving child care that reflects best practices in health and safety. The long-term goal is to first offer consultation to any out-of-home child care setting. Tri-agency Committee - The Arizona Department of Economic Security (DES), Child Care Administration also participates in a Tri-agency Committee. This committee is made up of representatives from Arizona Department of Education, Arizona Department of Economic Security and Arizona Department of Health Services. The Committee’s work is directed toward achieving a greater degree of consumer protection, and improved quality of child care services through interagency communication, coordination and consistency, as specified in the School Readiness Action Plan. DES Early Childhood Taskforce - The DES is atypical in that it combines most of the state’s social service programs within a single agency. These include: Child Care Assistance, Employment services, Part C of the federal Assistance to States for the Education of Children with Disabilities and the Early Intervention Program for Infants and Toddlers with Disabilities program, food stamps, cash assistance (TANF), child support enforcement, and child welfare. The DES Early Childhood Task Force was established to mobilize DES early childhood programs, resources and initiatives in a manner that promotes interdepartmental coordination and communication and facilitates interagency collaboration and system integration in concert with many of DES strategic initiatives. Recent activities have included: piloting “Children’s Corners” in DES offices, areas where children have the opportunity to access educational materials while their parents/guardians access services and promotion of early childhood topics to all DES staff via email broadcasts, including the ability for staff to have questions answered. Early Childhood and Provider Network Meetings - Agencies that provide Child Care Resource and Referral services, in partnership with DES, facilitate local involvement in early care and education issues through Early Childhood and Provider Network meetings. Representatives from community organizations, higher education, CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 19 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 governments, and the provider community, meet regularly to exchange information, identify local child care needs and resources, and share strategies to improve the quality of care. DES Community Network Teams - Within each county there is one or more DES Community Network Teams (CNT) whose purpose is to assess local DES service delivery, and to provide input, feedback, and recommendations to DES for improvements. The CNT provides oversight for DES local operations and addresses issues within the community related to DES services; identifies gaps in services between programs DES offers and others within the community and looks for ways to fill the gaps. Membership includes: consumers, neighborhood/communitybased/faith-based organization leaders, private agencies (e.g., United Ways, universities, and non–profit providers), business/employment leaders, local elected and appointed officials, human service delivery system representatives, health care provider representatives, education community representatives, law enforcement representatives and prevention service providers. In terms of consultation and coordination efforts, the following provides information specific to various entities indicated on the table at Section 2.1.1. Representatives of Local Governments - Through the local and statewide committees and boards described in the previous pages, DES consults with representatives of local governments who serve in various capacities on local and statewide committees and boards described in the previous pages. Native American Tribes/ Tribal Organizations - The DES participates in the Tribal Early Childhood Working Group that has been established and is facilitated by the Inter Tribal Council of Arizona. This group’s membership includes representatives from Indian Nations/reservations in Arizona, who are directly involved in the administration and development of early childhood development and child care programs. The group has adopted a set of guidelines identifying the improvement of coordination and quality child care as two of its goals. The DES uses this forum to communicate with Tribal child care and CCDF grantees to discuss issues and needs and to provide technical assistance as requested. DES also meets as needed with individual representatives of Tribal TANF and Tribal employment programs in order to discuss child care issues and needs. Additionally, DES has and will continue to meet with representatives of the Navajo Nation’s CCDF program and Program for Self Reliance (TANF) in order to increase awareness of each grantee’s program and to explore possible mechanisms that would enhance service delivery. Other Federal, State, Local, Tribal, and Private Agencies Providing Child Care and Early Childhood Development Services - In addition to consulting with various entities in drafting the CCDF State Plan, DES provides representatives of local governments, including Tribal organizations, the opportunity to comment on the provision of services under the CCDF Plan at public hearings. Additionally, DES coordinates with multiple federal, state, local, tribal, and early childhood development services that provide and deliver early childhood services such as Head Start and child care. Public Health - The DES consults with the Arizona Department of Health Services (DHS) in development of the CCDF State Plan. Additionally, DES coordinates the CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 20 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 delivery of early childhood services with DHS. Examples include the ongoing communication regarding the licensing status of DHS licensed child care centers and DHS certified child care group homes, and through coordination of services and system improvement through the work of the Tri-agency Committee, Statewide Early Childhood Comprehensive System grant and Healthy Child Care Arizona. Public Education: State Pre-Kindergarten Programs - DES consults with the Arizona Department of Education (ADE) in development of the CCDF State Plan. Additionally, DES coordinates the delivery of early childhood services with ADE. See section 5.2 for more information. Temporary Assistance to Needy Families (TANF) and Employment Service/Workforce Development - In Arizona, DES is the lead agency responsible for administration of the TANF program and Employment services/Workforce Development. The DES Child Care Administration (CCA) is responsible for the planning and policy of the CCDF and the day-to-day operation of child care programs, which will provide services to TANF cash assistance recipients and other families eligible for services. The Child Care Administration is an administration within the DES Division of Employment and Rehabilitation Service (DERS). Also within DERS are the Rehabilitation Services Administration and the Employment Administration (which consists of the employment and training services that support and assist TANF and non-TANF individuals secure and maintain employment). Coordination within DERS has resulted in shared communication and identification of issues that relate to the provision of child care services to families that are receiving other services from the respective DERS Administrations. Coordination with Employment and Workforce Development services and TANF eligibility is handled internally through policies and procedures developed specifically for the purpose of ensuring that appropriate child care services are provided for TANF recipients. Head Start programs - The DES transfers state funds to provide the required “match” for the Head Start State Collaboration Office housed within the Governor's Office for Children, Youth and Families under the auspices of the Division of School Readiness. The role of the Head Start State Collaboration Office is to increase collaboration between Head Start grantees, delegates, and other early care and education providers in order to more efficiently and effectively utilize resources to promote healthy families and children who are healthy, eager to learn, and successful upon entering the K-12 system. The Head Start State Collaboration Office focuses on eight priority areas: children with disabilities, child care, community service activities, education, family literacy, health care, services for children who are homeless, and welfare. The primary focus of the Arizona Head Start Association and the Head Start State Collaboration Office is to create a seamless system of early care and education services by integrating the key elements of Head Start programs into the development of an early childhood system for the state. The DES also contracts with Head Start programs that provide child care as part of service delivery and has Head Start representation on the DES Child Care Advisory Committee. Programs that Promote Inclusion for Children with Special Needs - CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 21 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 • Part C Program of the Federal Assistance to States for the Education of Children with Disabilities and the Early Intervention Program for Infants and Toddlers with Disabilities Program - The DES is the lead agency for the Part C program (Arizona Early Intervention Program-AzEIP). The AzEIP is a statewide system of supports and services for families of infants and toddlers, birth to three years of age, with disabilities or delays. The purpose of early intervention is to help families’ help their children develop to their full potential. The DES Child Care Administration coordinates with AzEIP to improve services and service coordination for infants and toddlers and their families. • Child Care - Contracts for child care slots are limited to specialized services for the provision of child care to children with special needs. These contracts are issued through a competitive Request for Proposal (RFP) process, which is open to all types of child care providers. Services available pursuant to this RFP are available at certain child care centers. School Age (Out-of-School-Time) Programs - DES works with the Arizona Center for Afterschool Excellence, a private not for profit organization whose mission is to improve access to high quality extended learning opportunities for all Arizona children and youth through professional development, advocacy, and community capacity building. The Center is represented on the DES Child Care Advisory Committee. The Arizona Center for Afterschool Excellence (formerly the Arizona School-Age Coalition) was founded in 1990 by afterschool professionals from Tempe, Phoenix, and Tucson, in order to improve the quality of care in afterschool programs and to support the budding school-age care profession. Since 1990, the Arizona Center for Afterschool Excellence has grown and is now recognized as the professional organization for individuals working in the afterschool field, the focal point for quality initiatives regarding extended learning services and the only statewide organization providing professional development opportunities for administrators and direct service staff in the extended learning arena. In 1997, the Arizona Center for Afterschool Excellence became the state affiliate of the National Afterschool Association (NAA), the professional association and program accreditation organization for out-of-school time. Since 1999, the Arizona Center for Afterschool Excellence has evolved to include all afterschool stakeholders and expanded its purpose to include training, networking, professional development, advocacy, research, and leadership. Currently, afterschool professionals – including directors and administrators, front line staff, researchers, funders, and policy makers from all regions of Arizona - are members of the Arizona Center for Afterschool Excellence. Membership is structured through an agreement with NAA. Individuals, programs, organizations, and agencies, including DES, work together with the Arizona Center for Afterschool Excellence to promote and advance quality afterschool programming in Arizona. Center partners work together to design and advocate for sustainable systems, increased funding, and improved quality of afterschool programs in local communities, at the state legislature, and in Washington, D.C. CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 22 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 The Arizona Center for Afterschool Excellence also partners with a variety of organizations and professionals in the field to provide training and accreditation assistance to members, including the recently created Council on Accreditation School Age accreditation. Throughout the state, the Arizona Center for Afterschool Excellence supports the development of regional coalitions to bring local afterschool stakeholders together for training and advocacy based on the needs of their community with technical assistance and grants. The Arizona Center for Afterschool Excellence was the recipient of a three-year innovations grant from the C.S. Mott Foundation to create a sustainable structure of statewide, regional, and local partnerships, particularly school-community partnerships, focused on supporting policy development to sustain new and existing afterschool programs and to ensure program quality. They are again pursing this funding opportunity. 2.1.2 Emergency Preparedness and Response Plan for Child Care and Early Childhood Programs. Lead Agencies are encouraged to develop an emergency preparedness and response plan for child care and other early childhood programs operating in the State/Territory. The plan should include provisions for continuity of services and child care assistance payments to families and providers in the event of an emergency or disaster. Indicate which of the following best describes the current status of your efforts in this area. Check only ONE. Planning. Indicate whether steps are under way to develop a plan. If so, describe the time frames for completion and/or implementation, the steps anticipated and how the plan will be coordinated with other emergency planning efforts within the State/Territory. Developing. A plan is being drafted. Include the plan as Attachment 2.1.2, if available. Developed. A plan has been written but has not yet been implemented. Include the plan as Attachment 2.1.2, if available. Implementing. A plan has been written and is now in the process of being implemented. The plan is included as Attachment 2.1.2. Other. Describe: a) Describe the progress made by the State/Territory in planning for an emergency or disaster event with regards to the operation of child care and early childhood education programs. The Lead Agency has developed a Business Continuity Plan, which is included as attachment 2.1.2. This plan details the steps necessary to resume business operations in the event of an emergency and how essential services will be maintained until a full resumption occurs. b) Describe provisions the Lead Agency has in place for the continuation of core child care functions during and after a disaster or emergency. CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 23 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 The Business Continuity Plan has made provisions for essential functions during emergency situations, where access to the current computer system is not available. The essential functions include: contracting for child care providers; paying providers; receiving referrals for service from TANF and Child Protective Services; and determining eligibility for families. c) Describe efforts the Lead Agency has undertaken to provide resources and information to families and child care providers about ways to plan and prepare for an emergency or disaster situation. All new contracts that the Lead Agency approves have a provision that requires the contractor to develop a plan to address emergency situations such as pandemics. Each contractor must show: key succession and performance planning if there is a sudden significant decrease in contractor’s workforce; alternative methods to ensure there are services or products in the supply chain; and an up to date list of company contacts and organizational chart. d) Describe how the Lead Agency is coordinating with other State/Territory agencies, private, and/or non-profit charitable organizations to ensure that child care and early childhood programs are included in planning, response, and recovery efforts. The DES participates in table-top functional and full-scale exercises with the other State Agencies and Counties. During these exercises, the DES is participating in the mass care at the State Emergency Operations Center. The DES coordinates any resources necessary for critical business functions. As experienced recently with the H1N1 outbreak in Arizona, there is a need to continue efforts between State and County Health Departments and all child care regulatory agencies to ensure a smooth flow of information. A process will also need to be developed to ensure that the Child Care Resource and Referral Agencies and other key stakeholders are included in the communication plan. This will ensure that all access points for families and providers will have up-to-date and accurate information available. 2.1.3 Plan for Early Childhood Program Coordination. Lead Agencies are encouraged to develop a plan for coordination across early childhood programs. Indicate which of the following best describes the current status of your efforts in this area. Note: Check only ONE. Planning. Are there steps under way to develop a plan? Yes, and describe the time frames for completion and/or implementation, the steps anticipated, and how the plan is expected to support early language, literacy, pre-reading and early math concepts. CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 24 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 No. Developing. A plan is being drafted. Include the draft as Attachment 2.1.3 if available. Developed. A plan has been written but has not yet been implemented. Include the plan as Attachment 2.1.3 if available. Implementing. A plan has been written and is now in the process of being implemented. Include the plan as Attachment 2.1.3. Other (describe): a) Describe the progress made by the State/Territory in planning for coordination across early childhood programs since the date of submission of the 2008-2009 State Plan. b) Indicate whether there is an entity that is, or will be, responsible for ensuring that such coordination occurs. Indicate the four or more early childhood programs and/or funding streams that are coordinated and describe the nature of the coordination. c) Describe the results or expected results of this coordination. Discuss how these results relate to the development and implementation of the State/Territory's early learning guidelines, plans for professional development, and outcomes for children. d) Describe how the State/Territory's plan supports, or will support, continued coordination among the programs. Are changes anticipated in the plan? With the transition of the functions of the School Readiness Board to the Early Childhood Development and Health Board (First Things First) has assumed a leadership role in Arizona to foster the coordination between public and private partners and the communities where children live. The coordination efforts will be focus on four areas: • • • • Quality and Access, to increase the availability, affordability and access to quality settings while improving the regulatory and monitoring standards of these settings. Health, to improve children’s access to health care by increasing the number of health care providers while expanding the number of children that receive screening for developmental delays while ensuring services are available for children identified through the screening process Professional Development, to build a skilled early childhood workforce that will address the strengths of the whole child. Public Awareness, to expand public awareness of, and financial and political support for early childhood efforts in Arizona. CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 25 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 A copy of the Strategic Plan Roadmap is included as attachment 2.1.3 of this plan. 2.2 Public Hearing Process Describe the Statewide/Territory-wide public hearing process held to provide the public an opportunity to comment on the provision of child care services under this Plan. (658D(b)(1)(C), §98.14(c)) At a minimum, the description must provide: a) Date(s) of notice of public hearing: b) Manner of notifying the public about the public hearing: c) Date(s) of public hearing(s): d) Hearing site(s): e) How the content of the plan was made available to the public in advance of the public hearing(s): f) Attach a brief summary of the public comment process as Attachment 2.2. On April 29, 2009, the DES Child Care Administration filed formal notice of the Public Hearing with the Office of the Secretary of State. Additionally, on May 20, 2009, the DES Public Information Office issued a News Release to numerous media outlets publicizing the Public Hearings that were held on May 27, 2009, in Phoenix, Arizona, and on May 28, 2009 in Tucson, Arizona. Notice of the Public Hearings was posted in all DES Child Care offices throughout the state and on the DES Website. Copies of the notice were also mailed or e-mailed to other parties such as: Tribal and local units of government, the DES Child Care Advisory Committee, and other groups that may have an interest in child care. Copies of the draft Plan were available for review, prior to the hearings, at DES District Child Care Offices and on the DES Website. This information was specified in the News Release and in the Notice of the Public Hearings. 2.3 Public-Private Partnerships Does the Lead Agency conduct or plan to conduct activities to encourage public-private partnerships that promote private-sector involvement in meeting child care needs? Yes. If yes, describe these activities or planned activities, including the results or expected results. No. Whenever possible, DES will administer the child care program in a manner that will improve the availability, affordability and quality of child care and actively promote public/private partnerships. DES intends to maintain such efforts and continue to support and encourage public/private collaborations at a state, regional and local level. The following describe examples of ongoing or planned partnerships in Arizona and their impact on meeting child care needs: CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 26 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 The Arizona Early Childhood Comprehensive Systems Initiative of the State Maternal and Child Health Early Childhood Comprehensive Systems (SECCS) Implementation Grant Program, led by the First Things First Board: This project is being accomplished through the development of an integrated early childhood education system that provides children and families with access to a medical home; information and support for positive social emotional development and as needed, appropriate behavioral health services; high quality, developmentally appropriate early care and education; parent education, and family support services. Groups and organizations that have collaborated in this effort or have benefited from the program include: Arizona Chapter of the American Academy of Pediatrics (AAP); Arizona Child Care Association; Arizona Child Care Resource and Referral agencies; Arizona Department of Health Service’s Division of Behavioral Health, Office of Women’s and Children’s Health, and Office for Child Care Licensure; Arizona Department of Economic Security’s Child Care Administration, Child Protective Services and TANF programs; Arizona Health Care Cost Containment System (AHCCCS) and KidsCare (Arizona's Titles XIX and XXI programs); Chase Emergent Leaders program participants; Children’s Action Alliance; Child Care Health Consultants; child care centers; Community Colleges; county public health departments; Harris Institute for Infant/Toddler Mental Health; Head Start programs, Tribal Head Start programs and the State Head Start Collaboration Office; Parent Leaders of the Community Development Initiative; Protecting Arizona’s Family Coalition (PAFCO); Southwest Human Development; United Way of Tucson and Southern Arizona; University of Arizona Cooperative Extension; Valley of the Sun United Way; and the Virginia G. Piper Charitable Trust. Helios Education Foundation Professional Development Model, operated by the Valley of the Sun United Way The Helios Education Foundation is the largest nonprofit organization serving Arizona and Florida focused solely on education, and is dedicated to enriching the lives of individuals by creating opportunities for success in postsecondary education. Helios Education Foundation is designed to exist in perpetuity, so its commitment is long-term. Student success across the prekindergarten (Pre-K) through postsecondary education continuum is the driver of the Foundation’s decision-making. Its goal is to increase the number of young adults successfully completing postsecondary education with the skills and knowledge necessary to compete in a global economy. The Professional Development Project is a research and evaluation program that allows for the collection and dissemination of information regarding the correlation between early childhood professionals’ education levels and the quality of care provided to children and families. This project will serve formal and informal early childhood education professionals and practitioners. The project is designed to develop a professional development model that addresses the following objectives: • Increase the educational level of those who are working with young children in center-based and home-based child care programs. CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 27 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 • Facilitate a smooth pathway of articulation between levels of educational attainment (training hours to CEUs, CEUs to credit hours, CDA to AA, AA to BS) including a continuing education plan (FTF, PELL etc) in order to continue with identified educational pathways. • Develop a coordinated system of professional development so that early childhood professionals have easy access to information and resources. • Increase the availability of innovative and non-traditional education systems for those seeking degree attainments. • Evaluate the connection between quality improvement in child care and increased professional development opportunities. The Lead Agency as well as many key stakeholders both within and outside of state government are participating in this effort. These participants include: the Valley of the Sun United Way; Helios Education Foundation; Arizona Department of Education; Arizona Child Care Association; Arizona Early Childhood Development & Health Board (First Things First); Governor Brewer’s Office for Children, Youth and Families; Arizona State University; Arizona Literacy and Learning Center; and Maricopa Community Colleges The DES routinely encourages public/private partnerships when contracting for services. Each Request For Proposal (RFP) solicitation requires the potential bidders to describe how public/private partnerships will be developed, promoted and nurtured. RFP responses that demonstrate past success and/or innovative plans to develop public/private partnerships are more likely to be considered for an award. After contract award, service providers are asked to report on the success of their efforts. Examples of success in developing public/private partnerships are found in various contracts that deliver occupational/vocational training to Arizona’s child care providers. Businesses who find the training and technical assistance to be beneficial to the community provide facilities to host the training for free or at a reduced cost. Some trainings offer “door prizes” to participants that are donated by private businesses. Printing companies have offered discounts on the printing and workbooks used in trainings. CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 28 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 PART 3 CHILD CARE SERVICES OFFERED 3.1 Description of Child Care Services 3.1.1 Certificate Payment System. Describe the overall child care certificate process, including, at a minimum: a) a description of the form(s) of the certificate (§98.16(k)): b) a description of how the certificate permits parents to choose from a variety of child care settings by explaining how a parent moves from receipt of the certificate to choice of the provider; (658E(c)(2)(A)(iii), 658P(2), §98.2, §98.30(c)(4) & (e)(1) & (2)) c) if the Lead Agency is also providing child care services through grants and contracts, estimate the proportion of §98.50 services available through certificates versus grants/contracts (this may be expressed in terms of dollars, number of slots, or percentages of services), and explain how the Lead Agency ensures that parents offered child care services are given the option of receiving a child care certificate. (§98.30(a) & (b)). d) Attach a copy of your eligibility worker’s manual, policy handbook, administrative rules or other printed guidelines for administering the child care subsidy program as Attachment 3.1.1. Note: If these materials are available on the web, the Lead Agency may provide the appropriate Web site address in lieu of attaching hard copies to the Plan. A Certificate of Authorization form is issued to an eligible family and includes the following information: Family identifying data, name and address of provider selected by the family; dates of authorization; level of reimbursement to be provided by DES; amount of DES required co-payment; amount of care authorized (i.e., number of full and/or part days); names and ages of children authorized; and the name and telephone number of the DES Child Care Specialist responsible for issuing the certificate. An example of a Certificate of Authorization is provided as Attachment 3.1.1.a. Eligible families are informed that they may choose, and use their Certificate of Authorization with any type of category of eligible providers. (Families who receive child care for protective services, as defined in Appendix 2 (5) a., may not use non-certified relative providers.) One hundred percent of the payments for services are made through the Certificates of Authorizations. Contracted services are available for children with special needs; however, the services are still operated under the Certificate of Authorization system. CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 29 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 When a family is determined eligible to receive services, the family is authorized for a specific amount of care and level of reimbursement for such care. When a family has selected a provider who is registered with DES, a Certificate of Authorization is issued. If the family has not yet selected a provider (when determined eligible), the family will be advised to notify their Child Care specialist when a selection is made. If the selected provider has a Registration Agreement, a Certificate of Authorization is issued. If the family selects a provider who is not registered, the family is instructed to advise the provider to contact DES/CCA to initiate the registration process. Providers must be registered prior to payment for child care services. Providers submit billing forms at the end of each month for services rendered during that month. The DES makes payment, on average, 16 calendar days after receiving the correctly completed form. In almost all instances, payment is made within 30 days. 3.1.2 In addition to offering certificates, does the Lead Agency also have grants or contracts for child care slots? Yes, and describe the type(s) of child care services available through the grant or contract, the process for accessing grants or contracts, and the range of providers that will be available through grants or contracts: (658A(b)(1), 658P(4), §§98.16(g)(1), 98.30(a)(1) & (b)) No. 3.1.3 Are child care services provided through certificates, grants and/or contracts offered throughout the State/Territory? (658E(a), §98.16(g)(3)) Yes. No, and identify the localities (political subdivisions) and services that are not offered: 3.1.4 The Lead Agency must allow for in-home care (i.e., care provided in the child’s own home) but may limit its use. Does the Lead Agency limit the use of in-home care in any way? Yes, and the limits and the reasons for those limits are (§§98.16(g)(2), 98.30(e)(1)(iv)): No. 3.2 Payment Rates for the Provision of Child Care The statute at 658E(c)(4) and the regulations at §98.43(b)(1) require the Lead Agency to establish payment rates for child care services that ensure eligible children equal access to comparable care. CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 30 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 3.2.1 Provide a copy of your payment rates as Attachment 3.2.1. The attached payment rates were or will be effective as of: 04/01/2009. 3.2.2 Are the attached payment rates provided in Attachment 3.2.1 used in all parts of the State/Territory? Yes. No, and other payment rates and their effective date(s) are provided as Attachment 3.2.3. 3.2.3 Provide a summary of the facts relied on by the State to determine that the attached rates are sufficient to ensure equal access to comparable child care services provided to children whose parents are not eligible to receive child care assistance under the CCDF and other governmental programs. Include, at a minimum: a) The month and year when the local market rate survey(s) was completed (§98.43(b)(2)): June 2008. b) A copy of the Market Rate Survey instrument and a summary of the results of the survey are provided as Attachment 3.2.3. At a minimum, this summary should include a description of the sample population, data source, the type of methodology used, response rate, description of analyses, and key findings. 3.2.4 Does the Lead Agency use its current Market Rate Survey (a survey completed no earlier than 10/1/07) to set payment rates? Yes. No. 3.2.5 At what percentile of the current Market Rate Survey is the State payment rate ceiling set? Note: If you do not use your current Market Rate Survey to set your rate ceilings or your percentile(s) varies across categories of care (e.g., type of setting, region, or age of children), describe and provide the range of variation in relation to your current survey. 3.2.6 Describe the relationship between the attached payment rates and the market rates observed in the current survey, including at a minimum how payment rates are adequate to ensure equal access to the full range of providers based on the results of the above noted local market rate survey: (§98.43(b)) For Licensed Child Care Centers, Certified Group Homes, and Certified Small Family Homes: CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 31 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 Arizona has established individual maximum payment rates for a full range of providers, i.e., center, group home and home based care. These rates further differentiate among ages of children in care, full and part day care and care provided in different geographic regions resulting in 144 unique maximum payment rates, which are identified in Attachment 3.2.1. The rates allow for the reimbursement of child care services at the actual cost of care (normal and customary charges), but not more than the maximum payment for categories of care in local areas. The six local areas are based upon their geographic proximity or common characteristics and are generally defined by the following counties: District I District II District III District IV District V District VI - Maricopa Pima Apache, Coconino, Navajo, and Yavapai La Paz, Mohave, and Yuma Gila and Pinal Cochise, Graham, Greenlee and, Santa Cruz In order to ensure that eligible children have equal access to comparable care, DES remains committed to working with Arizona’s policy makers to continue to increase rates, and to improving the quality of child care provided. In 2006, the State Legislature appropriated funding which allowed the maximum payment rates for child care services to be set at the 75th percentile of the 2000 Child Care Market Rate Survey, effective July 1, 2006. During the 2007 legislative session, funding was appropriated to increase all maximum payment rates by an additional five percent. Due to insufficient federal funding, limited state appropriations and increasing child care caseloads, further rate adjustments were not possible without reducing the number of families in the state receiving assistance. With the current economic situation impacting tax revenues, in early 2009, the legislature reduced the appropriation to the Lead Agency, which resulted in returning the maximum payment rates to the 75th percentile of the 2000 Market Rate Survey. Summary results from the 2008 Survey are included in Attachment 3.2.3 and can be used to compare each of the state’s 144 maximum payment rates to rates identified in the 2008 Survey. A comparison of the aggregate (non-weighted) current 144 maximum payment rates to the aggregate (non-weighted) 75th percentiles of the 2008 Survey, shows that the current maximum payment rates are approximately 72% of the 2008 Survey 75th percentile. With respect to percentiles of the 2008 Survey, current maximum payment rates range from: (For the 48 unique center rates) 3rd to the 99th percentile – (average being the 31st percentile) (For the 48 unique family child care home rates) 10th to the 59th percentile – (average being the 31st percentile) (For the 48 unique family group home rates) <1st to the 71st percentile – (average being the 20th percentile) Families have access to and a choice of a full range of child care providers. This is evidenced by the fact that of the potential pool of providers with which DES can contract for subsidized care, approximately 86% of the licensed centers and certified group homes in Arizona have Registration Agreements with DES for reimbursement for care. Additionally, DES recruits and enters into a CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 32 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 Registration Agreement with any small family child care home that meets health and safety regulations and is willing to contract with DES for the provision of care to eligible children. Therefore the centers and homes are available to provide care to children of eligible families As a result, families can and do have access to the vast majority of child care providers in the state. A further indication (that rates provide equal access) can be seen by the patterns of utilization of care across different types of providers. Currently, of all the children receiving CCDF child care through DES, 75% receive care in child care centers; 8% receive care in certified group; 8% receive care in small family child care homes; and 9% receive care that is provided by unregulated relative providers. For Unregulated Relative Providers For unregulated relative providers (i.e., Non-Certified Relative Providers {NCRPs}) who provide care, a fixed rate* of $10.50 for full day and $6.00 for part day has been established. The fixed rate is currently set at a level that is 70% of the average actual daily payment that was made to certified family child care homes in the Spring of 2001. Experience with unregulated relatives who provide care indicates that they typically are not in the business of providing child care and do not have normal and customary charges for child care. Additionally, NCRPs are not required to meet any significant health and safety requirements that are required of certified family child care homes. *A pilot project was conducted in 1997 to determine the feasibility of setting fixed rates for NCRPs. This pilot was conducted throughout the state and no significant decrease in the number of providers willing to provide care at a fixed rate was experienced. The use of NCRPs continues to be utilized at a relatively constant rate. 3.2.7 Does the Lead Agency consider any additional facts to determine that its payment rates ensure equal access? (§98.43(d)) Yes. If, yes, describe. No. 3.2.8 Does the State have any type of tiered reimbursement or differential rates? Yes. If yes, describe: No. Effective August 1999, the DES Enhanced Rate for Accredited Programs became operational. The intent of the Enhanced Rate is two-fold: 1) to make higher quality (accredited) child care slots available to DES subsidized children whose parents may not be able to afford this care; and 2) to encourage more providers to become accredited. This allows children whose parents are eligible for child care subsidies to enroll in programs providing higher quality of care by reimbursing nationally accredited providers 10% higher than the DES maximum rates. All types of regulated child care programs are included in the tiered reimbursement system (Child Care Centers, Family Child Care Homes, and School-Age Child Care Programs). The DES adopted the State Board of Education’s approved list of center-based accreditation bodies currently used for the Arizona Department of Education, At-Risk Preschool programs. These include the following: CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 33 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 ACSI AMI AMS NAC NAEYC NECPA = = = = = Association for Christian Schools International American Montessori International American Montessori Society National Accreditation Commission for Early care & Education Programs National Association for the Education of Young Children, Academy for Early Childhood Program Accreditation = National Early Childhood Program Accreditation The DES, in consultation with the CCAC, adopted additional standards that are more specific to home based programs. These include the following: NAFCC CDA COAA = National Association for Family Child Care = National Child Development Associate Credential with a specialization in home providers = Council on Accreditation Afterschool [formerly National After School Association] 3.2.9 Describe how the Lead Agency ensures that payment rates do not exceed the amount paid by the general public for the same service. (§98.43(a)) At contract initiation for all regulated child care providers, the provider reports their normal and customary rates. These rates are loaded into the automated system used by the lead agency, which selects the provider’s reported rates or the current maximum reimbursement rate (based on provider type, geographic location and age of child), whichever is lower and designates that as the “DES contracted rate”. The contract requires the provider to provide prior notice to any changes in their rates, which are subsequently loaded into the automated system, which repeats the process described above to determine the new DES contracted rate. 3.3 Eligibility Criteria for Child Care 3.3.1 Age Eligibility a) Does the Lead Agency allow CCDF-funded child care for children above age 13 but below age 19 who are physically and/or mentally incapable of self-care? (658E(c)(3)(B), 658P(3), §98.20(a)(1)(ii)) Yes. If yes, define physical and mental incapacity in Appendix 2, and provide the upper age limit No. b) Does the Lead Agency allow CCDF-funded child care for children above age 13 but below age 19 who are under court supervision? (658P(3), 658E(c)(3)(B), §98.20(a)(1)(ii)) Yes, and the upper age is CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 34 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 No. 3.3.2 Income Eligibility Complete columns (a) and (b) in Table 3.3.2 below based upon initial entry into the CCDF program. Complete Columns (c) and (d) ONLY IF the Lead Agency is using income eligibility limits lower than 85% of the SMI. Table 3.3.2 Income Eligibility (b) (a) 100% of State Family Median Size Income (SMI) ($/month) 1 2 3 4 5 2,897 3,788 4,679 5,570 6,462 85% of State Median Income (SMI) ($/month) [Multiply (a) by 0.85] 2,463 3,220 3,978 4,735 5,493 IF APPLICABLE Income Level if lower than 85% SMI (c) (d) $/month % of SMI [Divide (d) by (a), multiply by 100] 1,490 2,005 2,518 3,033 3,548 51% 53% 54% 54% 55% Note: Table 3.3.2 should reflect maximum eligibility upon initial entry into the CCDF program. a) Does the Lead Agency have “tiered eligibility” (i.e., a separate income limit for remaining eligible for the CCDF program)? Yes. If yes, provide the requested information from Table 3.3.2 and describe. Note: This information can be included in a separate table, or by placing a “/” between the entry and exit levels in the above table. No. b) If the Lead Agency does not use the SMI from the most current year, indicate the year used: Arizona uses Federal Poverty Guidelines as a basis for determining eligibility, not SMI. However, for the purposes of the matrix above, the SMI for Federal Fiscal Year 2010, as published in the Federal Register/Volume 74, No. 48/ 3/13/09, was used. CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 35 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 c) These eligibility limits in column (c) became or will become effective on: 7/1/09. d) How does the Lead Agency define “income” for the purposes of eligibility? Provide the Lead Agencies definition of “income” for purposes of eligibility determination. (§§98.16(g)(5), 98.20(b)) See attachment 3.3.2 for a detailed description of income for eligibility determination purposes. e) Is any income deducted or excluded from total family income (e.g., work or medical expenses; child support paid to, or received from, other households; Supplemental Security Income (SSI) payments)? Yes. If yes, describe what type of income is deducted or excluded from total family income. No. The only allowable income deduction for child care assistance is child support that is paid for dependents who do not reside in the same household with the eligible family. See attachment 3.3.2 for additional information regarding deducted and excluded income. e) Describe whose income is excluded for purposes of eligibility determination. Earnings of a child under the age of 18 and attending high school or other training program, (and who is not a minor parent who needs child care assistance for his or her own child) are excluded (the earnings of a minor parent who needs care for his or her own child are countable). Earned and unearned income received by a caretaker relative who is applying for a related child (e.g., grandchild, niece, nephew, etc.) are excluded; income received for the support of the related child is counted (e.g., TANF Cash Assistance, child support, Social Security benefits). 3.3.3 Work/Job Training or Educational Program Eligibility a) How does the Lead Agency define “working” for the purposes of eligibility? Describe the specific activities that are considered “working” for purposes of eligibility determination, including minimum number of hours. (§§98.16(f)(6), 98.20(b)) Work means the performance of duties on a regular basis for wages or salary. Volunteer activities performed without payment are not allowable work activities. CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 36 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 There is no minimum number of hours of work required; however, the child care service authorization is tailored (in part and full day units) to the actual days and hours that the parent/caretaker works. Job search is an allowable activity only as 1) specified in a TANF employment plan or 2) as a “gap in employment” for active child care recipients who lose employment while receiving child care services. Each parent/caretaker is eligible for two 30 day “gaps in employment” in each 12 month period, beginning with their job termination dates. Job search is not allowable as a self initiated upfront activity when a parent/caretaker is unemployed at the time of application. b) Does the Lead Agency provide CCDF child care assistance to parents who are attending job training or an educational program? Yes. If yes, how does the Lead Agency define “attending job training or educational program” for the purposes of eligibility? Describe, the specific activities that are considered “job training and/or educational program”, including minimum number of hours. (§§98.16(f)(3), 98.20(b)) No. Allowable education and training activities for a teen parent under the age of 20 years consists of attendance at high school, G.E.D. or E.S.O.L. classes, or remedial educational activities in pursuit of a high school diploma. There is no work requirement for teen parents in this category. There is no minimum number of hours of education/training required; however, the child care service authorization is tailored (in part and full day units) to the actual days and hours that the parent/caretaker attends education/training activities. Allowable education and training activities for all other parents/caretakers (who are not teen parents in the process of completing high school) are contingent upon whether the parent/caretaker works a monthly average of at least 20 hours per week. If the 20 hour work requirement is met, education and training activities (i.e., attendance at a college, university, vocational or trade school, high school, G.E.D. or E.S.O.L. classes, or remedial educational activities for the attainment of a high school diploma) are allowable. The educational activity must be reasonably related to a stated employment goal, and the parent/caretaker must maintain satisfactory progress in the educational activity and remain in good standing, as defined by the educational institution. There is no minimum number of hours of education/training required; however, the child care service authorization is tailored (in part and full day units) to the actual days and hours that the parent/caretaker attends education/training activities and works. Allowable education/training activities include: actual class time, time between classes, and travel time to and from school. Correspondence courses, home study courses, and study time are not allowable education/training activities for reimbursement purposes. CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 37 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 On-the-job-training (OJT) activities are allowable only if it is a paid activity; unpaid OJT is not allowable. 3.3.4 Eligibility Based Upon Receiving or Needing to Receive Protective Services a) Does the Lead Agency provide child care to children in protective services? (§§98.16(f)(7), 98.20(a)(3)(ii)(A) & (B)) Yes. If yes, provide a definition of “protective services” in Appendix 2. Does the Lead Agency waive, on a case-by-case basis, the co-payment and income eligibility requirements for cases in which children receive, or need to receive, protective services? (658E(c)(3)(B), 658P(3)(C)(ii), §98.20(a)(3)(ii)(A)) Yes. No. No. b) Does the Lead Agency provide CCDF-funded child care to children in foster care whose foster care parents are not working, or who are not in education/training activities? (§§98.20(a)(3)(ii), 98.16(f)(7)) Yes. (NOTE: This means that for CCDF purposes the Lead Agency considers these children to be in protective services.) No. 3.3.5 Additional Conditions for Determining CCDF Eligibility Has the Lead Agency established any additional eligibility conditions for determining CCDF eligibility? (658E(c)(3)(B), §98.16(g)(5), §98.20(b)) Yes, and the additional eligibility conditions are: defined in Appendix 2) (Terms must be No. 3.4 Priorities for Serving Children and Families 3.4.1 At a minimum, CCDF requires Lead Agencies to give priority for child care services to children with special needs, or in families with very low incomes. Complete Table 3.4.1 below regarding eligibility priority rules. For columns (a) through (c), check only one box if reply is “Yes”. Leave blank if “No”. Complete column (e) only if you check column (d). CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 38 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 Table 3.4.1 Priorities for Serving Children How does the Lead Agency prioritize the eligibility categories in Column 1? (a) Eligibility Categories CHECK ONLY ONE (c) (b) Priority over other CCDFeligible families Children with special needs* Children in families with very low incomes* Families receiving Temporary Assistance for Needy Families (TANF) Families transitioning from TANF Families at risk of becoming dependent on TANF * Required (See 3.4.2.) Same priority as other CCDFeligible families Guaranteed subsidy eligibility CHECK ONLY IF APPLICABLE (e) (d) Is there a time limit on the priority or guarantee? How long is time limit? * 24 months 3.4.2 Describe how the Lead Agency prioritizes service for the following CCDF-eligible children: (a) children with special needs, (b) children in families with very low incomes, and (c) other. Terms must be defined in Appendix 2. (658E(c)(3)(B)) Families will receive priority for services in the following order: 1. 2. 3. 4. TANF and Transitional Child Care eligible families; Families receiving child care for protective services, as defined in Appendix 2(3) a); Other eligible families with very low income; and All other eligible families with low income (and at risk of becoming dependent on TANF if child care services were not available) that do not exceed the income level used to limit eligibility (as defined in the table at Section 3.3.2). CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 39 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 If the number of families applying and eligible for services exceeds available funding, a statewide waiting list for services will be imposed as required by Arizona Revised Statutes § 46803.I.. (See Section 3.4.6.) Priority for children with special needs is given through the establishment of contracts that provide an enhanced rate to programs that serve children with special child care needs. These programs may provide materials, equipment, curriculum, schedules, environments, family involvement, and program evaluation that ensure that each child’s capabilities and needs are met. 3.4.3 Describe how CCDF funds will be used to meet the needs of: (a) families receiving Temporary Assistance for Needy Families (TANF), (b) those attempting to transition off TANF through work activities, and (c) those at risk of becoming dependent on TANF. (658E(c)(2)(H), Section 418(b)(2) of the Social Security Act, §§98.50(e), 98.16(g)(4)) The DES will meet the child needs of these families by: 1) providing child care services upon referral from the Jobs program for TANF recipients; 2) providing child care services for employed TANF recipients; 3) providing TCC for families transitioning off of TANF; and 4) providing child care assistance to working families (not on TANF) with very low income and low income who are at risk of becoming dependent on TANF. 3.4.4 Has the Lead Agency established additional priority rules that are not reflected in the table completed for Section 3.4.1? (658E(c)(3)(B), §98.16(g)(5), §98.20(b)) Yes, and the additional priority rules are: (Terms must be listed and defined in Appendix 2) No. Families receiving child care for protective services, as defined in Appendix 2(3) a), receive priority as described in Section 3.4.2. 3.4.5 Does the Lead Agency serve all eligible families that apply? Yes. No. 3.4.6 Does the Lead Agency have a waiting list of eligible families that they are unable to serve? Yes. If yes, describe. At a minimum, the description should indicate: a) Whether the waiting list is maintained for all eligible families or for certain populations? CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 40 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 b) Whether the waiting list is maintained for the entire State/Territory or for individual localities? c) What methods are employed to keep the list current? No. Effective February 18, 2009, a statewide waiting list was implemented and is currently in place. As a result of revenue shortfalls experienced by the State of Arizona, there are not enough funds available to serve all families that are technically eligible under State policies, necessitating implementation of a statewide priority waiting list. (Families already receiving child care services may continue to do so as long as they continue to meet eligibility criteria.) When a waiting list is used, certain families are not subject to the priority waiting list. They include: TANF cash assistance recipients who need child care for employment or participation in the Jobs program, former TANF cash assistance recipients who are eligible for Transitional Child Care, and families who are referred for child care services by DES Child Protective Services. If a family applies and is eligible for child care services, they may be placed on the priority waiting list. When openings occur, DES will contact them. When they respond to our contact, they may be authorized for services if they continue to meet eligibility criteria. When openings become available for child care services, families on the priority waiting list will be released based on their current priority level (based on current gross monthly income) and the date of application. Priority on the waiting list shall start with those families at or below 100% of the Federal Poverty Level (FPL) and continue with each successive 10% increase in the FPL up to the maximum allowable FPL of 165%. Priority shall be given based on income regardless of time spent on the waiting list. Families must report changes to the DES Child Care Administration while they are on the priority waiting list. These changes include: address or phone number, employment status, income, cash assistance benefit status, education/training status, and household composition. Families on the priority waiting list must submit a review application and required verification every twelve months or as requested by DES. They may remain on the priority waiting list as long as they continue to meet income and general eligibility guidelines and continue to cooperate with the Department to determine eligibility. If they fail to submit a review application by their review date and are removed from the priority waiting list, they would need to reapply for child care services. Families will be notified by mail when an opening is available for child care services. They will be required to notify the DES Child Care Administration within 10 calendar days from the date the notice was sent regarding their selection of a child care provider and to provide verification of any changes that may have occurred since they applied. If they fail to respond by the 10th calendar day, their name will be removed from the priority waiting list and they would be required to reapply for services. CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 41 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 The DES anticipates that the waiting list currently in effect may continue to remain in effect through all or a portion of FFY 2010-2011, contingent upon appropriated funding by the AZ State Legislature. 3.5 Sliding Fee Scale for Child Care Services 3.5.1 The statute and regulations require Lead Agencies to establish a sliding fee scale that varies based on income and the size of the family to be used in determining each family's contribution (co-payment) to the cost of child care (§98.42). a) Attach the sliding fee scale as Attachment 3.5.1. b) Describe how the sliding fee scale is administered, including how the family’s contribution is determined and how the co-payment is assessed and collected: The family is assessed a co-payment for each child based on the gross monthly household income and size of the family. The co-payment per child for part days is half the full day rate. For TCC families, there is no co-payment beyond the 3rd child. Contracted child care providers collect co-payments from parents/caretakers directly; the DES pays providers the contracted rate minus the required co-payment. c) The attached sliding fee scale was or will be effective as of 7/1/09. d) Does the Lead Agency use other factors in addition to income and family size to determine each family's contribution to the cost of child care? (658E(c)(3)(B), §98.42(b)) Yes, and describe those additional factors: No. 3.5.2 Is the sliding fee scale provided as Attachment 3.5.1 used in all parts of the State? (658E(c)(3)(B)) Yes. No, and other scale(s) and their effective date(s) are provided as Attachment 3.5.2. 3.5.3 The Lead Agency may waive contributions from families whose incomes are at or below the poverty level for a family of the same size, (§98.42(c)), and the poverty level used by the Lead Agency for a family of 3 is: $1526 The Lead Agency must select ONE of these options: CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 42 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 ALL families with income at or below the poverty level for a family of the same size ARE NOT required to pay a fee. ALL families, including those with incomes at or below the poverty level for families of the same size, ARE required to pay a fee. SOME families with income at or below the poverty level for a family of the same size ARE NOT required to pay a fee. Describe these families: Families who have an open TANF case and whose income is at or below the poverty level for a family of the same size will not have a required co-payment. 3.5.4 Does the Lead Agency allow providers to charge parents the difference between the maximum reimbursement rate and their private pay rate? Yes. No. 3.5.5 Describe how the co-payments required by the Lead Agency's sliding fee scale(s) are affordable: (§98.43(b)(3) The percentage of family income that would be used to meet its co-payment may vary depending on numerous factors such as: family size and income, number and age of children in care, actual amount of care used, actual cost of care, extra charges, etc. Examples of this percentage and the assumptions used follows: PARENTAL COPAYMENT AS A PERCENTAGE OF GROSS MONTHLY INCOME Hourly Wage *7.25 7.54 7.55 8.87 8.88 11.98 11.99 12.86 12.87 13.75 13.76 14.64 Gross Monthly Income (GMI) $1,247 1,298 1,299 1,526 1,527 2,061 2,062 2,213 2,214 2,366 2,367 2,518 Fee Level Monthly Child Care Cost DES Payment Parental Payment 1 1 2 2 3 3 4 4 5 5 6 6 $1,320.00 1,320.00 1,320.00 1,320.00 1,320.00 1,320.00 1,320.00 1,320.00 1,320.00 1,320.00 1,320.00 1,320.00 $1003.20 1003.20 959.20 959.20 915.20 915.20 827.20 827.20 739.20 739.20 607.20 607.20 $316.80 316.80 360.80 360.80 404.80 404.80 492.80 492.80 580.80 580.80 712.80 712.80 Parental Payment as % of GMI 25% 24% 28% 24% 27% 20% 24% 22% 26% 25% 30% 28% * Arizona minimum wage is $7.25 per hour. CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 43 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 Assumptions Family Size 3; Single parent working 40 hours per week. No other household income. Two children, ages 3 & 4 in median cost center based care in Maricopa County. Median cost of center based care for children age 3 - 5 = $30.00 per day (per 2008 Child Care Market Rate Survey), no extra charges. Monthly child care cost: $30.00 per day x 22 days per month x 2 children = $1,320.00. DES payment calculations (based upon maximum state reimbursement rate of $23.80/day minus applicable co-payment for each child) Fee Level 1 - ($23.80 - 1.00 + 23.80 – 1.00) x 22 Fee Level 2 - ($23.80 - 2.00 + 23.80 – 2.00) x 22 Fee Level 3 - ($23.80 - 3.00 + 23.80 – 3.00) x 22 Fee Level 4 - ($23.80 - 5.00 + 23.80 – 5.00) x 22 Fee Level 5 - ($23.80 - 7.00 + 23.80 – 7.00) x 22 Fee Level 6 - ($23.80 - 10.00 + 23.80 -10.00) x 22 CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ = $1003.20 = $959.20 = $915.20 = $827.20 = $739.20 = $607.20 Page 44 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 PART 4 PARENTAL RIGHTS AND RESPONSIBILITIES 4.1 Application Process / Parental Choice 4.1.1 Describe the process for a family to apply for and receive child care services (658D(b)(1)(A), 658E(c)(2)(D) & (3)(B), §98.16(k), 98.30(a) through (e)). At minimum, describe: a) How parents are informed of the availability of child care services under CCDF (i.e., parental choice of child care services through a certificate or grant of contract)? Families with a need for child care services become aware of the DES child care program through a number of sources. This would include DES offices (e.g., TANF, Jobs, etc.), various other public and private human service agencies, child care providers, child care resource and referral agencies, family and friends, community information and referral agencies, and through general public consumer education information. b) How parents can apply for CCDF services? To apply for services, a family may contact any of the DES Child Care offices located throughout the state. A family may obtain an application in person, by telephone, through the mail or through the DES Website. A family may arrange for an intake interview in person, by telephone or through the mail. The interview may be conducted the same day as the initial contact or may be scheduled to take place at a later date. A family may also be determined eligible on an individual case-by-case basis and referred to a DES Child Care specialist by a DES TANF, Jobs or Child Protective Services specialist. If a family selects a provider that does not have a Registration Agreement with DES, the provider contacts DES to initiate the registration process. A Certificate of Authorization will be provided to the family and the registered provider and services may begin. c) What documentation must parents provide as part of their application to determine eligibility? Parents applying for child care services must provide documentation verifying their identity, current income, and proof that they are engaged in an eligible activity. During an intake interview a Child Care specialist assesses the family’s need for child care and determines eligibility based on income, family size, and programmatic need for child care (e.g., work or education/training). d) How parents who receive TANF benefits are informed about the exception to individual penalties as described in 4.4 CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 45 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 A parent who is receiving TANF benefits is informed by the TANF Employment Case manager, during the assessment process, about the exception to individual penalties as described in Section 4.4. The criteria and process for determining whether a TANF participant qualifies for a child care exception is explained verbally to the client. A written document is also provided to the client that explains what to do if a child care provider cannot be located. d) What steps has the Lead Agency has taken to reduce barriers to initial and continuing eligibility for child care subsidies? In order to facilitate access to child care services and reduce barriers, families are not required to appear at a child care office for redeterminations of eligibility. Redeterminations of eligibility and other changes (e.g., provider changes) are handled through the mail (or by telephone when possible) and families can submit any necessary paperwork without having to disrupt their activity (e.g., employment or training) schedule. Additionally, many initial applications for child care services do not require an office visit. This would typically be the case when a family was referred for services by a Jobs or Child Protective Services specialist. In these situations it may only be necessary for the eligible family to make a telephone contact with a child care specialist in order to provide information on the provider the family has selected. f) Attach a copy of your parent application for the child care subsidy program as Attachment 4.1.1. 4.1.2 Is the application process different for families receiving TANF? Yes, and describe how the process is different: Families receiving TANF are not required to complete an application or appear for a face-to-face interview. They may request services verbally via the telephone. A family may also be determined eligible on an individual case-by-case basis and referred to a DES Child Care specialist by a DES TANF or contracted Jobs Case Manager based on the services needed to support participation in the TANF employment plan. No. 4.1.3 What is the length of eligibility period upon initial authorization of CCDF services? Child care cases are reviewed at least once per year to evaluate eligibility for services. a) Is the initial authorization for eligibility the same for all CCDF eligible families? Yes. CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 46 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 No and describe any variations that relate to the services provided (e.g., through collaborations with Head Start or pre-kindergarten programs or differences for TANF families): Generally, authorizations are created for six month periods. For TANF participants in the Jobs Program, however, the authorization is tailored to the TANF employment plan, and can be less than 6 months if needed. 4.1.4 Describe how the Lead Agency ensures that parents are informed about their ability to choose from among family child care and group home child care, center-based care and in-home care, including faith-based providers in each of these categories. The state of Arizona ensures that parents are informed about their ability to choose from among family and group home care, center-based care and in-home care (including faithbased providers) through a variety of strategies, as outlined below. Faith-based providers are not a specific provider type (but may exist within various provider types), and are therefore not referred to as a distinct and separate category of care. Utilization of Brochures For Consumer Education Regarding Provider Options: The DES Child Care Programs brochure is continuously made available at every local office and various community agencies for anyone expressing an interest in receiving Child Care Assistance. The brochure lists the types of child care providers that contract with the Department of Economic Security (DES), Child Care Administration (CCA) and also provides information about assistance with locating a child care provider through Child Care Resource and Referral (CCR&R). The toll free phone number and website for CCR&R are listed in the brochure for easy reference by customers. The CCR&R also distributes their own individual brochures to local offices and community agencies. The CCR&R brochure contains information on choosing quality child care, the types of child care available, and information on how to contact CCR&R for assistance with provider location. Interview Policy Requires Dialogue Regarding Provider Options: Reinforced in training and by management oversight, DES Child Care Administration policy requires that Child Care specialists provide information to the client at initial interview to enable them to make an informed choice of child care arrangements. The following child care options must be discussed with the client and the discussion documented in the case file: • • • • • • Licensed Centers; Certified Family Child Care Group Homes; Certified In-Home Care Providers; Certified Group Homes; Relative Providers; and Non-reimbursable care (i.e., Head Start, public preschool). Automated Notice Inserts Describing Provider Options: Automated decision notices mailed to ongoing clients also include a "DES Child Care Services Information" insert, which contains information on assistance in locating a child care provider, and directing the client to contact CCR&R for additional assistance. CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 47 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 The DES Child Care Administration Website: The DES Child Care Administration website http://www.azdes.gov/childcare/ informs individuals that CCA certifies and contracts with small family child care homes, contracts with Department of Health Services (DHS) licensed child care centers and group homes, and non-certified relative providers to provide child care services for eligible families. The site contains "information for parents" which lists the types of providers who contract with DES and states that if a parent cannot find a child care provider they can contact their local DES Child Care office or CCR&R for assistance in finding a provider that suits their needs and information on what to look for when choosing a provider. Also, two links are available on the DES CCA website providing access to CCR&R's home page. They are: www.arizonachildcare.org/; and the CCR&R on-line referral system: http://azchildcare.org/referral.html. 4.1.5 Describe how the Lead Agency reaches out and provides services to eligible families with limited English proficiency, including how the Lead Agency overcomes language barriers with families and providers. The DES provides the application for child care services and all brochures in both English and Spanish. Additionally, many Child Care specialists are bilingual. The DES employs child care staff which are fluent in Spanish and also in Navajo. The DES also contracts with a statewide language service that translates 150 different languages on demand via a toll free telephone number. On-site verbal translation is also available though this provider. 4.2 Records of Parental Complaints Describe how the Lead Agency maintains a record of substantiated parental complaints about providers and makes substantiated parental complaints available to the public on request. (658E(c)(2)(C), §98.32)) By law, the Arizona Department of Health Services (DHS) is responsible for the licensure of child care centers and certification of child care group homes. This includes maintaining a record of substantiated complaints, which are available for public review upon request. Members of the public may review child care center and group home licensure/certification files in DHS Office of Child Care Licensure offices at various locations around the state. The public may also contact a DHS Office of Child Care Licensure and request that complaint information be provided by mail or by fax. Additionally, formal enforcement actions taken by DHS may be reviewed at the DHS Division of Licensing Services Office of Child Care Licensing webpage: www.azdhs.gov/als/childcare/. Complaint records for small certified family child care, in-home and relative providers are maintained and available for review in various DES Child Care Administration offices throughout the state. The public may also contact a DES Child Care Administration office and request that complaint information be provided verbally, by mail or by fax. Complaint information on small family child care homes which are registered with the Child Care Resource & Referral (CCR&R) service are available for review at various offices of the community based agencies that provide CCR&R under contract with DES. These homes are CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 48 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 not regulated or monitored and complaints on CCR&R registered homes are not investigated. The publicly viewable files contain both complaints and the providers’ written responses, if any, to the complaints. 4.3 Unlimited Access to Children in Child Care Settings Provide a detailed description of the Lead Agency procedures for affording parents unlimited access to their children whenever their children are in the care of a provider who receives CCDF funds. (658E(c)(2)(B), §98.31)) All child care providers must have a Registration Agreement with DES in order to facilitate payment to that provider. By signing the Registration Agreement, the provider agrees to allow access by parents, guardians, or their authorized representatives to all areas of the facility where child care is provided at any time during the provider’s hours of operation and whenever the children are in the care of the provider. Additionally, in the state statute and rule governing the health and safety of child care centers and group homes, the Department of Health Services (DHS), requires facilities to allow parents, guardians or authorized representatives to have unlimited access. 4.4 Criteria or Definitions Applied by TANF Agency to Determine Inability to Obtain Child Care The regulations at §98.33(b) require the Lead Agency to inform parents who receive TANF benefits about the exception to the individual penalties associated with the work requirement for any single custodial parent who has a demonstrated inability to obtain needed child care for a child under 6 years of age. In fulfilling this requirement, the following criteria or definitions are applied by the TANF agency to determine whether the parent has a demonstrated inability to obtain needed child care: NOTE: The TANF agency, not the Child Care Lead Agency, is responsible for establishing the following criteria or definitions. These criteria or definitions are offered in this Plan as a matter of public record. The TANF agency that established these criteria or definitions is: Arizona Department of Economic Security, Employment Administration, Jobs Program. • "appropriate child care": means - child care that is licensed or certified by the Arizona Department of Health Services or certified by the Arizona Department of Economic Security. • "reasonable distance": means - child care that is available when the total travel time from a TANF participant’s home, to the child care provider, and to a work activity, is less than 1 hour one way by vehicular transportation; or less than ½ hour one way if the only mode of transportation is walking. CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 49 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 • "unsuitability of informal child care": means - child care that is available through a relative provider, but the recipient declares in writing that the provider is inappropriate based on factors such as, that the relative provider: a) Has a history of child neglect or abuse; b) Is experiencing domestic violence; c) Has a history of serious crime; d) Is a drug abuser; e) Has an emotional, mental or physical condition which prevents the relative from providing safe care; or f) Resides in a home which is unsafe for children. • "affordable child care arrangements": means - child care that is available when the cost of care is equal to or less than the amount that DES will pay. CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 50 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 PART 5 ACTIVITIES & SERVICES TO IMPROVE THE QUALITY AND AVAILABILITY OF CHILD CARE 5.1 Quality Targeted Funds and Set-Asides Federal appropriations law has targeted portions of the CCDF for quality improvement and for services for infants and toddlers, child care resource and referral (CCR&R) and school-age child care. For each targeted fund, provide the following information. 5.1.1 Infants and Toddlers: Note: For the infant and toddler targeted funds, the Lead Agency must provide the maximum age of a child who may be served with such targeted funds (not to exceed 36 months). a) Describe the activities provided with these targeted funds In Arizona, for all activities listed below, the maximum age of a child who may be served with such targeted funds is up to three years of age. The DES makes funds available through contracts for activities to improve the quality of infant and toddler care in Arizona. Specific activities currently include: • Child care training is provided that is specific to infants and toddlers and delivered to center and/or home-based providers. This includes training delivery systems that utilize curricula such as West Ed’s “Program for Infant Toddler Care” (PITC). Resources may be offered to providers for expenses associated with participating in training e.g. the cost of substitute caregivers; and incentives to participants who complete training. Incentives could be in the form of further training opportunities, equipment, materials, supplies, other non-monetary incentives, etc.; • Home recruitment contracts for family child care providers that target the need for infant care, especially for non-traditional hours and weekend care rarely offered by centers; • Monitoring compliance with licensing and certification requirements for infants and toddlers; • Career guidance and scholarships for college credit coursework is offered to individuals who care for infants and toddlers. This is available to providers who work in center and home based settings; • Child care for infants and toddlers in shelters aiding victims of domestic violence and homelessness; CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 51 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 • Resources and assistance is provided to both center and family child care programs caring for infants and toddlers to pursue accreditation and /or to generally improve the quality of care; and • Payment of an enhanced rate to licensed centers or family child care programs that are nationally accredited. In Arizona, over one third of the enhanced rate paid is for infants and toddlers in accredited programs. b) Identify the entities providing the activities These activities may be performed by community-based non-profit organizations, private for profit businesses, institutions of higher education, etc. c) Describe the expected results of the activities. • Through training, staff becomes more qualified to work with infants and toddlers and have a better understanding of a child’s needs at this age. • The home recruitment of Family Child Care providers is intended to build capacity and to improve the quality of care for infants. • The availability of care for infants and toddlers whose parents temporarily reside in a homeless or domestic violence shelter. • Enhanced rates for accredited programs assist with the costs associated in meeting higher standards such as implementing developmentally appropriate practices, providing lower staff/child ratios and retaining higher educated and experienced staff. 5.1.2 Resource and Referral Services: a) Describe the activities provided with these targeted funds The DES Child Care Resource and Referral (CCR&R) services engage in the following activities: • Collect and disseminate to parents of eligible children, other low income families and the general public, consumer education information that will promote informed child care choices; • Provide parents with child care options that best meet their needs; • Provide consumer education and information on child care options, indicators of quality programs, licensing and regulatory requirements, complaint procedures, eligibility for child care subsidies and parental access; CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 52 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 • Collect and report data about child care supply and demand; • Recruit existing regulated child care providers to be included in the database; • Provide information on training opportunities for providers; • Encourage the development of new programs in areas of identified need; and • Assist with recruiting and processing unregulated home providers to meet the requirements of listing with CCR&R. Unregulated home providers who elect to be listed with CCR&R are required to: submit fingerprints for a criminal history check; clear a state child protective services background check; provide and maintain proof of current infant/child CPR certification; and attest that any guns and ammunition are locked in separate containers and pools are properly fenced; • All agencies that hold a contract to offer CCR&R services in Arizona will attain or maintain Quality Assurance Validation through the National Association of Child Care Resource and Referrals’ Child Care Aware program. For details on the Validation, see: www.naccrra.org/programs/qap. b) Identify the entities providing the activities The DES contracts with community-based organizations to provide CCR&R services. The DES currently contracts with the two organizations to provide these services. c) Describe the expected results of the activities. The expected results of these activities are: • Child Care Resource and Referral (CCR&R) is seen as a resource for families to obtain information about quality child care and the choices available; • Through meeting the Quality Assurance Validation requirements, the services offered will be in keeping with best practices of CCR&R operation; • An increased number of providers will be added to the database, to ensure that sufficient choices are available to consumers statewide; and CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 53 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 • To add further confidence to the general public, all providers listed with Child Care Resource and Referral will meet minimum guidelines for background checks and safety requirements. 5.1.3 School-Age Child Care: a) Describe the activities provided with these targeted funds Divisions within the Governor Brewer's Office for Children, Youth and Families (GBOCYF) will collaborate with and provide resources to community groups who serve as the voice and advocates for children considered the "tweeners" who fall between the age of school readiness and high school. The GBOCYF, Division of School Readiness will be participating in national conferences and dialogues related to youth service providers for the purpose of sharing in the dialogue of best practices and effective program development. The GBOCYF supports the Arizona Center for Afterschool Excellence, a community based organization that works to improve access to high quality afterschool learning opportunities for Arizona's children and youth through professional development, advocacy and capacity building initiatives. A "Phone Friend" program will also be available. This program is an after school, bilingual, "warm line” phone service for children who are home alone. Trained counselors (staff and supervised volunteers) assist children with homework, sibling conflicts, problem solving and non-emergency situations. The program also provides home and Internet safety trainings to children through outreach to community based settings, often in the local schools. b) Identify the entities providing the activities Divisions within the Governor's Office for Children, Youth and Families collaborate with community-based organizations to provide activities. Currently, two such organizations provide services. c) Describe the expected results of the activities. • The number of high quality of afterschool learning opportunities will increase; and • School age children will feel more safe and secure during out of school hours. CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 54 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 5.1.4 The law requires that not less than 4% of the CCDF be set aside for quality activities. (658E(c)(3)(B), 658G, §§98.13(a), 98.16(h), 98.51) The Lead Agency estimates that the following amount and percentage will be used for the quality activities (not including targeted funds) during the 1-year period: October 1, 2009 through September 30, 2010: $6,010,551 (4 %) 5.1.5 Check each activity in Table 5.1.5 that the Lead Agency will undertake to improve the availability and quality of child care (include activities funded through the 4% quality set-aside as well as the targeted funds for quality activities). (658D(b)(1)(D), 658E(c)(3)(B), §§98.13(a), 98.16(h)). CHECK ALL THAT APPLY. Table 5.1.5 Activities to Improve the Availability and Quality of Child Care Activity Check if undertaking/ will undertake Comprehensive consumer education Name and type of entity providing activity Arizona Child Care Resource & Referral/Private non-profit Grants or loans to providers to assist in meeting State and local standards Home Recruitment, Study and Supervision/Private non-profit Monitoring compliance with licensing and regulatory requirements Arizona Department of Health Services &Arizona Department of Economic Security-Governmental Professional development, including training, education, and technical assistance A variety of communitybased organizations and businesses -private nonprofit and private for profit Improving salaries and other compensation for child care providers A variety of communitybased organizations and businesses - private nonprofit and private for profit Activities to support a Quality Rating System A variety of communitybased organizations and businesses - private nonprofit and private for profit Activities in support of early language, literacy, pre-reading, and early math concepts development A variety of communitybased organizations and businesses - Private nonprofit and Private for profit CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Check if nongovernmental entity Page 55 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 Activity Check if undertaking/ will undertake Name and type of entity providing activity Activities to promote inclusive child care A variety of communitybased organizations and businesses - Private nonprofit and Private for profit Healthy Child Care America and other health activities including those designed to promote the social and emotional development of children Healthy Child Care Arizona – Governmental Other quality activities that increase parental choice, and improve the quality and availability of child care. (§98.51(a)(1) and (2)) Community based organizations and institutions of higher learning - Private non profit Check if nongovernmental entity 5.1.6 For each activity checked in Table 5.1.5, a) describe the expected results of the activity. b) If you have conducted an evaluation of this activity, describe the results. If you have not conducted an evaluation, describe how you will evaluate the activities. Comprehensive consumer education: The DES contracts with community-based organizations for the purpose of providing comprehensive consumer education. • Arizona statute requires the DES to maintain a Statewide Child Care Resource and Referral System that will provide families with information on all types of child care, information about child care resources and services, and information about choosing child care. • A major component of this activity is the Arizona Child Care Resource and Referral Consumer Education Campaign. The objective of this effort is to establish and increase the overall name recognition of Child Care Resource and Referral programs and services. • An effort is being made to maintain consumer education for parents seeking out quality child care. Approaches towards this end include paid and free television, radio, newspaper, Internet and periodical ads; and billboard, bus bench and bus ads. This effort is also utilized to increase the number of child care providers that are listed in the database. • Referral services are available to parents 24 hours a day through the statewide CCR&R web site azchildcare.org. Parents are able to tailor their search geographically by zip code, city or CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 56 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 county, by provider type, by ages of children, time and days care is required. The search may also be made for only for those providers that hold a DES contract. The expected results of these activities are: • More parents will become aware of the Child Care Resource and Referral agencies in the state and the services that they offer. • Parents will be better informed about their choices in child care, types of care available and how to identify high quality child care. Grants or loans to providers to assist in meeting State and local standards The DES contracts with a number of organizations to recruit homes to become DES certified. Such homes are eligible to be reimbursed by the State for care provided to children of income eligible families. Funds are available for homes to come into compliance with state and local standards so that they may become certified. The expected outcome is that there will be more DES certified homes will be available to working parents in Arizona. Monitoring compliance with licensing and regulatory requirements: The DES partners with the Arizona Department of Health Services (DHS) for the purpose of improving the monitoring of compliance with licensing and regulatory requirements. The CCDF funding is utilized by DHS to provide for activities associated with certification/monitoring of child care group homes and the licensing/monitoring of child care centers. The CCDF is also utilized by DES to monitor & certify small family provider homes that receive public subsidies. The expected results of these activities are that there will be increased and better monitoring of health and safety licensing requirements for all ages of child care from birth through age 12 and an increase in the ability to more quickly respond to complaints from the public. Professional development, including training, education and technical assistance: Community based training opportunities and technical assistance are offered to all types of child care providers. In order to best meet the needs of Arizona’s child care practitioners, a range of services is offered statewide and include: • Stand-alone trainings; • Individualized training series offered on-site (i.e., at child care facilities) and off-site with follow up plans; • Nationally recognized researched-based trainings, designed specifically to meet the needs of the infant and/or toddler practitioner with follow-up plans and on-site coaching; • Scholarships to practitioners for credit bearing course work in early childhood education leading toward the completion of an accredited degree program available through community colleges; CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 57 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 • Introductory 60-hour child care training course offered to individuals interested in entering the field, or to practitioners with little knowledge and background in the field; and • Technical assistance and training offered to programs serving children with disabilities and special health care needs. (See Section 5.2.5 - State Plans for Professional Development, for detailed information on this activity). Improving salaries and other compensation for child care providers The DES pays an enhanced subsidy rate to child care facilities that are accredited. Through both the Arizona Self Study Project and the Professional Career Pathways Project, DES offers assistance to both family child care providers and child care centers to become accredited. While payment of the enhanced rate does not guarantee improved compensation to any individual child care provider, increasing the level of education of the early childhood community is expected to lead to an increased professionalism of the field. This, in turn, may logically lead to an overall increase in salaries and other compensation. With the creation of the Arizona Early Childhood Development and Health (ECDH) Board, also known as First Things First, the availability of funds to create more substantive efforts is increased. First Things First has launched a TEACH (Teacher Education and Compensation Helps) model in Arizona to help increase educational levels and salaries, decrease turnover and improve quality. More information is available at the First Things First web site at: www.azftf.gov/WHATWEDO/PROGRAMS/QUALITYFIRST/Pages/TEACH.aspx. The DES will continue to work with First Things First at both the state and regional levels to investigate implementation of TEACH and other efforts to improve the salaries and compensation of Arizona’s child care professionals. Activities to support a quality rating system Arizona has adopted a Quality Improvement and Rating System (QIRS) methodology to implement a voluntary five-star quality rating system scheduled to be piloted in 2010. The QIRS will be implemented under the auspices of First Things First. The comprehensive quality rating process begins with assessment of child care facilities using environmental rating scales to document the quality of each child care environment. The Classroom Assessment Scoring System (CLASS) is also used to measure the quality of adult and child interactions. Based on the results of these assessments, facilities will develop Program Improvement Plans in consultation with assigned mentors. Support for program improvement will be available in the form of technical assistance, small grants, child care health consultants, educational scholarships and financial incentives for staff members who attain specific educational levels. The success of individual Program Improvement Plans will be measured by another round of evaluation using the assessment tools mentioned above. A quality rating will be assigned to participating child care settings based on: Assessment scores; Staff qualifications; Program use of early learning standards & child assessment; Family & community involvement, and; Administrative practices. CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 58 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 The DES will coordinate with First Things First in development and promotion of Arizona’s child care quality rating system. Activities in support of early language, literacy, pre-reading and numeracy development: The DES contracts out for various training activities during the course of the Plan period. Contracts are awarded pursuant to a Request for Proposals evaluation process, which includes a review to determine the focus on language, literacy, and numeracy development. As a result, trainings have an increased emphasis in the areas of language, literacy, and numeracy. It is also expected that this will lead to increased knowledge of pre-literacy activities and the importance of reading, as well as improve teaching skills and assist in development of appropriate school readiness activities for the classroom. Additionally the Governor’s School Readiness Division will be supported with CCDF resources (see Section 5.2.3- State Plan for Program Coordination). One function of the Division is to identify and measure indicators of school readiness. Arizona is currently one of 17 states participating in a national initiative to develop indicators for school readiness, addressing areas of language and literacy, cognition and general knowledge, approaches to learning, social and emotional development, physical well-being, and motor development. Members of the Division are participants in the indicator initiative and will provide a direct link to the initiative. These indicators will be one mechanism in which benchmarks for the assessment of outcomes of children and communities may be developed. Activities to promote inclusive child care: The DES contracts for training for providers caring for special needs children, ages 0-12. Specialized training and technical assistance will be offered that focuses on the inclusion of children with disabilities in home-based, center-based and after-school-based settings. Child care providers are offered information, education, and support concerning children with special needs. Resource and video materials are available through a lending library in some counties. These trainings will provide an increase in child care providers’ competence in addressing the needs of children with special child care needs, as evidenced by knowledge of disabilities, coordinating with community resources, and the practice of inclusive child care. Healthy Child Care America and other health activities including those designed to promote the social and emotional development of children: The DES works collaboratively with the Arizona Department of Health Services’ Office of Child Care Licensing; the Arizona Chapter of the American Academy of Pediatrics; and the Governor Brewer’s Office for Children, Youth and Families; in a number of health activities for the early childhood community. The CCDF funding will be utilized, whenever practical, to promote the social and emotional health of children. This may be in the form of stand-alone workshops provided to the child care professionals or as part of more comprehensive curricula such as the Providing Infant Toddler Care materials used by infant toddler training contractors. Arrangements may be made to involve Licensing Surveyors from the Arizona Department of Health Services in such workshops. Arizona also continues the development of a Child Care Health Consultant (CCHC) model. Funding from First Things First is available to make the CCHC model more widely available throughout the State. An administrative home for the state-wide CCHC network has been identified and preliminary plans are to support 40 Child Care Health Consultants. The DES will continue to collaborate with First Things First as this model is implemented on a statewide scale. For current information, see: CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 59 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 http://azftf.gov/WhatWeDo/Programs/QualityFirst/Pages/ChildCareHealthConsultants.aspx Other quality activities that increase parental choice, and improve the quality and availability of child care: The DES contracts with community-based organizations and institutions of higher learning for the purpose of providing other quality activity that increase parental choice and improve the quality and availability of child care. These services include: • Providing resources to assist in meeting the increasing demand for child care in rural and lowincome urban areas by recruiting and providing orientation and training for family child care providers; • Providing resources to assist with costs associated with meeting requirements to be a child care home provider; • Providing support to providers that are pursing national accreditation through enhanced training/technical assistance, and mini-grants; • Providing support to providers that are pursing higher education through the payment of tuition, books and fees for Child Development Associate (CDA) and other Early Childhood Education classes at Community Colleges; • Providing resources to families that are homeless or victims of domestic violence by supporting on-site licensed child care centers at shelters; • Providing resources to families by paying an enhanced rate for providers that are nationally accredited; and • Depending on the availability of funding, DES may engage in additional activities to increase parental choice and improve the quality and availability of child care. The expected results of these activities are: 5.2 • Parents will have increased options when selecting child care; • Barriers will be removed for providers seeking to improve the level of quality they offer and also for those interested in becoming child care providers; • More child care providers will pursue higher education or national accreditation which has been shown to increase the quality of care; and • Families will have greater accessibility to nationally accredited providers. Early Learning Guidelines and Professional Development Plans CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 60 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 5.2.1 Status of Voluntary Early Learning Guidelines. Indicate which of the following best describes the current status of the State's efforts to develop, implement, or revise research-based early learning guidelines (content standards) for three-to-five year-olds. NOTE: Check only one box that best describes the status of your State/Territory’s three-to-five-year-old guidelines. Planning. The State is planning for the development of early learning guidelines. Expected date of plan completion: If possible, respond to questions 5.2.2 through 5.2.4. Developing. The State is in the process of developing early learning guidelines. Expected date of completion: If possible, respond to questions 5.2.2 through 5.2.4. Developed. The State has approved the early learning guidelines, but has not yet developed or initiated an implementation plan. The early learning guidelines are included as Attachment 5.2.1, if available. Implementing. In addition to having developed early learning guidelines, the State has embarked on implementation efforts which may include dissemination, training or embedding guidelines in the professional development system. The guidelines are included as Attachment 5.2.1. Revising. The State has previously developed early learning guidelines and is now revising those guidelines. The guidelines are included as Attachment 5.2.1. Other. Describe: a) Describe the progress made by the State/Territory in developing, implementing, or revising early learning guidelines for early learning since the date of submission of the 2008-2009 State Plan. Efforts to develop early learning guidelines for children birth to three or older than five may be described here. The Arizona Early Learning Guidelines are available in hard copy or may be downloaded for use throughout the state at: http://www.ade.state.az.us/earlychildhood/downloads/EarlyLearningStandards.pdf b) If developed, are the guidelines aligned with K-12 content standards or other standards (e.g., Head Start Child Outcomes, State Performance Standards)? Yes. If yes, identify standards: The Arizona Early Learning Standards are aligned with the Head Start Child Outcomes as well as the Arizona Academic Standards for Kindergarten. Kindergarten math standards were revised during this past year and a re-alignment is currently in draft. A matrix showing alignment of each Early Learning Standard with the Head Start Outcomes and the AZ Academic Standard for K is included for each standard. CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 61 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 No. c) If developed, are the guidelines aligned with early childhood curricula? Yes. If yes, describe: No. Although curricula decisions are made at a local level, the Arizona Early Learning Standards align with best practices and current research in Early Childhood Education. Many individual curricula do align with the standards. Professional development aligning the Arizona Early Standards with curricula decisions is provided and supported. d) Have guidelines been developed for children in the following age groups: Birth to three. Guidelines are included as Attachment 5.2.1 Birth to five. Guidelines are included as Attachment 5.2.1 Five years or older. Guidelines are included as Attachment 5.2.1 If any of your guidelines are available on the web, provide the appropriate Web site address (guidelines must still be attached to Plan): The Arizona Academic Standards may be found at: http://www.ade.state.az.us/standards/contentstandards.asp Additional standards may be found at: http://www.ade.state.az.us/standards/otherstandards.asp As part of the Career and Technical Education Program in Arizona there are specific outcomes for those enrolled in Early Childhood Education Programs. http://www.aztechprep.org/CTE_Programs/Career_Prep/ECE/ece.html 5.2.2 Domains of Voluntary Early Learning Guidelines. Do the guidelines for threeto-five-year-olds address language, literacy, pre-reading, and early math concepts? Yes. No. a) Do the guidelines for children three-to-five-year-olds address other domains such as social/emotional, cognitive, physical, health, or creative arts? Yes. If yes, describe. CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 62 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 The Arizona Early Learning Standards are formatted to align and reflect with the K-12 Academic Standards. The Arizona Early Learning Standards also include: SocialEmotional, Science, Social Studies, Physical Development, Health, & Safety Standard, and Fine Arts. The Arizona Department of Education is currently working on Technology Standards for 3-5 year olds. No. 5.2.3 Implementation of Voluntary Early Learning Guidelines. a) Indicate which strategies the State used, or expects to use, in implementing its early learning guidelines. Check all that apply: Disseminating materials to practitioners and families Developing training curricula Partnering with other training entities to deliver training Aligning early learning guidelines with licensing, core competencies, and/or quality rating systems Other. Describe: b) Indicate which stakeholders are, or are expected to, actively support(ing) the implementation of early learning guidelines: Check all that apply: Publicly funded (or subsidized) child care Head Start Education/Public pre-k Early Intervention Child Care Resource and Referral Higher Education Parent Associations Other. Describe: It is expected that the Arizona Early Learning Standards will be used by all those planning quality learning experiences for 3-5 year old children. c) Indicate the programs that mandate or require the use of early learning guidelines Publicly funded (or subsidized) child care Head Start Education/Public pre-k Early Intervention Child Care Resource and Referral Higher Education Parent Associations CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 63 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 Other. Describe: State Family Literacy Programs working with children from 3-5 year olds are required to use the AZ Early Learning Standards. They are intended for use by all those who work with young children in any early care and education setting in urban, rural and tribal communities. d) Describe how cultural, linguistic and individual variations are (or will be) acknowledged in implementation. The Arizona Early Learning Standards were developed for use with all children in Arizona. The document includes specific information supporting inclusive practices for Early Childhood Special Education and English Language Learners. Professional development is provided in meeting the specific needs of all students. Those responsible for the creation of the Early Learning Standards are culturally, geographically, linguistically, and representative of Arizona. e) Describe how the diversity of child care settings is (or will be) acknowledged in implementation. The Arizona Early Learning standards were developed for all of Arizona’s children and meant to be implemented in varied settings. Professional development opportunities are targeted to meet the needs of participants. Professional development about the use of Early Learning Standards is provided by the Department of Education in collaboration with the Arizona Child Care Association. Examples in the context of daily routines, activities and play are provided for each indicator. Examples are reflective of the child care setting. Materials developed to support implementation of the guidelines are included as Attachment 5.2.3. If these are available on the web, provide the appropriate Web site address (guidelines must still be attached to Plan): Train the trainer modules of the Early Learning Standards have been created for the Science Standard, Social and Emotional Standard, Language and Literacy Standard, and the Mathematics Standard. These modules include a professional development guide to assist the trainers in implementing the standard and ensuring professional development is sustained. Train the Trainer modules are currently not available on the website. 5.2.4 Assessment of Voluntary Early Learning Guidelines. As applicable, describe the State's plan for: a) Validating the content of the early learning guidelines Inherent in the development of the Arizona Early Learning Standards was constant validation of the content with local and national early childhood professionals and standards experts. Two national experts in Early Learning Standards, Sharon Lynn Kagan, Columbia Teachers College and Susan Neuman, University of Michigan have provided subsequent review and validation of the document. CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 64 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 b) Assessing the effectiveness and/or implementation of the guidelines The Arizona Department of Education incorporated implementation of the Early Learning Standards into their quality initiative, Early Childhood Quality Improvement Practices (ECQUIP). Local application of the standards in schools is reviewed and discussed during school site monitoring visits. Quality First, Arizona’s quality improvement and rating system is beginning implementation. Instrumental in Quality First is assessing the implementation of the Standards. c) Assessing the progress of children using measures aligned with the guidelines The Arizona Department of Education implements the Early Childhood Assessment System. Currently, there is a menu of four tools which a public education agency chooses for implementation. The four tools for use are: Child Observation Record, Creative Curriculum Developmental Continuum, Galileo, and Work Sampling System. All approved assessment tools are aligned with the AZ Early Learning Standards. This system is available and required for public preschool programs only, however, professional development on assessment and the use of assessment data if offered to all those working in early care and education. The Arizona Department of Education works in collaboration with First Things First to ensure that First Things First’s early childhood assessments are aligned with the AZ Early Learning Standards. The Arizona Department of Education and First Things First are also structuring their assessment data systems so that early childhood data is aligned with school-aged data. The two agencies are working to share data and obtain longitudinal information on student outcomes. Dialogues are also being conducted with the Early Childhood Programs in Department of Economic Security and the Department of Health Services. d) Aligning the guidelines with accountability initiatives In the Arizona Department of Education Early Childhood Assessment system, assessment results are reported to ADE using the Student Accountability and Information System (SAIS), which is used in every school district and charter school throughout Arizona. The SAIS is an automated data collection and reporting system that will enhance the ability to evaluate programs, identify trends and document of the benefits of investment in early childhood programs in Arizona. First Things First has identified six statewide goals for improving Early Childhood Health and Education in Arizona. Local councils have also identified regional goals that align with the statewide initiative. Outcome measures have been identified and the ground work is being laid for assessment of the measures. The Arizona University Consortium has been awarded a grant to obtain student assessment data on kindergarten readiness. Measures of kindergarten readiness, the ultimate accountability outcome for First Things first, are aligned with the AZ Early Learning Standards. CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 65 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 Written reports of these efforts are included as Attachment 5.2.4. If these are available on the web, provide the appropriate Web site address (reports must still be attached to Plan): 5.2.5 Plans for Professional Development. Indicate which of the following best describes the current status of the Lead Agency’s efforts to develop a professional development plan for early childhood providers that includes all the primary sectors: child care, Head Start, and public education. NOTE: Check ONLY ONE box that best describes the status of your State’s professional development plan. Planning. Are steps underway to develop a plan? Yes, and describe the entities involved in the planning process, the time frames for completion and/or implementation, the steps anticipated, and how the plan is expected to support early language, literacy, pre-reading and early math concepts. Key stakeholders have been convened to strategize and build consensus around development of a framework for professional development for several years in Arizona. One pivotal group that addressed this issue was the State School Readiness Board. The State School Readiness Board had representatives from institutions of higher education, private, and public child care providers, community-based training/technical assistance agencies, state agencies, and public preschool programs. The State School Readiness Board developed a comprehensive plan to achieve school readiness for all Arizona children. One key strategy articulated by the Board was to support training and education for early childhood teachers and to increase their retention rate and compensation. This vision would be accomplished by creating a professional development system, providing scholarships to improve the number, diversity and quality of early education teachers, phase in wage incentive program and establish Early Educators Leadership Program. In addition, the State School Readiness Board suggested offering child care providers technical assistance to improve quality, phasing-in a quality rating system, ensuring sufficient monitoring of health and safety, and improving infant-toddler care. The State School Readiness Board officially dissolved in April of 2007. However, a new division has been established in the Governor Brewer’s Office for Children, Youth and Families dedicated to school readiness. The Division of School Readiness will work to further the vision established by the original School Readiness Board. The consensus opinion of a wide variety of stakeholders is that Arizona needs to establish a professional development system. Professional development for early childhood educators is a key component of the envisioned system. However, most agree that a professional development plan by itself is unlikely to achieve significant results. Professional development linked to strengthened licensing standards, program evaluation, incentives and tiered reimbursements is more likely to improve the quality of care in Arizona. Although building this consensus was an important step and support for the vision is enthusiastic, implementation of the vision of the School Readiness Board was, until recently, still in the planning phase. One important piece of the puzzle has only recently fallen into place, the funding mechanism. CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 66 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 In November 2006, Arizona voters approved Proposition 203, the Arizona Early Childhood Development and Health Initiative. Passage of the proposition establishes a tax on tobacco products which will be used to, “improve the quality, accessibility and affordability of early childhood development opportunities in the settings of the parents’ choice.” The new tax resulted in a budget estimated to be 150 million dollars per year for early childhood development and health purposes. The Early Childhood Development and Health (ECDH) Board, also known as First Things First, is essentially a new state agency. It has begun to develop and implement plans to address early childhood issues in collaboration with 31 Regional Partnerships throughout the state. The DES and First Things First are working in partnership with the Head Start Collaboration Office in the Governor’s Office for Children, Youth & Families to convene a workgroup of agencies and entities to further develop Arizona’s statewide plan for early care and education provider professional development. First Things First has been designated the Early Learning Advisory Council for the State and will develop Arizona’s Professional Development Plan for Early Care and Education. The Arizona Professional Development Plan will include child care, Head Start and public education preschool programs. Much of the necessary foundational work and consensus building, prerequisite to systems development, was achieved during the tenure of the State School Readiness Board (SRB), which officially dissolved in April of 2007. Since then community partners have extended this work through the First Things First Board. A statewide needs assessment and asset inventory has been completed as well as similar reviews from the 31 regional councils. This research provided data for statewide and regional funding priorities and these funding priorities have led to the crafting of funding strategies, logic models and standards of practice. From these, scopes of work for requests for proposals have been, and will continue to be, created. Arizona’s Early Learning Advisory Council will utilize this foundation to create the Development Plan. Two key first steps in developing the plan include: 1. Planning a process for coordinating the multiple stakeholders in the effort to create a Professional Development Plan. An initial activity will be a gathering of stakeholders to brainstorm how best to proceed to meet collective goals; and 2. Reviewing the existing documents associated with a statewide professional development plan, including the School Readiness Board Action Plan, the current Head Start State Collaboration Office Strategic Plan, First Things First’s Strategic Roadmap, and previous and current CCDF State Plans, etc. Agencies & Entities Involved: • DES - Child Care Administration • First Things First - Policy & Research • Governor’s Office for Children Youth & Families - State Head Start Collaboration Office • Arizona Department for Education - Early Childhood Division • Arizona Department of Health Services - Office of Child Care Licensing • Arizona Head Start Association CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 67 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 • • • • • Arizona Association for the Education of Young Children Arizona Child Care Association Higher Education Institutions Arizona Early Childhood Institute (AzECI) Other interested groups and organizations Support for Early Language Development, Literacy, and Numeracy • Through a comprehensive research agenda designed to study issues across health, education and service delivery in early childhood, AzECI’s overall goal is to provide information at all levels of the system, thus ensuring that both the theory and practice of early childhood education and development is such that Arizona’s children enter school ready to succeed. • Examples of some of the factors to be studied by AzECI include, but are not limited to the following: (a) biological, neurological, and psychological development in early childhood, (b) the impact of differing language environments upon children’s socio-emotional, language and academic development, and (c) the influence of differences in the initial training and continuing education of early childhood teachers and paraprofessionals upon children’s social and academic abilities. It is anticipated that a comprehensive plan will be developed in the spring of 2010. No. Developing. A plan is being drafted. The draft or planning documents are included as Attachment 5.2.5, if applicable. Developed. A plan has been written but has not yet been implemented. The plan is included as Attachment 5.2.5, if applicable. Implementing. A plan has been written and is now in the process of being implemented, or has been implemented. The plan is included as Attachment 5.2.5. Revising. The State previously developed a professional development plan and is now revising that plan, or has revised it since submitting the 08-09 State Plan. The revisions or the revised plan are included as Attachment 5.2.5. Other. Describe: a) Describe the progress made by the State in planning, developing, implementing, or revising the professional development plan since the date of submission of the 2008-2009 State Plan. Since the submission of our 2008-2009 State Plan Arizona has made the following progress in the area of early childhood development and health, which lay additional groundwork for developing the professional development plan: • Quality First, Arizona’s Quality Improvement and Rating System has been launched; o Coaches have been hired and trained to work with programs participating in Quality First CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 68 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 Assessors have been trained and validated on the Environmental Rating Scales and the CLASS—the instruments to be used to assess program quality o FTF has allocated funding for a statewide infrastructure to administer the TEACH ® ARIZONA Scholarship program o TEACH is active in Arizona and participates in the network of support provided through a license with the Child Care Services Association of North Carolina Community partners, representing private and public child care providers, Head Start, family care providers, United Way and DES have collaborated to create guidelines for a statewide compensation and retention incentives program; The Board of First Things First approved funding for a statewide Administrative Home for a compensation and retention program; The Arizona Early Childhood Institute (AzECI), a consortium of the three state universities has been created to provide the state of Arizona with a premier early childhood research, development and technical assistance center to serve as a comprehensive resource and information hub for Arizona’s families, early childhood service providers, educators, and researchers; The DES has worked with Central Arizona College to automate the application and acceptance process in the Professional Career Pathway Project (PCPP); o A unit based contract is under development for PCPP, so that Regional Partnership Council may purchase units directly from an existing contract; Community Colleges and State Universities have continued development of articulation pathways from the AA degree to the BA degree for those interested in obtaining Early Childhood Education Teacher Certification; In response to community input, The DES has awarded contracts for the coordination of community-based training for child care providers at the DES District level. In each District, one entity is responsible for coordination of all DES funded community-based trainings to ensure that training is available to all types of child care providers, for all appropriate age groups in care and in geographically diverse locations. o • • • • • • b) If developed, does the plan include (Check EITHER yes or no for each item): Arizona’s plan has not yet been developed. The Arizona professional development plan that will be developed in SFY2010 will include the following elements: specific goals/outcomes, a link to the ADE Early Learning Guidelines, the continuum of training and education that forms a career pathway in Early Childhood Education for both those seeking/not seeking teacher certification, establishment of trainer qualifications and strategies to support family, friend and neighbor care providers. Yes No Specific goals or desired outcomes A link to Early Learning Guidelines CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 69 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 Continuum of training and education to form a career path Articulation from one type of training to the next Quality assurance through approval of trainers Quality assurance through approval of training content A system to track practitioners’ training Assessment or evaluation of training effectiveness State Credentials – Please state for which roles (e.g. infant and toddler credential, directors’ credential, etc.) Specialized strategies to reach family, friend and neighbor caregivers c) For each Yes response, reference the page(s) in the plan and briefly describe. d) For each No response, indicate any plans the Lead Agency has to incorporate these components. e) Are the professional development opportunities described in the plan available: Note: Check either yes or no for each item): Arizona’s plan has not yet been developed Yes No Statewide To Center-based Child Care Providers To Group Home Providers To Family Home Providers To In-Home Providers Other (describe): f) Describe how the plan addresses early language, literacy, pre-reading, and early math concepts development. g) Are program or provider-level incentives offered to encourage provider training and education? CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 70 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 Although the statewide professional development plan is still in the process of being developed, many elements currently exist and offer the feasibility for further expansion. Monetary incentives are a major component of the TEACH ®ARIZONA Scholarship program, and form the basis for the Compensation and Retention Incentives Program which will be developed further during SFY 2010. Quality Improvement and Rating System, Quality First, is Arizona’s voluntary quality improvement and rating system for early care and education programs serving children birth through age 5. The purpose of Quality First is to improve the quality of early care and education so young children can begin school safe, healthy and ready to succeed. If accepted for participation, a regulated center or home will receive financial incentives to help reach quality milestones. Incentives include: (1) an Enrollment Incentive, to encourage interest and participation; it is awarded upon completion of the enrollment agreement and is available one time only, (2) a Program Improvement Grant, to cover costs associated with improving program quality; it is awarded based upon needs identified through assessment and coaching, and the program’s Quality Improvement Plan, and (3) a Quality Improvement Award, for reaching major milestones in the Quality Improvement Plan. Yes. Describe, including any connections between the incentives and training relating to early language, literacy, pre-reading and early math concepts. No. Describe any plans to offer incentives to encourage provider training and education, including any connections between the incentives and training relating to early language, literacy, prereading and early math concepts? h) As applicable, does the State assess the effectiveness of its professional development plan, including the achievement of any specified goals or desired outcomes? Assessment of the effectiveness of the professional development plan will be a task planned and accomplished with input from The DES Child Care Administration, the FTF Evaluation Division, and the Arizona Early Childhood Institute (AzECI). • The 60 hour training designed for individuals with little or no child care experience, the Child Care Professional Training program, includes a participant self-reported satisfaction survey at the conclusion of the training modules; a follow-up survey of workforce participation also occurs. • The adoption of an automated application and enrollment process for the Professional Career Pathways Project will provide assessment data on who utilizes the program; the number of college credits earned; the Institutes of Higher Education that utilize the program; the number of early care and education professionals who earn the CDA, receive a certificate of completion or use the PCPP as a stepping stone to the AA degree; and the number of individuals receiving accreditation through the National Association for Family Child Care (NAFCC). CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 71 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 • • • FTF will collect data through coaches’ work with programs enrolled in Quality First. Quality Improvement plans, as well as data on program staff professional development during participation of the program in Quality First will provide opportunities to assess the effectiveness of initiatives. FTF will also collect data on effectiveness of professional development components through the TEACH ®ARIZONA program, the compensation and retention incentives initiative and the data warehouse that links to data from other data sources. Additional information will be provided through research efforts of the AzECI. Yes. Describe how the professional development plan’s effectiveness/goal is assessed. No. Describe any plans to include assessments of the professional development plan’s effectiveness/goal achievement. i) Does the State assess the effectiveness of specific professional development initiatives or components? Yes. Describe how specific professional development initiatives or components’ effectiveness is assessed. No. Describe any plans to include assessments of specific professional development initiatives or components’ effectiveness. j) As applicable, does (or will) the State use assessment to help shape or revise its professional development plan? Arizona’s plan has not yet been developed Yes. Describe how assessment informs the professional development plan. No. Describe any plans to include assessment to inform the professional development plan. CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 72 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 PART 6 HEALTH AND SAFETY REQUIREMENTS FOR PROVIDERS (Only the 50 States and the District of Columbia complete Part 6.) The National Resource Center for Health and Safety in Child Care (NRCHSCC) of DHHS's Maternal and Child Health Bureau supports a comprehensive, current, on-line listing of the licensing and regulatory requirements for child care in the 50 States and the District of Columbia. Note: This database typically contains information on licensing requirements for meeting State or local law to operate (§98.40). This database does not contain registration or certification requirements specific only to participation in the CCDF program. In lieu of requiring a State Lead Agency to provide information that is already publicly available, ACF accepts this compilation as accurately reflecting the States' licensing requirements. The listing, which is maintained by the University of Colorado Health Sciences Center School of Nursing, is available on the World Wide Web at: http://nrc.uchsc.edu/. CCDF regulations (§98.2) define the following categories of care:     6.1 Center-based child care provider: Provider licensed or otherwise authorized to provide child care services for fewer than 24 hours per day per child in a nonresidential setting, unless care in excess of 24 hours is due to the nature of the parent(s)’ work. Group home child care provider: Two or more individuals who provide child care services for fewer than 24 hours per day per child, in a private residence other than the child’s residence, unless care in excess of 24 hours is due to the nature of the parent(s)’ work. Family child care provider: One individual who provides child care services for fewer than 24 hours per day per child, as the sole caregiver, in a private residence other than the child’s residence, unless care in excess of 24 hours is due to the nature of the parent(s)’s work. In-home child care provider: Individual who provides child care services in the child’s own home. Health and Safety Requirements for Center-Based Providers (658E(c)(2)(F), §98.41, §98.16(j)) 6.1.1 Are all center-based providers paid with CCDF funds subject to licensing under State law per the NRCHSCC's compilation? Note: Some States use the term CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 73 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 certification or registration to refer to their licensing regulatory process. Do not check “Yes” if center-based providers simply must register or be certified to participate in the CCDF program separate from the State regulatory requirements. * Yes. Answer 6.1.2, skip 6.1.3, and go to 6.2. No. Describe which center-based providers are exempt from licensing under State law and answer 6.1.2 and 6.1.3. * Center based providers on Tribal or military land would be required to meet any applicable Tribal or military requirements. 6.1.2 Have center licensing requirements as relates to staff-child ratios, group size, or staff training been modified since approval of the last State Plan? (§98.41(a)(2)&(3)) Yes, and the changes are as follows: No. 6.1.3 For center-based care that is NOT licensed, and therefore not reflected in NRCHSCC's compilation, the following health and safety requirements apply to child care services provided under the CCDF for: a) The prevention and control of infectious disease (including age-appropriate immunizations) b) Building and physical premises safety c) Health and safety training d) Other requirements for center-based child care services provided under the CCDF 6.2 Health and Safety Requirements for Group Home Child Care Providers (658E(c)(2)(F), §§98.41, 98.16(j)) 6.2.1 Are all group home providers paid with CCDF funds subject to licensing under State law that is indicated in the NRCHSCC's compilation? Note: Some States CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 74 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 use the term certification or registration to refer to their licensing regulatory process. Do not check “Yes” if group home child care providers simply must register or be certified to participate in the CCDF program separate from the State regulatory requirements. * Yes. Answer 6.2.2, skip 6.2.3, and go to 6.3. No. Describe which group home providers are exempt from licensing under State law and answer 6.2.2 and 6.2.3. N/A. Group home child care is not a category of care in this State. Skip to Question 6.3.1 * Group Home providers on Tribal or military land would be required to meet any applicable Tribal or military requirements. 6.2.2 Have group home licensing requirements that relate to staff-child ratios, group size, or staff training been modified since the approval of the last State Plan? (§98.41(a)(2) & (3)) Yes, and the changes are as follows: No. 6.2.3 For group home care that is NOT licensed, and therefore not reflected in NRCHSCC's compilation, the following health and safety requirements apply to child care services provided under the CCDF for: a) The prevention and control of infectious disease (including age-appropriate immunizations) b) Building and physical premises safety c) Health and safety training d) Other requirements for group home-based child care services provided under the CCDF CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 75 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 6.3 Health and Safety Requirements for Family Child Care Providers (658E(c)(2)(F), §§98.41, 98.16(j)) 6.3.1 Are all family child care providers paid with CCDF funds subject to licensing under State law that is indicated in the NRCHSCC's compilation? Note: Some States use the term certification or registration to refer to their licensing regulatory process. Do not check “Yes” if family child care providers simply must register or be certified to participate in the CCDF program separate from the State regulatory requirements. * Yes. Answer 6.3.2, skip 6.3.3, and go to 6.4. No. Describe which family child care providers are exempt from licensing under State law and answer 6.3.2 and 6.3.3. *Family home child care providers on Tribal or military land would be required to meet applicable Tribal or military requirements. 6.3.2 Have family child care provider requirements that relate to staff-child ratios, group size, or staff training been modified since the approval of the last State Plan? (§98.41(a)(2) & (3)) Yes, and the changes are as follows: No. 6.3.3 For family care that is NOT licensed, and therefore not reflected in NRCHSCC's compilation, the following health and safety requirements apply to child care services provided under the CCDF for: a) The prevention and control of infectious disease (including age-appropriate immunizations) b) Building and physical premises safety c) Health and safety training d) Other requirements for family-based child care services provided under the CCDF CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 76 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 6.4 Health and Safety Requirements for In-Home Child Care Providers (658E(c)(2)(F), §§98.41, 98.16(j)) Note: Before responding to Question 6.4.1, check the NRCHSCC's compilation of licensing requirements to verify if in-home child care as defined by CCDF and your State is covered. If not, check no for 6.4.1. Do not check “Yes” if in-home child care providers simply must register or be certified to participate in the CCDF program separate from the State regulatory requirements. 6.4.1 Are all in-home child care providers paid with CCDF funds subject to licensing under the State law reflected in the NRCHSCC's compilation? * Yes. Answer 6.4.2, skip 6.4.3, and go to 6.5. No. Describe which in-home child care providers are exempt from licensing under State law and answer 6.4.2 and 6.4.3. *In-home child care providers on Tribal or military land would be required to meet applicable Tribal or military requirements. 6.4.2 Have in-home health and safety requirements that relate to staff-child ratios, group size, or training been modified since the approval of the last State Plan? (§98.41(a)(2) & (3)) Yes, and the changes are as follows: No. 6.4.3 For in-home care that is NOT licensed, and therefore not reflected in NRCHSCC's compilation, the following health and safety requirements apply to child care services provided under the CCDF for: a) The prevention and control of infectious disease (including age-appropriate immunizations) b) Building and physical premises safety c) Health and safety training d) Other requirements for child care services provided under the CCDF CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 77 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 6.5 Exemptions to Health and Safety Requirements At Lead Agency option, the following relatives: grandparents, great grandparents, aunts, uncles, or siblings (who live in a separate residence from the child in care) may be exempted from health and safety requirements. (658P(4)(B), §98.41(a)(1)(ii)(A)) Indicate the Lead Agency's policy regarding these relative providers: All relative providers are subject to the same requirements as described in sections 6.1 - 6.4 above, as appropriate; there are no exemptions for relatives or different requirements for them. All relative providers are exempt from all health and safety requirements. Some or all relative providers are subject to different health and safety requirements from those described in sections 6.1 - 6.4. The following a) describes those requirements and b) identifies the relatives they apply to: Providers who are grandparents (including great-grandparents), aunts, and uncles, (including greataunts and great-uncles) or siblings (who are not otherwise required), may choose not to meet health and safety requirements described in sections 6.1 – 6.4 above. These providers are referred to as NonCertified Relative Providers (NCRP). Regardless if they care for children in their own home or the children’s home, NCRPs are not subject to licensing. They are however, subject to health and safety requirements and these requirements are different than those described in Sections 6.1 – 6.4. The requirements for NCRPs are as follows: • The NCRPs shall certify that they are not awaiting trial on and have never been convicted of or admitted committing any criminal offenses specified in state statute and that they have not committed any act of sexual abuse of a child. • The NCRPs shall certify that they are not the parent or guardian of a child adjudicated to be a dependent child, as defined by state statute. • The NCRPs shall certify that they have not been denied for cause a license to operate a facility for the care of children in this or another state, nor had a license or certification to operate such a facility revoked. The NCRPs shall also be in compliance with state statutory fingerprint requirements as discussed in Section 6.6. CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 78 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 6.6 Enforcement of Health and Safety Requirements 6.6.1 Each Lead Agency is required to certify that procedures are in effect to ensure that child care providers of services for which assistance is provided comply with all applicable health and safety requirements. (658E(c)(2)(E), §§98.40(a)(2), 98.41(d)) Describe how health and safety requirements are effectively enforced, including at a minimum: a) Are child care providers subject to routine unannounced visits (i.e., not specifically for the purpose of complaint investigation or issuance/renewal of a license)? Yes, and indicate the provider categories subject to routine unannounced visits and the frequency of those visits: • • • • • Child care centers are subject to unannounced visits once per year. Group homes are subject to unannounced visits two times per year. Family child care homes are subject to three visits during their first year of certification, two visits per year thereafter, at least one per year is unannounced. In-home providers are subject to two visits per year, one of which is unannounced and when permission to do so is obtained from the child’s parent. Non-certified relative providers are not subject to visits. No. b) Are child care providers subject to background checks? Yes, and indicate the types of providers subject to background checks and when such checks are conducted: • • • • • Child care centers: A state and federal fingerprint background check is required for: Applicant for License and all personnel including any volunteers. Group homes: A state and federal fingerprint background check is required for: Applicant for Certificate, all personnel including any volunteers and any other household member 18 years of age or older. Family child care homes: A state and federal fingerprint background check is required for the provider, a designated back-up provider and any other household member 18 years of age or older. Additionally, the provider, designated back-up and other household members must clear a state child protective services background check. In-home providers: A state and federal fingerprint background check is required for the provider and a designated back-up provider. Additionally, the provider and designated back-up must clear a state child protective services background check. Non-certified relative providers: A state and federal fingerprint background check is required for the provider. No. CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 79 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 c) Does the State require that child care providers report serious injuries that occur while a child is in care? (Serious injuries are defined as injuries requiring medical treatment by a doctor, nurse, dentist, or other medical professional.) Yes, and describe the State’s reporting requirements and how such injuries are tracked (if applicable): No. • • • • • *Child care centers: No reporting requirement. *Group homes: No reporting requirement. Family child care homes: Report required to be made to DES Child Care Administration. Reports documented in provider’s ongoing file. In-home providers: Report required to be made to DES Child Care Administration. Reports documented in provider’s ongoing file. *Non-certified relative providers: No reporting requirement. d) Describe any other methods used to ensure that health and safety requirements are effectively enforced: Additionally, provider enforcement meetings and actions are held and taken as necessary and technical assistance and training is provided when warranted. 6.7 Exemptions from Immunization Requirements The State assures that children receiving services under the CCDF are age-appropriately immunized, and that the health and safety provisions regarding immunizations incorporate (by reference or otherwise) the latest recommendations for childhood immunizations of the State public health agency. (§98.41(a)(1)) The State exempts the following children from immunization (check all that apply): Children who are cared for by relatives (defined as grandparents, great grandparents, siblings (if living in a separate residence), aunts and uncles). Children who receive care in their own homes. Children whose parents object to immunization on religious grounds. Children whose medical condition contraindicates immunization. CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 80 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 APPENDIX 1 CCDF PROGRAM ASSURANCES AND CERTIFICATIONS The Lead Agency, named in Part 1 of this Plan, assures (§98.15) that: (1) upon approval, it will have in effect a program that complies with the provisions of the Plan printed herein, and is administered in accordance with the Child Care and Development Block Grant Act of 1990 as amended, Section 418 of the Social Security Act, and all other applicable Federal laws and regulations. (658D(b), 658E(a)) (2) the parent(s) of each eligible child within the State who receives or is offered child care services for which financial assistance is provided is given the option either to enroll such child with a child care provider that has a grant or contract for the provision of the service; or to receive a child care certificate. (658E(c)(2)(A)(i)) (3) in cases in which the parent(s) elects to enroll the child with a provider that has a grant or contract with the Lead Agency, the child will be enrolled with the eligible provider selected by the parent to the maximum extent practicable. (658E(c)(2)(A)(ii)) (4) the child care certificate offered to parents shall be of a value commensurate with the subsidy value of child care services provided under a grant or contract. (658E(c)(2)(A)(iii)) (5) with respect to State and local regulatory requirements, health and safety requirements, payment rates, and registration requirements, State or local rules, procedures or other requirements promulgated for the purpose of the Child Care and Development Fund will not significantly restrict parental choice among categories of care or types of providers. (658E(c)(2)(A), §98.15(p), §98.30(g), §98.40(b)(2), §98.41(b), §98.43(c), §98.45(d)) (6) that children receiving services under the CCDF are age-appropriately immunized, and that the health and safety provisions regarding immunizations incorporate (by reference or otherwise) the latest recommendation for childhood immunizations of the State public health agency. (§98.41(a)(1)) (7) that CCDF Discretionary funds are used to supplement, not supplant, State general revenue funds for child care assistance for low-income families. (P.L. 109-149) The Lead Agency also certifies that: (1) it has procedures in place to ensure that providers of child care services for which assistance is provided under the Child Care and Development Fund afford parents unlimited access to their children and to the providers caring for their children during the normal hours of operations and whenever such children are in the care of such providers. (658E(c)(2)(B)) CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 81 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 (2) it maintains a record of substantiated parental complaints and makes information regarding such complaints available to the public on request. (658E(c)(2)(C)) (3) it will collect and disseminate to parents of eligible children and the general public consumer education information that will promote informed child care choices. (658E(c)(2)(D)) (4) it has in effect licensing requirements applicable to child care services provided in the State. (658E(c)(2)(E)) (5) there are in effect within the State (or other area served by the Lead Agency), under State or local law, requirements designed to protect the health and safety of children; these requirements are applicable to child care providers that provide services for which assistance is made available under the Child Care and Development Fund. (658E(c)(2)(E)) (6) procedures are in effect to ensure that child care providers of services for which assistance is provided under the Child Care and Development Fund comply with all applicable State or local health and safety requirements. (658E(c)(2)(G)) (7) payment rates under the Child Care and Development Fund for the provision of child care services are sufficient to ensure equal access for eligible children to comparable child care services in the State or sub-State area that are provided to children whose parents are not eligible to receive assistance under this program or under any other Federal or State child care assistance programs. (658E(c)(4)(A)) CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 82 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 APPENDIX 2 ELIGIBILITY AND PRIORITY TERMINOLOGY For purposes of determining eligibility and/or priority for CCDF-funded child care services, Lead Agencies must define the following italicized terms. (658P, 658E(c)(3)(B)) 1. in loco parentis – means an individual who: has legal guardianship or who has initiated the process of legal guardianship; or is a caretaker relative who exercises responsibility for the day-to-day physical care, guidance and support of a child who physically resides with the relative and who is by blood, adoption or marriage a grandparent, great-grandparent, sibling of the whole or half blood, stepbrother, stepsister, aunt, uncle, great-aunt, great-uncle or first cousin. 2. 3. physical or mental incapacity (if the Lead Agency provides such services to children age 13 and older) - Not Applicable protective services – means: a) A child who needs child care as specified in a DES Child Protective Services (CPS) or foster care case plan and who is referred for child care services by a CPS Case Manager; or b) Special circumstances families who are unable to provide child care for a portion of a twenty-four hour day due to a crisis situation of domestic violence or homelessness, a physical, mental, emotional, or medical condition, or participation in a drug treatment or drug rehabilitation program or court ordered community service. 4. residing with – means to live in the same household of a parent, guardian or other person standing in loco parentis and who has legal responsibility for the child. 5. special needs child – means a child who needs increased supervision, modified equipment, modified activities, or a modified facility, within a child care setting, due to any physical, mental sensory, or emotional delay, or medical condition, and includes a child with a disability. 6. very low income – means an income level at or below 100% of the Federal Poverty Level, as determined by the DES Child Care Administration. List and define any additional terminology related to conditions of eligibility and/or priority established by the Lead Agency • attending (a job training or educational program; include minimum hours if applicable) means to be present, at an activity outside of the individual’s home, on a regular and acceptable basis, as determined by the trainer or educator. • job training and educational program means participation in an activity outside of the individual’s home, which is a structured program (with a goal of, or in preparation for, employment) as follows: CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 83 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 a. High school or its equivalent or remedial education activities reasonably related to obtaining a high school diploma or its equivalent if the individual engaged in the activity is a teen parent. b. The DES Jobs or contracted Jobs vendor approved education/training activities. If an individual is a TANF recipient and is required to participate in the DES Jobs program, child care services for any job training and educational program must be approved by the Jobs or contracted Jobs vendor. c. Other education and training activities (listed in i. through iv. below) if the eligible parent who needs care is working a monthly average of at least 20 hours per week, the education and training activity is related to an employment goal and the student maintains satisfactory progress and remains in good standing with the educational institution: i) Attendance at college or trade/vocational activities. ii) Attendance at structured work readiness activities (typically involving structured classes and employment preparation activities). iii) Attendance at high school, General Educational Development (G.E.D.) classes, English for Speakers of Other Languages (E.S.O.L.) classes or remedial educational activities. iv) Lab classes. • working (include minimum hours if applicable) means the performance of duties on a regular basis for wages or monetary compensation. • • • • Transitional Child Care (TCC) – means child care assistance offered to families who: a) have received TANF within six months of application for child care services; b) apply for services within six months of TANF case closure; c) are in need of child care because they are working; and d) have income that does not exceed the income level used to limit eligibility as defined in the table at Section 3.3.2. Eligibility for TCC may continue for up to 24 months following TANF case closure. Non-Certified Relative Provider (NCRP) – means those providers identified in Section 6.5. Jobs Program – means an administrative unit within DES, which is responsible for the administration of a program, which assists TANF recipients prepare for, obtain, and retain employment; or any other entity that contracts with DES to perform the function(s) stated above. DES may also provide services (under this definition) to TANF recipients to enable them to participate in an activity required and approved by a Tribal employment program as a condition of receipt of TANF benefits. Low income (and at risk of becoming dependent on TANF) – means a family eligible for child care services with income between 100% and 165% of the Federal Poverty Level, as determined by the DES Child Care Administration. CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 84 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 APPENDIX 3: ADDITIONAL CERTIFICATIONS CCDF Regulations 45 CFR §98.13(b)(2)-(6) require the following certifications. 1. Assurance of compliance with Title VI of the Civil Rights Act of 1964: http://www.hhs.gov/forms/HHS690.pdf 2. Certification regarding debarment: http://www.acf.hhs.gov/programs/ofs/grants/debar.htm 3. Definitions for use with certification of debarment: http://www.acf.hhs.gov/programs/ofs/grants/debar.htm 4. HHS certification regarding drug-free workplace requirements: http://www.acf.hhs.gov/programs/ofs/grants/drugfree.htm 5. Certification of Compliance with the Pro-Children Act of 1994: http://www.acf.hhs.gov/programs/ofs/grants/tobacco.htm 6. Certification regarding lobbying: http://www.acf.hhs.gov/programs/ofs/grants/lobby.htm These certifications were obtained in the 1997 Plan and need not be collected again if there has been no change in Lead Agency. If the there has been a change in Lead Agency, these certifications must be completed and submitted with the Plan. CCDF Plan Effective Date: October 1, 2009 Amended Effective: _____ Page 85 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 CHILD CARE AND DEVELOPMENT FUND PLAN FOR ARIZONA FFY 2010-2011 ATTACHMENT 2.1.2 EMERGENCY PREPAREDNESS AND RESPONSE PLAN FOR CHILD CARE AND EARLY CHILDHOOD PROGRAMS PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 4 - Business Process Information Division of Employment and Rehabilitation Services (DERS) Process Name: Employment and Rehabilitation Services (DERS) Child Care Administration (CCA) Eligibility *Phase: Choices: Response, Resumption, Recovery, and Restoration Team Name: DERS/CCA Eligibillity **Process Rating: Essential *Choices: Critical, Essential, and Administrative Priority Sequence: 22 Choices: 1, 2, 3, 4, etc. Process Category: TBD Choice: TBD ***Frequency: ****MAO: On Demand Backup: 14 Days Yes Choice: Yes or No *****RTO: Insurance Coverage: Yes. 21 Days Please provide time with unit of measure. Please provide time with unit of measure. Dollar Amount: Self-Insurance per A.R.S. 41-621 "Unlimited with No Loss Cap" Funded and administered by: State of Arizona Dept. of Administration Risk Management Section Choice: Yes, No or N/A Minimum Number of Employees: Min. to resume=170 Dollars Invested for Resumption: Unknown Fullscale=727 2 Dollars Necessary During Resumption: Min= $960,891.00 Fullscale= $4,109,222.00 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 4 - Business Process Information Division of Employment and Rehabilitation Services (DERS) Process Name: Employment and Rehabilitation Services (DERS) Child Care Administration (CCA) Certification of Homes *Phase: Choices: Response, Resumption, Recovery, and Restoration Team Name: DERS/CCA Certification of Homes **Process Rating: Essential *Choices: Critical, Essential, and Administrative Priority Sequence: 23 Choices: 1, 2, 3, 4, etc. Process Category: TBD Choice: TBD ***Frequency: ****MAO: On Demand Backup: >14 Days Yes Choice: Yes or No *****RTO: Insurance Coverage: Yes. 21 Days Please provide time with unit of measure. Please provide time with unit of measure. Dollar Amount: Self-Insurance per A.R.S. 41-621 "Unlimited with No Loss Cap" Funded and administered by: State of Arizona Dept. of Administration Risk Management Section Choice: Yes, No or N/A Minimum Number of Employees: Min. to resume = 14 Dollars Invested for Resumption: UNKNOWN 3 Dollars Necessary During Resumption: $79,133 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 4 - Business Process Information Division of Employment and Rehabilitation Services (DERS) Process Name: Division of Employment and Rehabilitation Services (DERS) Child Care Administration (CCA) Registration Agreement *Phase: Choices: Response, Resumption, Recovery, and Restoration Team Name: DERS/CCA Registration Agreement **Process Rating: Essential *Choices: Critical, Essential, and Administrative Priority Sequence: 41 Choices: 1, 2, 3, 4, etc. Process Category: TBD Choice: TBD ***Frequency: ****MAO: On Demand Backup: >14 Days Yes Choice: Yes or No *****RTO: Insurance Coverage: Yes. 21 Days Please provide time with unit of measure. Please provide time with unit of measure. Dollar Amount: Self-Insurance per A.R.S. 41-621 "Unlimited with No Loss Cap" Funded and administered by: State of Arizona Dept. of Administration Risk Management Section Choice: Yes, No or N/A Minimum Number of Employees: Min. to resume =5 Dollars Invested for Resumption: Unknown 4 Dollars Necessary During Resumption: $28,162 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 4 - Business Process Information Division of Employment and Rehabilitation Services (DERS) Process Name: Division of Employment and Rehabilitation Services (DERS) Child Care Administration (CCA) Payment of Contract Services *Phase: Choices: Response, Resumption, Recovery, and Restoration Team Name: DERS/CCA Payment of Contract Services **Process Rating: Essential *Choices: Critical, Essential, and Administrative Priority Sequence: 45 Choices: 1, 2, 3, 4, etc. Process Category: TBD Choice: TBD ***Frequency: ****MAO: Monthly Backup: > 7 Days Please provide time with unit of measure. Insurance Coverage: Yes Choice: Yes or No *****RTO: 10 Days Please provide time with unit of measure. Yes. Dollar Amount: Self-Insurance per A.R.S. 41-621 "Unlimited with No Loss Cap" Funded and administered by: State of Arizona Dept. of Administration Risk Management Section Choice: Yes, No or N/A Minimum Number of Employees: Min to resume =16 Dollars Invested for Resumption: Unknown 5 Dollars Necessary During Resumption: $90,437.00 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 5 - Business Information and Documents Division of Employment and Rehabilitation Services (DERS) Process Name: Division of Employment and Rehabilitation Services (DERS) Child Care Administration (CCA)/Eligibility Information Name: Determining of Eligibility for Child Care Services Information Description: Interview clients , determine eligibility and fee level, send decision notice. Process Name or Support Function: Utilize CC-001 Applications for interview, CC-047 Case Action summary for eligibility determination, provide verbal authorization to provider and send a paper form decision letter. Manual Referral Received from CPS or Jobs Program Caseworker for eligibility Media Type: Paper application and forms Choice: Information Type Sensitivity: Paper File, Computer Report, Data Backup, Manual, Fiche, Form, Currency, Stamps, Other Sensitive – Some Confidential A.R.S. 41-1957; 46-802; 46-807 Choice: Public, Sensitive, or Confidential also include applicable Arizona Revised Statute Original Source: Backed Up: CC-001, CC-047 & decision letter No Choice: Yes or No Back Up Location: N/A Last Update: N/A Alternative Source: CC-001 – Application – DES/CCA Website Archived: No Choice: Yes or No Next Update: 6 N/A PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 5 - Business Information and Documents Division of Employment and Rehabilitation Services (DERS) Process Name: Division of Employment and Rehabilitation Services (DERS) Child Care Administration (CCA)/Eligibility Information Name: Track Client Data Information Description: Record client data on tracking form Process Name or Support Function: Develop tracking form to log client data for input when system is restored, dependent upon DTS mainframe restoration plan. Route to Provider and to Payment Processing Unit. Media Type: Form & Paper File Choice: Information Type Sensitivity: Paper File, Computer Report, Data Backup, Manual, Fiche, Form, Currency, Stamps, Other Confidential A.R.S. 41-1957; 46-802; 46-807 Choice: Public, Sensitive, or Confidential also include applicable Arizona Revised Statute Original Source: Backed Up: Mainframe/AZCCATS Yes Choice: Yes or No Back Up Location: N/A Last Update: N/A Alternative Source: None Archived: Yes Choice: Yes or No Next Update: 7 N/A PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 5 - Business Information and Documents Division of Employment and Rehabilitation Services (DERS) Process Name: Division of Employment and Rehabilitation Services (DERS) Child Care Administration (CCA)/Certification Homes Information Name: Request of CPS Background Check Information Description: Clearance Request for Family Child Care Providers of CPS Central Registry and CHILDS Central Registry. Process Name or Support Function: Review information from registry to determine eligibility for perspective DES certified provider. Media Type: Form CC-045 CPS Clearance Request for Family Child Care Providers Choice: Information Type Sensitivity: Paper File, Computer Report, Data Backup, Manual, Fiche, Form, Currency, Stamps, Other Confidential A.R.S. 41-1957; 46-802; 46-807 Choice: Public, Sensitive, or Confidential also include applicable Arizona Revised Statute Original Source: Backed Up: Mainframe Alternative Source: Yes Archived: Choice: Yes or No Back Up Location: N/A Last Update: December 2000 Coordinate with source for information (CPS) for new applicants. Paper files for prior information No. N/A Choice: Yes or No Next Update: 8 TBD PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 5 - Business Information and Documents Division of Employment and Rehabilitation Services (DERS) Process Name: Division of Employment and Rehabilitation Services (DERS) Child Care Administration (CCA)/Certification Homes Information Name: Home Visit in Preparation of Certification Information Description: Inspect potential providers home for compliance of paperwork & health and safety requirements Process Name or Support Function: Certification worker and Home Recruitment Contractor complete home visit. Issue DES Certified Provider Certificate when approved Media Type: Form: CC205 – Child Care Home Inspection & LC-009 Choice: Information Type Sensitivity: Paper File, Computer Report, Data Backup, Manual, Fiche, Form, Currency, Stamps, Other Confidential A.R.S. 41-1957; 46-802; 46-807 Choice: Public, Sensitive, or Confidential also include applicable Arizona Revised Statute Original Source: Backed Up: CC205 Form & LC-009 Alternative Source: No Archived: Choice: Yes or No Back Up Location: N/A Last Update: N/A None No. N/A Choice: Yes or No Next Update: 9 N/A PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 5 - Business Information and Documents Division of Employment and Rehabilitation Services (DERS) Process Name: Division of Employment and Rehabilitation Services (DERS) Child Care Administration (CCA)/Certification of Homes Information Name: Track Provider Data Information Description: Record provider data on tracking form Process Name or Support Function: Develop tracking form to log provider data for input when system is restored, dependent upon DTS mainframe restoration plan. Route data to Child Care Resources and Referral, Caseworkers, and Payment Processing Unit. Media Type: Form & Paper File Choice: Information Type Sensitivity: Paper File, Computer Report, Data Backup, Manual, Fiche, Form, Currency, Stamps, Other Confidential A.R.S. 41-1957; 46-802; 46-807 Choice: Public, Sensitive, or Confidential also include applicable Arizona Revised Statute Original Source: Backed Up: Mainframe/AZCCATS Alternative Source: Yes Archived: Choice: Yes or No Back Up Location: N/A Last Update: N/A None Yes Choice: Yes or No Next Update: 10 N/A PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 5 - Business Information and Documents Division of Employment and Rehabilitation Services (DERS) Process Name: Division of Employment and Rehabilitation Services (DERS) Child Care Administration (CCA)/Registration Agreements Information Name: Review Provider Information for Approval Information Description: Review returned provider information for completeness Process Name or Support Function: Contact Department of Health Services for verification of Child Care License for Group Home of Licensed Center. Media Type: Forms –CMSQ-680 – Child Care Provider Registration Agreement, CC-214 – Child Care Rate Agreement , CC-100 Providers Child Care Operational Information, and W-9 Request for Taxpayer ID Number Choice: Information Type Sensitivity: Paper File, Computer Report, Data Backup, Manual, Fiche, Form, Currency, Stamps, Other Sensitive A.R.S. 41-1957; 46-802; 46-807 Choice: Public, Sensitive, or Confidential also include applicable Arizona Revised Statute Original Source: Backed Up: Paper Forms Alternative Source: No Archived: Choice: Yes or No Back Up Location: N/A Last Update: N/A None No. N/A Choice: Yes or No Next Update: 11 N/A PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 5 - Business Information and Documents Division of Employment and Rehabilitation Services (DERS) Process Name: Division of Employment and Rehabilitation Services (DERS) Child Care Administration (CCA)/Registration Agreements Information Name: Track Approved Child Care Providers Information Description: Record provider information on tracking form Process Name or Support Function: Develop tracking form to log provider data for input when system is restored, dependent upon DTS mainframe restoration plan. Route to Child Care Resource and Referral, caseworkers and Payment Processing Unit. Media Type: Form & Paper File Choice: Information Type Sensitivity: Paper File, Computer Report, Data Backup, Manual, Fiche, Form, Currency, Stamps, Other Confidential A.R.S. 41-1957; 46-802; 46-807 Choice: Public, Sensitive, or Confidential also include applicable Arizona Revised Statute Original Source: Backed Up: Mainframe/AZCCATS Alternative Source: Yes Archived: Choice: Yes or No Back Up Location: N/A Last Update: N/A None No. N/A Choice: Yes or No Next Update: 12 N/A PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 5 - Business Information and Documents Division of Employment and Rehabilitation Services (DERS) Process Name: Division of Employment and Rehabilitation Services (DERS) Child Care Administration (CCA)/Payment of Contract Services Information Name: Process Monthly Billing Documents Information Description: Review of billing form or sign-in/sign-out records to determine warrant amount Process Name or Support Function: Caseworker change of authorization or fee level form would need to be created for changes to billing. Media Type: Forms CC-218 Sign/In Sign Out Record & Paper File Choice: Information Type Sensitivity: Paper File, Computer Report, Data Backup, Manual, Fiche, Form, Currency, Stamps, Other Confidential A.R.S. 41-1957; 46-802; 46-807 Choice: Public, Sensitive, or Confidential also include applicable Arizona Revised Statute Original Source: Backed Up: Mainframe/AZCCATS Alternative Source: Yes Archived: Choice: Yes or No Back Up Location: N/A Last Update: N/A Paper Form No. N/A Choice: Yes or No Next Update: 13 N/A PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 5 - Business Information and Documents Division of Employment and Rehabilitation Services (DERS) Process Name: Division of Employment and Rehabilitation Services (DERS) Child Care Administration (CCA)/Payment of Contract Services Information Name: Track Payment Data Information Description: Track payments, client payment fee level, changes to provider authorization, and children billed monthly. Process Name or Support Function: Develop Tracking form to log customer information for input when system is restored. Media Type: Form and Paper File Choice: Information Type Sensitivity: Paper File, Computer Report, Data Backup, Manual, Fiche, Form, Currency, Stamps, Other Confidential A.R.S. 41-1957; 46-802; 46-807 Choice: Public, Sensitive, or Confidential also include applicable Arizona Revised Statute Original Source: Backed Up: Mainframe/AZCATS Alternative Source: Yes Archived: Choice: Yes or No Back Up Location: N/A Last Update: N/A None No. N/A Choice: Yes or No Next Update: 14 N/A PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 5 - Business Information and Documents Division of Employment and Rehabilitation Services (DERS) Process Name: Division of Employment and Rehabilitation Services (DERS) Child Care Administration (CCA)/Payment of Contract Services Process Name: CCA/Payment of Contract Services Information Name: Issue Warrants Information Description: Issue Contractors Monthly Warrants and Providers Monthly and Supplemental Warrants Process Name or Support Function: Create checks via hard copy Media Type: Paper- Warrant Check Choice: Information Type Sensitivity: Paper File, Computer Report, Data Backup, Manual, Fiche, Form, Currency, Stamps, Other Confidential A.R.S. 41-1957; 46-802; 46-807 Choice: Public, Sensitive, or Confidential also include applicable Arizona Revised Statute Original Source: Backed Up: Mainframe Alternative Source: Yes Archived: Choice: Yes or No Back Up Location: N/A Last Update: N/A Paper Checks No. N/A Choice: Yes or No Next Update: 15 N/A PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 6 - Process Tasks Division of Employment and Rehabilitation Services (DERS) Process Name: Division of Employment and Rehabilitation Services (DERS) Child Care Administration (CCA) / Eligibility Task Order Task Description 1 Determination of Eligibility 2 Track Client data Estimated Duration 1 hour per client 15 minutes per client 3 4 5 6 7 8 9 10 16 Person Responsible HUM/S SPEC II HUM/S SPEC II’s and Systems Unit PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 6 - Process Tasks Division of Employment and Rehabilitation Services (DERS) Process Name: Division of Employment and Rehabilitation Services (DERS) Child Care Administration (CCA) /Certification of Homes Task Order 1 Request of CPS Background Check 2 Home Visit for preparation of Certification 3 Track Provider Data Task Description 4 5 6 7 8 9 10 17 Estimated Duration 30 minutes per provider 3 hours per provider 15 minutes per provider Person Responsible Certification Unit Certification Unit Certification & Systems Unit PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 6 - Process Tasks Division of Employment and Rehabilitation Services (DERS) Process Name: Division of Employment and Rehabilitation Services (DERS) Child Care Administration (CCA) /Registration Agreements Task Order Task Description 1 Review Provider Information for Approval 2 Track Approved DES Child Care Providers 3 4 5 6 7 8 9 10 18 Estimated Duration 30 Minutes per provider 15 minutes per provider Person Responsible Contracts Unit Contracts & Systems Unit PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 6 - Process Tasks Division of Employment and Rehabilitation Services (DERS) Process Name: Division of Employment and Rehabilitation Services (DERS) Child Care Administration (CCA) /Payment of Contract Services Task Order Task Description Estimated Duration 30 minutes per provider 1 Process Billing Documents 2 Track Payment Data 15 minutes per provider 3 Issue Warrants 1 week 4 5 6 7 8 9 10 19 Person Responsible Payment Processing and Contracts Unit Payment Processing, Contracts Unit, & Systems Unit Payment Processing Unit PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 7 - Process Call Tree Division of Employment and Rehabilitation Services (DERS) Process Name: Division of Employment and Rehabilitation Services (DERS) Critical and essential process described on form 3 (also see other call trees under agency) Initiator: Assistant Director, Patrick F. Harrington Initiator Calls: Who Calls: Who Calls: Program Administrator, Brad Willis Program Administrator, Rochelle Webb Program Administrator, Kathy Levandowsky Child Care Administration: Managers Employment Administration, Managers Rehabilitation Services Administration, Managers Critical Staff 20 Critical Staff Critical Staff At programs = Vocational Rehabilitation, Arizona Industries for the Blind (AIB), Business Enterprise, Sight Conservation, Independent Living, Employment Support Services PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 8 - Internal Agency Dependencies Division of Employment and Rehabilitation Services (DERS) Process Name: Division of Employment and Rehabilitation Services (DERS) Child Care Administration (CCA) Division/Suborganization Jobs DCYF DERS FAA Department of Health Services Dependency Contact Name Contact Number Referral for Eligibility Referral for Eligibility Division AD Eligibility Certification of Group Homes and Licensed Child Care Centers Rochelle Webb Jakki Hillis Patrick Harrington (602) 542-3667 (602) 542-3598 (602) 542-4910 (602) 542-3596 (602) 674-4220 21 Veronica Bossack Lourdes Ochoa PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 9 - External Dependencies Division of Employment and Rehabilitation Services (DERS) Process Name: Division of Employment and Rehabilitation Services (DERS) Child Care Administration (CCA) Payment of Contract Services Agency/ Organization Please see note below* Dependency 305 - Group Homes Contact Name Contact Number Program Administrator, Brad Willis Work=602-542-1958 Home= 1519 - Certified Homes 1322 - Licensed Centers 3889 - Relative Homes 15 – Special Needs *Note: DERS / CCA has numerous dependencies as shown above. The Acting Program Administrator, Brad Willis will handle coordination of record requests. 22 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 10 - External Contacts Division of Employment and Rehabilitation Services (DERS) Process Name: Division of Employment and Rehabilitation Services (DERS) Child Care Administration / Payment of Contract Services General Business Name: 31 Quality Set Aside Contracts 2 Interagency Service Agreements 1 Inter Governmental Agreement (Contract listing Available) The above listing represents Child Care Administration contacts. Detailed information maintained in Division and available upon request. Person responsible for records: Brad Willis, Acting Program Administrator (see contact information below) Address: N/A City: N/A Phone: N/A State: Primary Contact First Name: Brad Title: N/A ZIP: FAX: N/A Last Name: N/A Willis Acting Program Administrator Home Address: City: Phoenix State: AZ ZIP: Home E-mail: Work E-mail: BWillis@azdes.gov Home Phone: Work Phone: 602-542-1958 Cell Phone: Pager: None Normal Lead Time: N/A Service Information: Purchase Order #: N/A Product/ Service: N/A Emergency Lead Time: N/A Disaster Recovery Agreements: N/A 23 85007 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 N/A Alternative Vendor: Notes: 11 - Customer Contact Division of Employment and Rehabilitation Services (DERS) Process Name: Child Care Administration (CCA) General Customer Name: Numerous clients and 7,050 providers. Detailed contact information maintained in Division and available upon request. Person responsible for records: Brad Willis, CCA Acting Program Administrator, (see contact information below). Address: 1789 W. Jefferson – 801A City: Phoenix Phone: 602-542-4248 State: Primary Contact First Name: Brad Title: AZ ZIP: FAX: 602-542-4197 Last Name: 85007 Willis Acting Program Administrator Home Address: City: Phoenix State: AZ ZIP: Home E-mail: Work E-mail: BWillis@azdes.gov Home Phone: Work Phone: 602-542-1958 Cell Phone: Pager: None Normal Lead Time: N/A Services Provided to Customer: N/A SLA/IGA or Agreement #: Product/ Service: N/A Emergency Lead Time: N/A Disaster Recovery Agreements: N/A 24 85007 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 12 - Response/Recovery Team Personnel Division of Employment and Rehabilitation Services (DERS) Process Name: Division of Rehabilitation Services (DERS) / Child Care Administration (CCA) Team Name: CCA Team Member Position: Member CCA's Leader Choice: Leader, Alternative Leader, and Member Employee ID: First Name: Brad Last Name: Title: CCA Acting Program Administrator Willis Home Address: City: Phoenix State: AZ ZIP: Home Email: Work Email: BWillis@azdes.gov Home Phone: Work Phone: (602) 542-1958 Cell Phone: Pager: Restoration Site Access: Backup Site Access: Choices: Yes or No Off-site Storage Access: Choices: Yes or No Command Center Access: 25 85007 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 12 - Response/Recovery Team Personnel Process Name: Division of Rehabilitation Services (DERS) / Child Care Administration (CCA) Team Name: CCA Team Member Position: Member CCA's Lead IT Member Choice: Leader, Alternative Leader, and Member Employee ID: First Name: Janet Last Name: Title: CCA IT Manager Kramer Home Address: City: Phoenix State: AZ ZIP: Home Email: Home Phone: Work Email: Work Phone: JKramer@azdes.gov Cell Phone: Pager: Restoration Site Access: Backup Site Access: Choices: Yes or No Off-site Storage Access: Choices: Yes or No 602-274-9874 x2410 Choices: Yes or No Command Center Access: Choices: Yes or No 26 85012 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 12 - Response/Recovery Team Personnel Process Name: Division of Rehabilitation Services (DERS) / Child Care Administration (CCA) Team Name: CCA Team Member Position: Member CCA's Alternate LAN Lead Choice: Leader, Alternative Leader, and Member Employee ID: First Name: Deb Rios Title: CCA LAN Technician Home Address: City: Phoenix State: AZ ZIP: Home Email: Work Email: DRios@azdes.gov Home Phone: Work Phone: 602-542-2032 Cell Phone: Pager: Restoration Site Access: Backup Site Access: Choices: Yes or No Off-site Storage Access: Choices: Yes or No Command Center Access: 27 85012 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 12 - Response/Recovery Team Personnel Process Name: Division of Rehabilitation Services (DERS) / Child Care Administration (CCA) Team Name: CCA Team Member Position: Member CCA's Alternate LAN Lead Choice: Leader, Alternative Leader, and Member Employee ID: First Name: Maria Last Name: Title: CCA LAN Technician Echeverria Home Address: City: Phoenix State: AZ ZIP: Home Email: Work Email: MEcheverria@azdes.gov Home Phone: Work Phone: Pager: 602-364-0349 Cell Phone: Restoration Site Access: Backup Site Access: Choices: Yes or No Off-site Storage Access: Choices: Yes or No Command Center Access: 28 85012 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 12 - Response/Recovery Team Personnel Process Name: Division of Rehabilitation Services (DERS) / Child Care Administration (CCA) Team Name: CCA Team Member Position: Member CCA's Alternate Systems Lead Choice: Leader, Alternative Leader, and Member Employee ID: First Name: Mindy Last Name: Title: CCA Lead Management Analyst Krauss Home Address: City: Phoenix State: AZ ZIP: Home Email: Work Email: MKrauss@azdes.gov Home Phone: Work Phone: 602-274-9874 x2416 Cell Phone: Pager: Restoration Site Access: Backup Site Access: Choices: Yes or No Off-site Storage Access: Choices: Yes or No Command Center Access: 29 85012 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 13 - Business Equipment and Supplies Division of Employment and Rehabilitation Services (DERS) Division of Employment and Rehabilitation Services (DERS) - CCA Certification Process Name: Quantity Manufacturer Description Cost *Phase 14 See Attachment A Cost of reestablishing an office for one employee times the number of employees needed for resumption phase ($5,652.30 X 14) $79,133 Resume See Attachment A Cost of reestablishing an office one employee times the number of employees needed for recover phase ($5,652.30 X) $ Recover See Attachment A Cost of reestablishing an office for one employee times the number of employees needed for resumption phase ($5,652.30 X) $ Restore NOTE REGARDING METHODOLOGY: Resumption phase costs determined by the application of the “Estimated Costs to Reestablish an Office for One Employee” multiplied by the minimum number of employees needed for resumption phase plus additional necessary costs, if any. Restoration phase costs determined by the application of the “Estimated Costs to Reestablish an Office for One Employee” multiplied by the total number of employees at full-scale operations. Recovery phase costs reflect the median between the resumption phase costs and the restoration phase costs. 30 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 13 - Business Equipment and Supplies Division of Employment and Rehabilitation Services (DERS) Division of Employment and Rehabilitation Services (DERS) CCA/Registration Process Name: Agreement Quantity Manufacturer Description Cost *Phase 5 See Attachment 13-Business Equipment and Supplies Cost of reestablishing an office for one employee times the number of employees needed for resumption phase ($5,652.30 X 5) $28,162 Resume See Attachment 13-Business Equipment and Supplies Cost of reestablishing an office one employee times the number of employees needed for recover phase ($5,652.30 X ) $ Recover See Attachment 13-Business Equipment and Supplies Cost of reestablishing an office for one employee times the number of employees needed for resumption phase ($5,652.30 X) $ Restore NOTE REGARDING METHODOLOGY: Resumption phase costs determined by the application of the “Estimated Costs to Reestablish an Office for One Employee” multiplied by the minimum number of employees needed for resumption phase plus additional necessary costs, if any. Restoration phase costs determined by the application of the “Estimated Costs to Reestablish an Office for One Employee” multiplied by the total number of employees at full-scale operations. Recovery phase costs reflect the median between the resumption phase costs and the restoration phase costs. 31 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 14 - Information Technology Applications Division of Employment and Rehabilitation Services (DERS) Process Name: CCA/Eligibility Computer Application Name: AZCCATS Team Name: DTS *Application Listed in ISIS: Y Server/ Hardware ID: Choice: Yes or No Mainframe System ID: AZCCATS (LC) Run Frequency: Daily File Structure: Z09 Executable Location: CICS3 Source Code Location: NOTE: Other than AzCCATS data that is stored on the mainframe, all remaining CCA data is housed on the DTS SAN. This insures centralized storage, offsite storage capabilities, Halon fire protection and redundancy. System Documentati on: Name: Choice: Yes or No User Documentati on: Name: Choice: Yes or No Operations Documentati on: Name: Choice: Yes or No 32 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 Restoration Documentati on: Name: Choice: Yes or No 15 - Information Technology Server/Hardware Division of Employment and Rehabilitation Services (DERS) Process Name: CCA/Eligibility Computer Application Name: AZCCATS Server/ Hardware ID: Mainframe *Listed In ISIS: Yes Choice: Yes or No Type: Z09 Manufactur er: Model: Memory Size: Hard Disk Size: Processor: IP Address: Network Operating System: RTO: 72 Hours 33 IBM PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 15 - Information Technology Server/Hardware Division of Employment and Rehabilitation Services (DERS) Process Name: CCA/Certification of Homes Computer Application Name: AZCCATS Server/ Hardware ID: Mainframe *Listed In ISIS: Yes Choice: Yes or No Type: Z09 Manufactur er: IBM Model: Memory Size: Hard Disk Size: Processor: IP Address: Network Operating System: RTO: 72 Hours *Inventory System for Information Service (ISIS) is the Government Information Technology Agency’s data base in which all agencies are to maintain their IT inventory. 34 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 15 - Information Technology Server/Hardware Division of Employment and Rehabilitation Services (DERS) Process Name: CCA/Registration Agreements Computer Application Name: AZCCATS Server/ Hardware ID: Mainframe *Listed In ISIS: Yes Choice: Yes or No Type: Z09 Manufactur er: IBM Model: Memory Size: Hard Disk Size: Processor: IP Address: Network Operating System: RTO: 72 Hours *Inventory System for Information Service (ISIS) is the Government Information Technology Agency’s data base in which all agencies are to maintain their IT inventory. 35 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 15 - Information Technology Server/Hardware Division of Employment and Rehabilitation Services (DERS) Process Name: CCA/Payment of Contract Services Computer Application Name: AZCCATS Server/ Hardware ID: Mainframe *Listed In ISIS: Yes Choice: Yes or No Type: Z09 Manufactur er: IBM Model: Memory Size: Hard Disk Size: Processor: IP Address: Network Operating System: RTO: 72 Hours *Inventory System for Information Service (ISIS) is the Government Information Technology Agency’s data base in which all agencies are to maintain their IT inventory. 36 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 16 - Information Technology Telecommunications Division of Employment and Rehabilitation Services (DERS) Process Name: CCA/Eligibility Computer Application Name: AZCCATS Server/ Hardware ID: Mainframe *Listed In ISIS: Y Choice: Yes or No Telecommunica tion Type: Describe in sufficient detail the type, quantity and if known or applicable who is at the distant end that this special high-speed dedicated line connects. RTO: 72 Hours *Inventory System for Information Service (ISIS) is the Government Information Technology Agency’s data base in which all agencies are to maintain their IT inventory. 37 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 16 - Information Technology Telecommunications Division of Employment and Rehabilitation Services (DERS) Process Name: CCA/Certification of Homes Computer Application Name: AZCCATS Server/ Hardware ID: Mainframe *Listed In ISIS: Y Choice: Yes or No Telecommunica tion Type: Describe in sufficient detail the type, quantity and if known or applicable who is at the distant end that this special high-speed dedicated line connects. RTO: 72 Hours *Inventory System for Information Service (ISIS) is the Government Information Technology Agency’s data base in which all agencies are to maintain their IT inventory. 38 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 16 - Information Technology Telecommunications Division of Employment and Rehabilitation Services (DERS) Process Name: CCA/Registration Agreements Computer Application Name: AZCCATS Server/ Hardware ID: Mainframe *Listed In ISIS: Y Choice: Yes or No Telecommunica tion Type: Describe in sufficient detail the type, quantity and if known or applicable who is at the distant end that this special high-speed dedicated line connects. RTO: 1 Week *Inventory System for Information Service (ISIS) is the Government Information Technology Agency’s data base in which all agencies are to maintain their IT inventory. 39 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 16 - Information Technology Telecommunications Division of Employment and Rehabilitation Services (DERS) Process Name: CCA/Payment of Contract Services Computer Application Name: AZCCATS Server/ Hardware ID: Mainframe *Listed In ISIS: Y Choice: Yes or No Telecommunica tion Type: Describe in sufficient detail the type, quantity and if known or applicable who is at the distant end that this special high-speed dedicated line connects. RTO: 1 Week *Inventory System for Information Service (ISIS) is the Government Information Technology Agency’s data base in which all agencies are to maintain their IT inventory. 40 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 CHILD CARE AND DEVELOPMENT FUND PLAN FOR ARIZONA FFY 2010-2011 ATTACHMENT 2.1.3 PLAN FOR EARLY CHILDHOOD PROGRAM COORDINATION ATTACHMENT 2.1.3 Strategic Plan Roadmap Overview The Strategic Plan Roadmap illustrates the strategic direction for First Things First. This plan was approved by the First Things First Early Childhood Development and Health Board in March 2008. Components of the Roadmap include: What We Believe and How We Conduct Business - System Framework The System Framework communicates the Vision, Mission and Principles that guide the work of First Things First, leading to desired long-term System Outcomes. What We Want – System Outcomes System Outcomes represent the outcomes desired from the entire early childhood system in Arizona. Contributors to system outcomes include state agencies, community partners, philanthropic and business organizations and the citizens of Arizona. System Outcomes indicate what we want the comprehensive early childhood system to look like in 10 years. Measures of Success – System Measures System Measures will determine if the comprehensive early childhood system outcomes have been achieved within 10 years and indicate if the comprehensive early childhood system is functioning effectively and as envisioned. These Measures will be a component of the long-term evaluation plan to be developed in the near future. What We Will Do – Goals Goals are aligned with the System Outcomes and indicate what FTF will do as part of the comprehensive early childhood system to make progress toward System Outcomes in the next three to five years. Each Goal is a piece of a larger picture and is inextricably interrelated and linked with the other Goals. What We Want to Change - Key Measures Key Measures align directly with Goals and indicate what we want to change. Many Key Measures listed will indicate whether regular progress toward First Things First Goals will be achieved within three to five years. Other Key Measures listed will provide important data to determine ongoing impact on and progress of the early childhood development and health system. How We Will Do It - Statewide Strategic Directions Strategic Directions are strategies which work together and indicate how we will implement the Goals. The Strategic Directions represent infrastructure elements of a coordinated, comprehensive early childhood system. The strategies listed with an asterisk (*) are receiving First Things First statewide program funds to support their development. Page 1 of 11 updated 7/24/08 FIRST THINGS FIRST STRATEGIC PLAN ROADMAP EARLY CHILDHOOD SYSTEMS FRAMEWORK The First Things First Vision is that all Arizona children birth through age five are afforded opportunities to achieve their maximum potential to succeed in school and life. The First Things First Mission is to increase the quality of, and access to, the early childhood development and health system that ensures a child entering school comes healthy and ready to succeed. The First Things First Mission and Vision will be attained through a comprehensive early childhood system that values children as our greatest asset, and recognizes families and communities at the center of decision making. First Things First programs, services and supports will be offered through a high quality, interconnected, comprehensive delivery system that is timely, culturally responsive, family driven, community based, and directed toward enhancing a child’s overall development. First Things First will partner with public and private sectors to ensure a seamless and coordinated system, advocate on behalf of children, and leverage and sustain investments necessary for success. First Things First will be guided by the following strength-based principles: • Decisions are Made By involving public and private partners and communities By focusing on desired outcomes for all children By emphasizing local planning and implementation By utilizing ongoing and rigorous analysis of qualitative and quantitative data, proven best practices, and system and program outcomes • Programs, Services and Supports are Offered Through an integrated, seamless and accessible system based on high quality standards and proven best practices By focusing on the strengths of the whole child Page 2 of 10 updated 7/24/08 FIRST THINGS FIRST STRATEGIC PLAN ROADMAP EARLY CHILDHOOD SYSTEMS FRAMEWORK, continued • Funding Decisions Are Made By careful planning and long range forecasting to ensure the level and quality of services are sustained over time To leverage public and private resources that will enhance the ability to deliver high quality services and supports for children By utilizing local decision making for resource allocation • Accountability is Achieved By establishing and tracking key measures of early childhood development and health system improvements By ensuring a rigorous, independent evaluation of the service delivery system and its outcomes • We will know the Mission and Vision are realized if the following First Things First Outcomes are achieved: All children have access to high-quality early care and education. All children have access to high-quality preventive and continuous health care. All early childhood development and health professionals are well prepared and highly skilled. All families actively engage in children’s success. The early childhood system is coordinated, integrated and comprehensive. Arizonans substantially support early childhood development efforts both politically and financially. Page 3 of 10 updated 7/24/08 FIRST THINGS FIRST STRATEGIC PLAN ROADMAP WHAT WE WANT System Outcomes VISION Framework All Arizona children birth through age five are afforded opportunities to achieve their maximum potential to succeed in school and life. All children have access to high-quality early care and education. All children have access to high-quality preventive and continuous health care. All early childhood development and health professionals are well prepared and highly skilled. All families actively engage in children’s success. The early childhood system is coordinated, integrated, and comprehensive. Arizonans substantially support early childhood efforts both politically & financially. MEASURES OF SUCCESS (System Measures) These Measures will be a component of the long-term evaluation plan to be developed in the near future. Page 4 of 10 updated 7/24/08 FIRST THINGS FIRST STRATEGIC PLAN ROADMAP WHAT WE WILL DO TO BUILD THE ARIZONA EARLY CHILDHOOD DEVELOPMENT AND HEALTH SYSTEM Goal Areas and Goals Quality and Access 2. FTF will improve access to quality early care and education programs and settings. 3. FTF will lead efforts to improve early care and education regulatory and monitoring standards as a foundation for quality in early care and education settings. 4. FTF will increase availability and affordability of early care and education settings. Health 4. FTF will collaborate with existing Arizona early childhood health care systems to improve children’s access to quality health care. 5. FTF will build on current efforts to increase the number of health care providers utilizing a medical and dental home model. 6. FTF will expand use of early screening in health care settings to identify children with developmental delay. 7. FTF will advocate for timely and adequate services for children identified through early screening. Professional Development 8. FTF will build a skilled and well prepared early childhood development workforce that will address the strengths and needs of the whole child, including cognitive, language, social-emotional, motor development, creativity, and physical health. 9. FTF will increase retention of the early care and education workforce. 10. FTF will enhance specialized skills of the early childhood development and health workforce to promote the healthy social-emotional development of young children. Family Support 11. FTF will coordinate and integrate with existing education and information systems to expand families’ access to high quality, diverse and relevant information and resources to support their child’s optimal development. 12. FTF will increase the availability, quality and diversity of relevant resources that support language and literacy development for young children and their families. Coordination 13. FTF will lead cross-system coordination efforts among state, federal and tribal organizations to improve the coordination and integration of Arizona programs, services, and resources for young children and their families. 14. FTF will collect and disseminate accurate and relevant data related to early childhood development and health. Communication 15. FTF will expand public awareness of, and financial and political support for, early childhood Page 5 of 10 updated 7/24/08 FIRST THINGS FIRST STRATEGIC PLAN ROADMAP WHAT WE WILL CHANGE KEY MEASURES Note: Key Measures may be aligned with the Goal Area as listed or with any other applicable Goal Area. Quality and Access a. Total number of early care and education programs participating in the QIRS system b. Total number of children enrolled in early care and education programs participating in the QIRS system c. Total number and percentage of early care and education programs participating in the QIRS system with a high level of quality as measured by an environmental rating scale d. Total number and percentage of early care and education programs participating in the QIRS system improving their environmental rating score e. Total number of identified improvements in regulatory and monitoring standards f. Current cost of early care and education for families as a proportion of the median income for a family of four g. Total number of children enrolled and vacancies in regulated early care and education programs as a proportion of total population birth to age five h. Number and percentage of early care and education programs with access to a Child Care Health Consultant Health a. Total number and percentage of children with health insurance b. Total number and percentage of children receiving appropriate and timely oral health visits c. Total number and percentage of children receiving appropriate and timely well-child visits d. Total number and percentage of health care providers utilizing a medical home model e. Total number and percentage of oral health care providers utilizing a dental home model f. Ratio of children referred and found eligible for early intervention Professional Development a. Total number and percentage of professionals working in early childhood care and education settings with a credential, certificate, or degree in early childhood development b. Total number and percentage of professionals working in early childhood care and education who are pursuing a credential, certificate, or degree c. Total number and percentage of children expelled from early care and education services d. Retention rates of early childhood development and health professionals e. Total number and percentage of professionals who work with young children, outside of early care and education, who hold a credential, certificate, or degree in early childhood development or other appropriate specialty area f. Total number and percentage of professionals who work with young children, outside of early care and education, who are pursuing a credential, certificate, degree in early childhood development or other appropriate specialty area Page 6 of 10 updated 7/24/08 FIRST THINGS FIRST STRATEGIC PLAN ROADMAP WHAT WE WILL CHANGE KEY MEASURES Note: Key Measures may be aligned with the Goal Area as listed or with any other applicable Goal Area. Family Support a. Percentage of families with children birth through age five who report they are satisfied with the accessibility of information and resources on child development and health b. Percentage of families with children birth through age five who report they are competent and confident about their ability to support their child’s safety, health, and well-being c. Percentage of families of children birth through age five who report they maintain language and literacy rich home environments (e.g. children hear language throughout the day, children have opportunities for listening and talking with family members, books and other literacy tools and materials are available and accessible to children) d. Percentage of families with children birth through age five who report reading to their children daily in their primary language Coordination a. Percentage of families who report they are satisfied with the level of coordination and communication among agencies serving their children b. Percentage of families who report they are satisfied with the decision making and planning opportunities in the early childhood system c. Total number and percentage of public and private partners who report that FTF planning process and activities use family centered practices (e.g. builds on family strengths, connects families with community resources, facilitates family interaction with early care and education professionals, offers the possibility of family and community input at all levels of decision-making) d. Total number and percentage of public and private partners’ who report they are satisfied with the extent and quality of coordination between public, private, and tribal systems e. Total number and percentage of public and private partnerships using the database who report the information to be accurate f. Total number and percentage of public and private partnerships using the database who report the information to be helpful in determining outcomes and promoting continuous improvement Communication a. Percentage of Arizonans who report that early childhood development and health issues are important b. Percentage of Arizonans who identify themselves as strong supporters of early childhood and health matters c. Total funds generated from business, philanthropic, and other public and private sources to support early childhood development and health efforts Page 7 of 10 updated 7/24/08 FIRST THINGS FIRST STRATEGIC PLAN ROADMAP HOW WE WILL DO IT STATEWIDE STRATEGIC DIRECTIONS (* indicates strategies with statewide funding) Quality and Access 1. FTF will improve access to quality early care and education programs and settings. a. Establish and implement a comprehensive quality improvement and rating system to improve quality across early childhood education and care settings utilizing public and private funding and resources to develop the statewide infrastructure.* b. Increase child care health and mental health consultants to improve children’s health, safety and quality of interactions with providers and increase early identification of health or developmental concerns.* c. Increase use of screening activities across early care and education settings to improve early identification and receipt of appropriate services. d. Potential Regional strategies based on Regional Funding Plan. 2. FTF will lead efforts to improve early care and education regulatory and monitoring standards as a foundation for quality in early care and education settings. a. b. c. Coordinate and advocate for the improvement and alignment of early care and education regulatory standards and monitoring activities. Coordinate use of the Arizona Early Learning Standards across all early care and education to improve quality of curriculum and assessment. Potential Regional strategies based on Regional Funding Plan. 3. FTF will increase availability and affordability of early care and education settings. a. b. c. Identify and seek financial incentives (private and public funding for scholarships, tax incentives, tuition stipends to quality settings, etc.) to programs so they can maintain affordable prices while improving quality. Advocate for increasing availability of new early care and education settings or expanding existing settings. Potential Regional strategies based on Regional Funding Plan. Health 4. FTF will collaborate with existing Arizona early childhood health care systems to improve children’s access to quality health care. a. b. c. d. e. f. Increase outreach and enrollment assistance for public health insurance to eligible but not yet enrolled families. Identify and seek opportunities to increase the number of qualified infant mental health and early intervention specialists. Advocate for and collaborate with Arizona Chapter of the American Academy of Pediatrics, American College of Obstetricians and Gynecologists, Arizona Medical and Dental Universities, AHCCCS and ADHS to increase the percent of children that have an oral health visit by age one. Advocate for Increase rate of early and continuous prenatal care through collaboration and coordination with the various state and public health agencies. Advocate for medical professional‘s use of recommended guidelines for preventive medical and oral health care. Potential Regional strategies based on Regional Funding Plan. 5. FTF will build on current efforts to increase the number of health care providers utilizing a medical and dental home model. a. b. Collaborate with Arizona Chapter of the American Academy of Pediatrics, American Academy of Pediatric Dentistry, American Dental Association, Arizona Department of Health Services, and AHCCCS to increase the use of medical and dental homes. Potential Regional strategies based on Regional Funding Plan. 6. FTF will expand use of early screening in health care settings to identify children with developmental delay. a. b. Advocate for the expansion of implementation of the Parents’ Evaluation of Developmental Status (PEDS) screening for all children to promote the early identification and intervention of children with special needs. Potential Regional strategies based on Regional Funding Plan. 7. FTF will advocate for timely and adequate services for children identified through early screening. a. b. Advocate for and coordinate with early intervention agencies to increase recruitment and retention of providers of specialized intervention services, such as, occupational and physical therapy, and speech language development therapy. Potential Regional strategies based on Regional Funding Plan. Page 8 of 10 updated 7/24/08 FIRST THINGS FIRST STRATEGIC PLAN ROADMAP HOW WE WILL DO IT STATEWIDE STRATEGIC DIRECTIONS (* indicates strategies with statewide funding) Professional Development 8. FTF will build a skilled and well-prepared early childhood education and development work force that will address the strengths and needs of the whole child, including cognitive, language, social-emotional, motor development, creativity, and physical health. a. Establish and coordinate the implementation of a comprehensive statewide scholarship system to improve quality in the professional workforce. * b. Advocate and coordinate efforts to increase the number of colleges and universities with formal articulation agreements that share core competencies in early childhood education and health specialties to improve flexibility of educational pathways. c. Potential Regional strategies based on Regional Funding Plan. 9. FTF will increase retention of the early care and education workforce. a. Design, develop and phase-in a salary incentive program in a sequential and timely manner. b. Potential Regional strategies based on Regional Funding Plan. 10. FTF will enhance specialized skills of the early childhood development and health workforce to promote the healthy social-emotional development of young children. a. Advocate for coursework and training programs with enhanced focus in the area of socialemotional development of young children to increase qualifications of early childhood development and health professionals. b. Potential Regional strategies based on Regional Funding Plan. Family Support 11. FTF will coordinate and integrate with existing education and information systems to expand families’ access to high quality, diverse and relevant information and resources to support their child’s optimal development. a. b. c. d. e. Support statewide distribution of parent education kits to parents of newborns. Expand an existing statewide web-based information and education system to increase access to and coordination of statewide and regional information for families, professionals, and the general public related to early childhood development and health. Increase information for families to identify and locate high-quality programs and settings. Collaborate with family support and education programs to expand services to include the development, enhancement, or implementation of home visiting programs. Potential Regional strategies based on Regional Funding Plan. 12. FTF will increase the availability, quality and diversity of relevant resources that support language and literacy development for young children and their families. a. b. Advocate for expanded availability and access to early literacy and adult language acquisition programs. Potential Regional strategies based on Regional Funding Plan. Page 9 of 10 updated 7/24/08 FIRST THINGS FIRST STRATEGIC PLAN ROADMAP HOW WE WILL DO IT STATEWIDE STRATEGIC DIRECTIONS (* indicates strategies with statewide funding) Coordination 13. FTF will lead cross-system coordination efforts among state, federal and tribal organizations to improve the coordination and integration of Arizona programs, services, and resources for young children and their families. a. b. c. Collaborate among all systems to coordinate and improve child find and early intervention efforts. Collaborate with public and private organizations to Identify and apply for grants that support the First Things First goals. Involve families in the development of policies and cross system coordination activities by supporting family representation at all levels of First Things First governance. d. Coordinate with other agencies to align standards that impact quality practices, program access and service delivery across early childhood systems. e. Potential Regional strategies based on Regional Funding Plan. 14. FTF will collect and disseminating accurate and relevant data related to early childhood development and health. a. b. Develop a statewide database for the collection, dissemination, reporting and accuracy to of data collection. Potential Regional strategies based on Regional Funding Plan. Communication 15. FTF will expand public awareness of and financial and political support for early childhood development and health efforts in Arizona. a. b. c. d. Develop an awareness campaign about early childhood development and health. * Leverage private funding to implement a campaign to build and sustain financial and political support for early childhood development and health. Support legislative changes and organizations that positively impact early childhood development and health. Potential Regional strategies based on Regional Funding Plan. Page 10 of 10 updated 7/24/08 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 CHILD CARE AND DEVELOPMENT FUND PLAN FOR ARIZONA FFY 2010-2011 ATTACHMENT 2.2 SUMMARY OF PUBLIC COMMENTS ATTACHMENT 2.2 SUMMARY OF PUBLIC HEARING COMMENTS [THIS SPACE IS RESERVED FOR COMMENTS GATHERED FROM THE PUBLIC] PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 CHILD CARE AND DEVELOPMENT FUND PLAN FOR ARIZONA FFY 2010-2011 ATTACHMENT 3.1.1 POLICY MANUAL AND ATTACHMENT 3.1.1.a CERTIFICATE OF AUTHORIZATION (example) ATTACHMENT 3.1.1 The Arizona Department of Economic Security (DES) Child Care Policy and Procedure Manual (approximately 750 pages in length) is available for review at the following DES Child Care Administration District Offices: DES CCA District I 3443 N Central, STE 500B Phoenix, Arizona 85012 (602) 255-3729 DES CCA District II 400 W Congress, STE 420, Tucson, Arizona 85701 520- 628-6810 x 230 DES CCA District III 397 Malpais Lane, STE 3 Flagstaff, Arizona 86001 (928) 774-5091 DES CCA District IV 350 W 16th St, STE 232 Yuma, Arizona 85364 (928) 782-4343 x 3168 DES CCA District V 2510 N Trekell Casa Grande, Arizona 85222 (520) 836-2351 x. 209 DES CCA District VI 820 E Fry Blvd. Sierra Vista, Arizona 85635 (520) 459-5008 x 230 ARIZONA DEPARTMENT OF ECONOMIC SECURITY DIVISION OF EMPLOYMENT AND REHABILITATIVE SERVICES CHILD CARE ADMINISTRATION ATTACHMENT 3.1.1.a CHILD CARE OFFICE STREET ADDRESS CITY, STATE ZIP ARIZONA DEPARTMENT OF ECONOMIC SECURITY CHILD CARE ADMINISTRATION CERTIFICATE OF AUTHORIZATION PROVIDER NAME STREET ADDRESS CITY, STATE ZIP LOCATIONAL ADDRESS: STREET ADDRESS CITY, STATE ZIP PROVIDER PHONE NUMBER: 000-000-0000 CLIENT NAME STREET ADDRESS CITY, STATE ZIP CLIENT ID: DATE: 0000000000 MM/DD/YYYY CHILD CARE WORKER: (SPECIALIST NAME) TELEPHONE: 000-000-0000 ------------------------------------------------------THE FOLLOWING CHILD CARE SERVICES ARE AUTHORIZED FOR THE ABOVE PROVIDER: ACT CODE O O CHILD ID 0000000002 0000000002 CHILD NAME SVC BIRTH DATE (CHILD NAME) (CHILD NAME) LC LC MM/DD/YY MM/DD/YY START DATE MM/DD/YY MM/DD/YY STOP DATE FEE KIND LVL UNIT PROG MM/DD/YY D MM/DD/YY L L1 L1 23 23 B B CO-PAY PER-DAY 1.00 .50 WHEN THE COPAYMENT FOR AN INDIVIDUAL CHILD EQUALS OR EXCEEDS THE DES PAYMENT TO THE CHILD CARE PROVIDER, NO DES PAYMENT WILL BE MADE FOR THAT CHILD. SEE BACK FOR DEFINITIONS. (Example - Front) If you have questions about the start and end dates of service, # of units or copayment assigned, or if you want to report that a client is not using services, or is not paying the assigned copayment, contact the Child Care Specialist at the office number listed on this notice. If you have questions about completion of a billing document, or the processing or receipt of payments, contact the DES Payment Processing Unit at 602-542-5610 (if calling from Maricopa County) or 1-877-822-2322 X 2 (if calling from outside Maricopa County). ACT CODE = ACTION CODES SVC = SERVICE CODES O C - X - LC SN CG CH CI RH RI - CENTER SPECIAL NEEDS DHS GROUP HOME DES CERTIFIED HOME DES CERTIFIED IN-HOME RELATIVE HOME (NON-CERTIFIED) RELATIVE IN-HOME (NON-CERTIFIED) OPEN CHANGE (MAY INCLUDE CHANGES IN UNITS, CO-PAY, DATES OF AUTHORIZATIONS OR CASE MANAGER) CANCEL (AUTHORIZATIONS MADE IN ERROR) KIND D L PROG - SIX OR MORE HOURS LESS THAN SIX HOURS A B E J T = CHILD CARE PROGRAM - MAXIMUS BLOCK GRANT CASH ASSISTANCE EMPLOYED JOBS TRANSITIONAL CO-PAY PER DAY = THE DES REQUIRED CO-PAY NOTE: Any co-payment indicated is the required amount by DES guidelines. However, any family may be responsible for charges above these copayments if a provider’s rates exceed state reimbursement maximums and/or the provider has other additional charges. CLIENT APPEAL RIGHTS: You have the right to appeal a decision on your eligibility if you believe that services should not have been reduced, stopped or denied. Contact you local DES Child Care office for information on filing an appeal. (Example - Back) PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 CHILD CARE AND DEVELOPMENT FUND PLAN FOR ARIZONA FFY 2010-2011 ATTACHMENT 3.2.1 PAYMENT RATES FOR THE PROVISION OF CHILD CARE ATTACHMENT 3.2.1 ARIZONA DEPARTMENT OF ECONOMIC SECURITY Division of Employment & Rehabilitation Services Child Care Administration MAXIMUM REIMBURSEMENT RATES FOR CHILD CARE Based on the 75th percentile of 2000 Child Care Market Rate Survey (effective for services provided on or after 4/1/09) CENTERS Age Group Birth < 1 yr: Full day Part day 1 yr < 3 yrs: Full day Part day 3 yrs < 6 yrs: Full day Part day 6 yrs < 13 yrs: Full day Part day District I District II District III District IV District V District VI 30.20 22.40 27.00 19.80 22.40 18.40 21.00 19.00 30.00 25.00 32.00 25.00 26.60 20.00 25.00 18.16 20.80 18.00 19.00 18.00 28.00 15.00 20.80 17.60 23.80 17.00 22.09 16.00 20.00 15.00 18.00 16.00 20.00 12.40 19.00 13.00 23.40 16.00 22.00 15.00 17.00 14.00 17.00 15.00 20.00 13.33 19.00 13.00 Age Group Birth < 1 yr: Full day Part day 1 yr < 3 yrs: Full day Part day 3 yrs < 6 yrs: Full day Part day 6 yrs < 13 yrs: Full day Part day District I District II District III District IV District V District VI 24.00 16.00 22.00 16.00 23.00 23.00 20.00 14.00 19.00 12.50 21.20 18.00 22.00 15.00 22.00 16.00 22.00 15.00 18.00 12.00 19.00 12.00 21.25 17.00 20.00 15.00 20.00 16.00 22.00 13.95 18.00 12.00 19.00 12.00 18.50 16.00 18.00 14.00 20.00 15.81 17.00 13.95 18.00 12.00 19.00 12.00 18.50 17.00 GROUP HOMES CERTIFIED FAMILY HOMES & CERTIFIED IN-HOME PROVIDERS Age Group Birth < 1 yr: Full day Part day 1 yr < 3 yrs: Full day Part day 3 yrs < 6 yrs: Full day Part day 6 yrs < 13 yrs: Full day Part day District I District II District III District IV District V District VI 20.00 14.00 19.00 12.00 18.00 10.00 18.00 10.50 20.00 12.00 18.00 10.00 20.00 13.00 18.00 12.00 17.00 10.00 17.00 10.50 20.00 11.00 17.00 10.00 18.00 12.00 18.00 12.00 16.00 10.00 17.00 10.50 18.00 10.00 16.00 10.00 17.00 12.00 18.00 11.00 16.00 10.00 16.00 10.00 18.00 10.00 16.00 10.00 The actual reimbursement amount is equal to the reimbursement rate minus any DES designated co-payment. However, in no event shall the amount reimbursed exceed the lesser of the provider’s actual charges or the maximum reimbursement rate minus any DES designated co-payment. Payment Rates for Non-Certified Relative Providers (NCRPs) will be $10.50 for Full day and $6.00 for Part day, minus any DES designated copayment. This rate will be paid to NCRPs statewide for care provided to children of all ages. The maximum reimbursement rates may be increased by up to ten percent, for child care providers who are nationally accredited. Full day = six or more hours per day. Part day = less than six hours per day. DES defines six local areas based upon geographic proximity/common characteristics, as Districts. They are comprised of the following counties: District I - Maricopa District IV - La Paz, Mohave and Yuma District II - Pima District V - Gila and Pinal District III - Apache, Coconino, Navajo and Yavapai District VI - Cochise, Graham, Greenlee and Santa Cruz PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 CHILD CARE AND DEVELOPMENT FUND PLAN FOR ARIZONA FFY 2010-2011 ATTACHMENT 3.2.3 MARKET RATE SURVEY INSTRUMENT & SUMMARY OF RESULTS Attachment 3.2.3 Sample #: ___________ Interview #: _____________ DES Child Care Rate Survey – 2008 Maricopa County Office of Research & Reporting 1. First, I would like to ask you some general questions about the child care services you provide. How many children do you have approval to care for at one time? (How many children CAN you take care of at one time?) NUMBER OF CHILDREN APPROVED ____ ____ ____ 2. On an average day, how many children are normally cared for at your (center / home)? AVERAGE NUMBER OF CHILDREN ____ ____ ____ 3. Do you provide or offer care for a child for 6 or more hours a day? [ 0 ] NO ( skip to q 3Next Page) [ 1 ] YES 2a. Do you have a DAILY rate you charge for child care for 6 or more hours each day? [ 1 ] YES, DAILY RATE ( skip to q 2c) [ 2 ] NO, HOURLY RATE ( skip to q 2c) [ 3 ] NO, WEEKLY RATE [ 4 ] NO, MONTHLY [ 6 ] NO, OTHER (Specify) 2b. _______________________________ How many days per week does this rate include? DAYS PER WEEK ______ 2c. How much (do / would) you charge per (day / week / hour / month) for care of children UNDER ONE YEAR OF AGE? $__ __ __ . __ __ 2d. How much (do / would) you charge per (day / week / hour / month) for one and two year olds for full-day care? $__ __ __ . __ __ 2e. [ 0 ] NO FULL DAY FOR CHILDREN 1 OR 2 How much (do / would) you charge per (day / week / hour / month) for three, four and five year olds? (For full-day care?) $__ __ __ . __ __ 2f. [ 0 ] NO FULL DAY FOR CHILDREN UNDER ONE [ 0 ] NO FULL DAY FOR CHILDREN 3, 4 OR 5 What about children six through twelve years, how much (do / would) you charge per (day / week / hour / month) for school age children on those days when the child is not in school? $__ __ __ . __ __ [ 0 ] NO FULL DAY FOR SCHOOL AGE CHILDREN 3. Do you offer care for a child for fewer than 6 hours a day? [ 0 ] NO ( skip to q 4, Next Page) [ 1 ] YES 3a. Do you have a DAILY rate you charge for care for fewer than 6 hours per day? [ 1 ] YES, DAILY RATE ( skip to q 3c) [ 2 ] NO, HOURLY RATE ( skip to q 3c) [ 3 ] NO, WEEKLY RATE [ 4 ] NO, MONTHLY [ 5 ] NO, OTHER _____________________________ 3b. How many days per week does this rate include? DAYS PER WEEK ______ 3c. How much (do / would) you charge per (day / week / hour / month) for care of children UNDER ONE YEAR OF AGE? $__ __ __ . __ __ 3d. How much (do / would) you charge per (day / week / hour / month) for one and two year olds for part-day care? $__ __ __ . __ __ 3e. [ 0 ] NO PART DAY FOR CHILDREN 1 OR 2 How much (do / would) you charge per (day / week / hour / month) for three, four and five year olds? (For part-day care?) $__ __ __ . __ __ 3f. [ 0 ] NO PART DAY FOR CHILDREN UNDER ONE [ 0 ] NO PART DAY FOR CHILDREN 3, 4 OR 5 What about children six through twelve years, how much (do / would) you charge per (day / week / hour / month) for before and/or after school care? $__ __ __ . __ __ [ 0 ] NO PART DAY FOR SCHOOL AGE CHILDREN 4. The next few questions relate to discounts you may offer or additional fees that you may charge for other services offered. Do you offer a discount for more than one child from the same family? [ 0 ] NO (skip to q 5) 4a. Are there any special conditions, such as advance payment, that must be met in order to receive this discount? [0] [1] [2] [6] 5. [ 1 ] YES NO CONDITIONS OR RESTRICTIONS YES, ADVANCE PAYMENT REQUIRED YES, ONLY FOR FULL DAY (NOT PART-DAY) YES, OTHER RESPONSE _______________________________ Do you offer regular child care that includes the hours between 6:30pm and midnight. [ 0 ] NO (skip to q 6) [ 1 ] YES 5a. Do you charge a higher rate for evening care? [ 0 ] NO 6. Do you offer regular child care that includes the hours between midnight and 6am. [ 0 ] NO (skip to q 7) [ 1 ] YES 6a. Do you charge a higher rate for this nighttime care? [ 0 ] NO 7. [ 1 ] YES Do you offer regular Saturday and/or Sunday child care? [ 0 ] NO (skip to q 8) [ 1 ] YES 7a. Do you charge a higher rate for weekend care? [ 0 ] NO 8. [ 1 ] YES [ 1 ] YES Do you offer regular care for more than 12 hours a day? [ 0 ] NO (skip to end) [ 1 ] YES 8a. Do you charge a higher rate for this extended day childcare? [ 0 ] NO [ 1 ] YES Thank you very much for your time and help with this project. We've talked about a lot of different things, but there may be some other areas of need that you feel we should have talked about. Are there any comments you would like to make at this time? If you should have any questions about this study, please feel free to call us at (602) 506-1600 or (877) 499-6100. Or you may want to call the D.E.S. Child Care Administration at (602) 542-1962. Summary of Results SURVEY METHODOLOGY: DES contracted with the Maricopa County Office of Research and Reporting to conduct the Child Care Market Rate Survey. The Maricopa County Office of Research and Reporting is an independent credentialed organization with strong survey research skills. They are recognized by the American Association of Public Opinion Researchers and are also a member of the National Field Director's Association, which is a scientific data collection forum with members such as the U.S. Census Bureau, National Institute of Health and many major universities. Due to the complexity of the survey, to help ensure that the most accurate data was obtained and to attain a high response rate a telephone survey methodology was used. Interviewers read a questionnaire and responses were entered into a data base. This method of surveying allowed for the collection of necessary data as reported by providers and corresponded with the need to gather complex rate information by age categories and by category of care. The Maricopa County Office of Research and Reporting conducted the market rate survey in both English and Spanish. All identifiable providers were surveyed rather than selecting a random sample. The basis for this approach is because a complete census is more reliable than a sample as there is no chance of a sampling error. Additionally, in some areas of the state, obtaining a sufficiently large and representative sample is not possible. Sources of provider names and telephone numbers which were utilized included: 1) The DES database of certified family homes that provide child care services to families eligible for child care assistance; 2) The Department of Health Services' (DHS) database of licensed child care centers (including "preschools" required to be licensed as child day care centers) and certified child care group homes; 3) Listings obtained from non-profit sponsors who approve child care homes to participate in the Arizona Department of Education's (ADE) federal Child and Adult Care Food Program (CACFP); and 4) Lists of otherwise unregulated homes registered with the state contracted Child Care Resource & Referral (CCR&R) agencies. Prior to the start of the survey, all sources that supplied provider information were notified that they could direct any questions that came to them, regarding the survey, to DES. At the onset of each telephone interview, providers were advised that specific individual information would be kept confidential and would not be used for any purpose other than identifying local market information. Individual providers were given a telephone number, which they could use to call the surveyor back if necessary. They were also provided with a telephone number of a DES contact if they had any other questions. Initially the various sources identified 6,865 possible child care providers in the state. Providers that either were listed on more than one list, not providing care, not charging for their services, or unable to be interviewed due to invalid and non-existent telephone numbers were eliminated from this total. This resulted in a list of 5,021 child care providers, of which 99% were interviewed. A total of 4,980 child care providers (1,842 licensed centers, 2,447 approved family homes, 383 certified group homes and 308 unregulated homes listed with CCR&R) were interviewed for this survey. The survey was conducted between March and June 2008. As with any survey, there is a margin of error due to reasons such as the respondent’s interpretations of the questions asked and their understanding of the purpose of the survey and resultant usage of the data compiled. The complete survey report can be viewed at: https://egov.azdes.gov/CMS400Min/InternetFiles/Reports/pdf/cca_market_survey_08.pdf Key findings of the 2008 survey are summarized below. Specific details of this survey are found in the three sets of tables, which follow the key findings. Market rate information is given, for each of the six DES geographic Districts which are comprised of a county or group of counties. The data is presented as: 1) The 50th percentile (the median) i.e., the rate at which at least 50% of the market is at or below and 2) The 75th percentile i.e., the rate at which at least 75% of the market is at or below. KEY FINDINGS Licensed Centers The median daily charge for full-time care, for a child under the age of one year, ranged from $25.00 to $38.00 across the six DES districts. The statewide median is $36.80. The median daily charge for full-time care, for a one or two year old child, ranged from $22.00 to $34.88 across the six DES districts. The statewide median is $32.55. The median daily charge for full-time care, for a three, four or five year old child, ranged from $21.00 to $30.00 across the six DES districts. The statewide median is $28.14. The median daily charge for full-time care, for a school age child, ranged from $19.00 to $27.50 across the six DES districts. The statewide median is $25.20. Certified Group Homes The median daily charge for full-time care, for a child under the age of one year, ranged from $22.00 to $30.00 across the six DES districts. The statewide median is $25.00. The median daily charge for full-time care, for a one or two year old child, ranged from $20.00 to $27.00 across the six DES districts. The statewide median is $25.00. The median daily charge for full-time care, for a three, four or five year old child, ranged from $20.00 to $26.10 across the six DES districts. The statewide median is $25.00. The median daily charge for full-time care, for a school age child, ranged from $20.00 to $30.00 across the six DES districts. The statewide median is $24.95. Approved Family Child Care Homes The median home charge for full-time care, for a child under the age of one year, ranged from $20.00 to $25.00 across the six DES districts. The statewide median is $20.00. The median daily charge for full-time care, for a one or two year old child, ranged from $19.50 to $25.00 across the six DES districts. The statewide median is $20.00. The median daily charge for full-time care, for a three, four or five year old child, ranged from $18.00 to $24.00 across the six DES districts. The statewide median is $20.00. The median daily charge for full-time care, for a school age child, ranged from $15.00 to $22.00 across the six DES districts. The statewide median is $20.00. Licensed Centers Average Rate Charged Per Day For Full-Time (Six Or More Hours) Child Care DISTRICT 1 Maricopa County 38.00 43.95 33.00 37.60 DISTRICT 3 Apache, Coconino, Navajo & Yavapai Counties 29.00 30.00 50 percentile 34.88 31.00 25.00 22.00 30.00 25.20 32.55 th 75 percentile 41.63 35.75 29.77 25.00 35.00 27.40 40.00 Three, Four & Five Year Olds 50th percentile School Age Children 50 percentile th 75 percentile Children Under One 50th percentile th 75 percentile One and Two Year Olds th DISTRICT 2 Pima County DISTRICT 4 La Paz, Mohave & Yuma Counties DISTRICT 5 Gila & Pinal Counties 25.00 27.50 33.00 40.00 DISTRICT 6 Cochise, Graham, Greenlee & Santa Cruz Counties 29.00 30.00 Total State 36.80 42.00 30.00 27.60 23.00 21.00 25.00 24.00 28.14 th 36.05 32.00 26.00 22.65 29.00 26.00 35.00 th 27.50 35.00 24.20 30.00 22.50 25.00 20.00 21.00 25.00 30.00 19.00 24.00 25.20 33.00 DISTRICT 6 Cochise, Graham, Greenlee & Santa Cruz Counties 75 percentile Average Rate Charged per Day For Part-Time (Less Than Six Hours) Child Care DISTRICT 1 Maricopa County th DISTRICT 2 Pima County DISTRICT 3 Apache, Coconino, Navajo & Yavapai Counties DISTRICT 4 La Paz, Mohave & Yuma Counties DISTRICT 5 Gila & Pinal Counties Total State Children Under One 50 percentile th 75 percentile 33.00 38.00 25.80 31.00 20.00 25.00 17.00 24.00 24.00 27.13 15.00 25.00 28.60 37.21 One and Two Year Olds 50th percentile 27.00 25.00 18.50 17.60 21.00 16.66 25.00 th 75 percentile 35.00 27.21 22.33 22.00 25.00 20.00 32.00 50th percentile Three, Four & Five Year Olds School Age Children 20.00 19.50 15.00 15.75 18.00 13.20 19.00 th 27.91 24.45 19.77 19.00 20.00 17.40 25.60 th 17.00 15.00 12.00 14.00 16.00 13.80 16.00 th 23.00 20.00 18.00 17.00 20.00 15.00 21.00 75 percentile 50 percentile 75 percentile Certified Group Homes Average Rate Charged Per Day For Full-Time (Six Or More Hours) Child Care DISTRICT 1 Maricopa County DISTRICT 3 Apache, Coconino, Navajo & Yavapai Counties DISTRICT 4 La Paz, Mohave & Yuma Counties DISTRICT 5 Gila & Pinal Counties DISTRICT 6 Cochise, Graham, Greenlee & Santa Cruz Counties Total State th 27.00 30.00 25.00 27.00 30.00 35.00 22.00 24.00 27.00 30.00 24.35 30.00 25.00 30.00 50 percentile th 25.00 25.00 27.00 21.00 25.00 20.00 25.00 75th percentile 30.00 27.00 35.00 23.00 28.00 25.00 28.00 50 percentile 25.00 25.00 26.10 20.00 25.00 20.00 25.00 th 75 percentile 29.30 27.00 35.00 23.00 27.00 20.00 27.00 50th percentile 24.00 25.00 30.00 20.00 25.00 20.00 24.95 25.00 26.00 35.00 23.00 27.00 20.00 25.00 DISTRICT 6 Cochise, Graham, Greenlee & Santa Cruz Counties Children Under One 50 percentile th 75 percentile One and Two Year Olds Three, Four & Five Year Olds School Age Children DISTRICT 2 Pima County th th 75 percentile Average Rate Charged per Day For Part-Time (Less Than Six Hours) Child Care DISTRICT 1 Maricopa County DISTRICT 2 Pima County DISTRICT 3 Apache, Coconino, Navajo & Yavapai Counties DISTRICT 4 La Paz, Mohave & Yuma Counties DISTRICT 5 Gila & Pinal Counties Total State Children Under One 50th percentile 75th percentile 18.00 24.00 18.00 20.00 25.00 25.00 16.00 18.00 15.00 20.00 19.79 25.00 18.00 20.00 One and Two Year Olds 50th percentile Three, Four & Five Year Olds School Age Children 19.00 18.00 25.00 15.50 15.00 15.00 18.00 th 24.00 20.00 25.00 17.00 18.00 20.00 20.00 50 percentile th 18.00 18.00 21.80 15.00 15.00 15.00 17.00 th 75 percentile 21.00 20.00 25.00 17.00 18.00 20.00 20.00 th 15.00 18.00 25.00 15.00 15.00 16.00 16.00 th 20.00 19.00 25.00 17.00 18.00 20.00 19.00 75 percentile 50 percentile 75 percentile Approved Family Child Care Homes Average Rate Charged Per Day For Full-Time (Six Or More Hours) Child Care DISTRICT 1 Maricopa County DISTRICT 3 Apache, Coconino, Navajo & Yavapai Counties DISTRICT 4 La Paz, Mohave & Yuma Counties DISTRICT 5 Gila & Pinal Counties DISTRICT 6 Cochise, Graham, Greenlee & Santa Cruz Counties Total State th 20.00 25.00 22.00 25.00 24.00 25.00 20.00 20.00 25.00 28.00 23.44 26.00 20.00 25.00 50 percentile th 20.00 22.00 21.00 19.50 25.00 21.70 20.00 75th percentile 25.00 25.00 25.00 20.00 27.00 25.00 25.00 50 percentile 20.00 22.00 20.00 18.00 24.00 20.00 20.00 th 75 percentile 25.00 25.00 25.00 20.00 25.00 25.00 25.00 50th percentile 15.00 20.50 20.00 18.00 22.00 20.00 20.00 22.00 25.00 24.00 20.00 25.00 25.00 24.00 Children Under One 50 percentile th 75 percentile One and Two Year Olds Three, Four & Five Year Olds School Age Children DISTRICT 2 Pima County th th 75 percentile Average Rate Charged per Day For Part-Time (Less Than Six Hours) Child Care DISTRICT 1 Maricopa County DISTRICT 2 Pima County DISTRICT 3 Apache, Coconino, Navajo & Yavapai Counties DISTRICT 4 La Paz, Mohave & Yuma Counties DISTRICT 5 Gila & Pinal Counties DISTRICT 6 Cochise, Graham, Greenlee & Santa Cruz Counties Total State Children Under One 50th percentile 75th percentile 15.00 20.00 15.00 16.00 13.00 17.00 12.00 13.13 15.00 19.00 14.00 17.97 14.00 18.00 One and Two Year Olds 50th percentile Three, Four & Five Year Olds School Age Children 15.00 15.00 13.00 11.03 15.00 13.00 14.00 th 20.00 15.00 17.00 13.00 18.00 17.50 17.85 50 percentile th 15.00 15.00 12.00 11.00 15.00 12.50 13.00 th 75 percentile 20.00 15.00 16.00 13.00 18.00 17.00 17.00 th 12.75 14.00 12.00 11.00 15.00 12.50 12.50 th 18.00 15.00 15.00 12.50 18.00 16.85 16.00 75 percentile 50 percentile 75 percentile PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 CHILD CARE AND DEVELOPMENT FUND PLAN FOR ARIZONA FFY 2010-2011 ATTACHMENT 3.3.2 DEFINITION OF “INCOME” FOR THE PURPOSES OF ELIGIBILITY ATTACHMENT 3.3.2 DEFINITION OF “INCOME” FOR THE PURPOSE OF ELIGIBILITY (The following information is excerpted from the DES Child Care Policy Manual) I. Income Eligibility for Child Care Assistance Income eligibility for child care assistance is based on the gross monthly income of all family members who are included in Family Size as described below. II. Family Size Family size is based on the applicant (primary person) and any other parent or responsible person residing in the same household who are legally responsible to financially support either the applicant, or dependents residing in the same household for whom Child Care Assistance is being requested. A. Family size shall consist of: 1. The applicant for Child Care Assistance; 2. The applicant’s children (under the age of 18 years); 3. Any other parent/responsible person in the household who is legally/financially responsible for either the applicant, or for the children needing care; and 4. The children of the other parent/responsible person residing in the same household (under the age of 18 years). 5. A tax claimant who claims a member of the eligible family residing in the same household as a dependent on the tax claimant's federal or state income tax return for the current calendar year: B. Treatment of Temporarily Absent Spouses Parents/responsible persons who are legally married to the applicant and who are temporarily separated physically but with intentions of remaining a family (e.g. incarceration, military assistance) shall be included in family size if the absent spouse is engaged in an eligible activity for Child Care Assistance purposes. C. When the Applicant is a Nonparent Relative of the Children Needing Care When the non-parent relative is requesting Child Care Assistance for other related children only (e.g. nieces/nephews, grandchildren): The non-parent relative is not counted in the family size and; the child is a household of one with only the child’s income counted. D. When the Applicant is the Legal Guardian of the Children Needing Care When the legal guardian is applying for a child in guardianship only: The legal guardian shall not be included in family size; their income shall be excluded and; the child shall be considered as a household of one with only the child’s income counted. E. Unwed Minor Parents who Live with their Parents When the applicant is an unwed minor parent (is not married, separated, or divorced) who also resides with their own parents, the following guidelines apply. If Child Care Assistance is requested for the children of a minor parent who resides with their parents, the Specialist shall make one family size determination for the family consisting of the minor parent, his/her child, and the other parent/responsible person of the child needing care. The parents and siblings of the minor parent shall not be included in family size (however, a portion of the income received by the parents of the minor parent shall be deemed and counted as available to the minor parent, after an amount equivalent to 165% of FPL {for the parents of the minor parent and their children} has been subtracted. If however, the parent of the minor parent claims either the minor parent or the minor parent’s child as a tax dependent on a federal or state income tax return, the parents and siblings of the minor parent shall be included in family size, and all of the income of received by the parents of the minor parent shall be counted as available to the minor parent. III. Countable Income The gross monthly income of a family shall include: A. Gross earnings received for work including: wages, salary, armed forces pay (Base Pay only: military allotments for food and shelter costs provided to military personnel who live off base are excluded from the income calculation), commissions, tips, overtime, teaching assistance wages, piece-rate payments, and cash bonuses earned, before any deductions (including but not limited to taxes, bonds, pensions, union dues, and garnishments). B. Net income from non-farm self employment, which includes gross receipts minus business expenses. Gross receipts include the value of all goods sold and services rendered. Business expenses include costs of goods and services purchased or produced, rent, heat, light, power, depreciation charges, wages, and salaries paid, business taxes and other expenses incurred in operating the business. The value of salable merchandise consumed by the proprietors of retail stores is not included as part of net income. Payments on loans or mortgages obtained to increase capital investments in property or equipment are not allowed as deductible expenses. C. Net income from farm self employment which includes gross receipts minus operating expenses from the operation of a farm by persons as owner, renter, or tenant farmer. Gross receipts include the value of all products sold, government crop loans, money received from the rental of farm equipment to others and incidental receipts from the sale of wood, sand, gravel, and similar items. Operating expenses include costs of feed, fertilizer, seed, and other farming supplies, wages paid to farm hands, depreciation charges, cash rent, interest on farm mortgages, farm building repairs, farm taxes (not state and federal income taxes), and other expenses incurred in operation of the farm. The value of fuel, food, or other farm products used for family living is not included as part of net income. Payments on loans or mortgages obtained to increase capital investments in property or equipment are not allowed as deductible expenses. D. Social Security payments prior to deductions for medical insurance including Social Security benefits and “survivors” benefits, and permanent disability insurance payments made by the Social Security Administration. E. Railroad retirement insurance income. F. Dividends including interest on savings/checking accounts, stocks, and bonds, membership in association, income and receipts from estates or trusts, net rental income (minus deductions for costs or repairs, utilities paid, maintenance insurance and mortgage payments prorated on a monthly basis), net royalties, receipts from boarders or lodgers (net income received from furnishing room and board shall be one third of the total amount charged). Interest on Series H. United States Government Savings bonds shall be prorated on a monthly basis. G. Mortgage payments received shall be prorated on a monthly basis. H. Public assistance payments including payments from the following programs: Cash Assistance, Supplemental Security Income (SSI), State Supplementary Payments (SSP), General Assistance (GA), Bureau of Indian Affairs General Assistance (BIAGA)¸ and Tuberculosis Control (TC). I. Pensions and annuities including pensions or retirement benefits paid to a retired person or their survivors by a former employer or by a union, or distributions or withdrawals from an individual retirement account. If payments are made in periodic payments from annuities of insurance, the payments shall be prorated on a monthly basis. J. Unemployment Insurance payments including compensation received from government unemployment insurance agencies or private companies during periods of unemployment, and any strike benefits received from union funds. K. Worker’s compensation payments. L. Money received from the Domestic Volunteer Act when the adjusted hourly payment is equal to or greater than minimum wage. Action Volunteer Programs include VISTA, Foster Grandparent Program (FGP), Retired Senior Volunteer Program (RSVP), and Senior Companion Program (SCP). M. Alimony or spousal maintenance which shall be counted the month received. N. Child support which shall be counted the month received. O. Veterans’ pensions including benefits and disability payments paid periodically by the Veterans Administration to members of the Armed Forces or to a survivor of deceased veterans. Money received shall be prorated on a monthly basis. P. Cash gifts received on a monthly (or recurring) basis from relatives, other individuals, and private organizations, as a direct payment in the form of money. Q. Money received through the lottery, sweepstakes, contests, or through gambling ventures whether received on an annuity or lump sum basis. R. Any other source of income not specifically excluded as outlined in Excluded Income below. IV. Excluded Income The gross monthly income for a family shall not include: A. Per capita payments to or funds held in trust for any individual in satisfaction of a judgment of the Indian Claims Commission or the Court of Claims. B. Payments made pursuant to the Alaska Native Claims Settlement Act to the extent such payments are exempt from taxation under section 21 (a) of the Act. C. Money or capital gains received as a lump sum, from the sale of personal or real property, such as stocks, bonds, or a car (unless the person was engaged in the business of selling such property, in which case the net proceeds would be counted as income from self employment). D. Withdrawals of bank deposits. E. Loans; money borrowed. F. Tax refunds. G. Any monies received through the federal Earned Income Credit (EIC). H. One time lump sum awards or benefits, including: 1. Inherited funds; 2. Insurance awards; 3. Damages recovered in a civil suit; 4. Monies contributed by a client to a retirement fund that are later withdrawn prior to actual retirement; and 5. Retroactive public assistance payments. I. The value of U.S. Department of Agriculture (USDA) Food Stamps. J. The value of USDA donated food. K. The value of any supplemental food assistance received under the Child Nutrition Act of 1966 and special food service program for children under the National School Lunch Act, the Women, Infant, and Children Program (WIC), Child and Adult Care Food Program (C.A.C.F.P.), and the School Lunch Program. L. Any payment received under the Uniform Relocation Assistance and Real Property Acquisition Policies Act of 1970 (e.g. Navajo/Hopi Relocation Act). M. Earnings of a child who is under the age of 18 and attending high school or other training program, and who is not a minor parent who needs Child Care Assistance for his or her own child (the earnings of a minor parent who needs care for his or her own child are countable). N. Home produce used for household consumption. O. Government sponsored training program expenses (TRE payments) such as: training related expenses paid to Jobs participants and Job Training Partnership Act (JTPA) training expenses paid directly to the client. P. Military allotments for food and shelter costs for military personnel who live off base, when the allotment is specifically designated as such (e.g. Basic Allowance for Quarters [BAQ]). Armed forces base pay is countable income. Q. The value of goods or services received in exchange for work. R. Interest on Series E United States Government Savings bonds. S. Foster care maintenance payments received for care of foster children. T. Adoption subsidy payments received for the care of adopted children. U. Educational loans, grants, awards, and scholarships regardless of their source, including Pell Grants, Supplemental Educational Opportunity Grants (SEOG), Bureau of Indian Affairs (BIA) Student Assistance Grants, college work study income, Carl D. Perkins Vocational and Applied Technology Education Act income, and any other state or local, public or private educational loans, grants, awards, and scholarships. V. Money received from the Domestic Volunteer Act when the adjusted hourly payment is less than minimum wage; Action Volunteer Programs include VISTA, Foster Grandparent Program (FGP), Retired Senior Volunteer Program (RSVP) and Senior Companion Program (SCP). W. Housing and Urban Development (HUD) benefits, cash allowances and credits against rent. X. Vendor payments including payments made directly to a third party by friends, relatives, charities, or agencies to pay bills for the client. Y. Vocational Rehabilitation (VR) training related expenses (TRE) which are reimbursements for expenses paid. Subsistence and maintenance allowances, and incentive payments not designated as wages. Intended use shall be verified by the VR counselor. Z. Disaster relief funds and emergency assistance provided under the Federal Disaster Relief Act, and comparable assistance provided by a State, local government, or disaster assistance organization. AA. Energy assistance including all state or federal benefits designated as “energy assistance” or assistance from a municipal utility or non-profit agency. BB. Agent Orange payments. CC. Reimbursements for job related expenses, which are less than or equal to the actual expense incurred. DD. Any other income specifically excluded by applicable state or federal law. V. Income Deduction Child support that is paid for dependents who do not reside in the same household with the eligible family shall be deducted from the monthly gross countable income prior to income calculation and fee level and copayment assignment. VI. Income Calculation The Child Care Specialist shall calculate gross monthly income as outlined below. A. The Specialist shall include all income of all family members included in the family size determination, other than excluded income (refer to Excluded Income for definitions of excluded income sources). B. The Specialist shall calculate a monthly figure for each source of income separately with the appropriate method used for calculation. C. After calculating monthly income for each source of income, the Specialist shall add the monthly amounts from each source to obtain the total monthly income. D. The Specialist shall convert income received less often than monthly to a monthly figure as indicated below. 1. The Specialist shall prorate the total income over the number of months that the income is intended to cover. 2. If the income is received on or after the date of application, a monthly share of income shall be considered beginning with its earliest possible effective date and for a number of months equal to the number of months, which the income covers. 3. If the family receives the income prior to the date of application, the number of months that the income is intended to cover shall be equal to the number of months of coverage remaining. E. The Specialist shall convert income received more often than monthly, for a period covering less than a month, to a monthly amount by one of the methods listed below. 1. If the income amount does not vary and is received monthly, weekly, bi-weekly, or semimonthly, the conversion to a monthly amount will be obtained by multiplying the pay period amount by: a) 1, if monthly; b) 4.3, if weekly; c) 2.15, if bi-weekly; or d) 2, if semi-monthly. 2. This amount shall be applied as income on an ongoing monthly basis until there is a change in the income. 3. If the monthly income received varies in amount and frequency, and exact monthly figures are unavailable, the Specialist shall use an average monthly figure. F. When a family receives a new income source that will be received monthly, weekly, biweekly or semi-monthly: A new fee level or ineligibility shall not be assessed to the client until the monies are available to the client and; the income shall not be considered available to the family until 10 days after the date that the first full payment is received. VII. Income Deeming Process for Unwed Minor Parents who Live with Their Own Parents When unwed minor parents reside with their own parents, a portion of the gross monthly income of parents of unwed minor parents shall be deemed as available and considered countable income for the unwed minor parent for the purpose of determining income eligibility. The deeming process shall not be applied when the minor parent does not reside with their own parents, when the minor parent is married, separated, or divorced, or when the parent of the minor parent claims the minor parent or minor parent’s child as a tax dependent. A. When unwed minor parents reside with their own parents, the Child Care Specialist shall: 1. Verify monthly countable earned and unearned income received by the parents of the unwed minor parent; 2. Deduct any Child Support paid by the parent of the unwed minor parent from the total countable income; and 3. Determine the total number of household dependents for whom the parents of the unwed minor parent have the legal and financial responsibility to support. This number shall include: The parent(s) themselves; and any other children or dependents residing in the same household. This number shall not include the unwed minor parent and their children. B. The deeming process applies to unwed minor parents only, and shall not be used when the minor parent is married, separated, or divorced. C. Dependent Deduction Chart The worksheet and chart on the following page displays how income, that will be deducted from the parents’ gross monthly income based on the number of their dependents as described above, is determined. The remaining income shall be deemed as available to the unwed minor parent. ARIZONA DEPARTMENT OF ECONOMIC SECURITY Child Care Administration CHILD CARE ASSISTANCE UNWED MINOR PARENT DEEMING WORKSHEET CASE NAME (Last, First, M.I.) CLIENT ID 1. Total Monthly Earned Income received by parent of the unwed minor parent. $ 2. Total Monthly Unearned Income received by parent of the unwed minor parent. $ 3. Subtotal (Add lines 1 and 2) 4. Number of dependents _____; Enter amount required to support the other dependents according to the Dependent Deduction Chart below (this number includes the parents of the minor parents, and any of their children and $ dependents residing in the same household; this number does not include the minor parent or the minor parent’s children). $ 5. Child Support payments paid monthly for persons living outside of the home. $ 6. Subtotal (Add lines 4 and 5) $ 7. Total income deemed as available to the unwed minor parent. (Subtract line 6 from line 3) $ 8. Earned income received monthly by the unwed minor parent. $ 9. Unearned Income received monthly by the unwed minor parent. $ 10. Total countable income for the unwed minor parent. (Add lines 7, 8, and 9) $ 11. Enter fee level if the unwed minor parent is eligible for Child Care Assistance Dependent Deduction Chart Number of Dependents (Not including minor parent and the minor parent’s child[ren]) Income Deducted From Parents Income To determine Deemed Portion (Effective July 1, 2009) 1 $1,490 2 $2,005 3 $2,518 4 $3,033 5 $3,548 6 $4,061 7 $4,576 8 $5,091 9 $5,604 10 $6,119 11 $6,633 12 $7,102 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 ARIZONA: STATE PLAN FOR CCDF SERVICES FOR THE PERIOD 10/1/09 – 9/30/11 CHILD CARE AND DEVELOPMENT FUND PLAN FOR ARIZONA FFY 2010-2011 ATTACHMENT 3.5.1 SLIDING FEE SCALE PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 Attachment 3.5.1 ARIZONA DEPARTMENT OF ECONOMIC SECURITY CHILD CARE ASSISTANCE GROSS MONTHLY INCOME ELIGIBILITY CHART AND FEE SCHEDULE EFFECTIVE JULY 1, 2009 Family Size  FEE LEVEL 1 (L1) INCOME MAXIMUM EQUAL TO OR LESS THAN 85% FPL* FEE LEVEL 2 (L2) INCOME MAXIMUM EQUAL TO OR LESS THAN 100% FPL* FEE LEVEL 3 (L3) INCOME MAXIMUM EQUAL TO OR LESS THAN 135% FPL* FEE LEVEL 4 (L4) INCOME MAXIMUM EQUAL TO OR LESS THAN 145% FPL* FEE LEVEL 5 (L5) INCOME MAXIMUM EQUAL TO OR LESS THAN 155% FPL* FEE LEVEL 6 (L6) INCOME MAXIMUM EQUAL TO OR LESS THAN 165% FPL* 1 0 – 768 769 – 903 904 – 1,220 1,221 – 1,310 1,311 – 1,400 1,401 – 1,490 2 0 – 1,033 1,034 – 1,215 1,216 – 1,641 1,642 – 1,762 1,763 – 1,884 1,885 – 2,005 3 0 – 1,298 1,299 – 1,526 1,527 – 2,061 2,062 – 2,213 2,214 – 2,366 2,367 – 2,518 4 0 – 1,563 1,564 – 1,838 1,839 – 2,482 2,483 – 2,666 2,667 – 2,849 2,850 – 3,033 5 0 – 1,828 1,829 – 2,150 2,151 – 2,903 2,904 – 3,118 3,119 – 3,333 3,334 – 3,548 6 0 – 2,092 2,093 – 2,461 2,462 – 3,323 3,324 – 3,569 3,570 – 3,815 3,816 – 4,061 7 0 – 2,358 2,359 – 2,773 2,774 – 3,744 3,745 – 4,021 4,022 – 4,299 4,300 – 4,576 8 0 – 2,623 2,624 – 3,085 3,086 – 4,165 4,166 – 4,474 4,475 – 4,782 4,783 – 5,091 9 0 – 2,887 2,888 – 3,396 3,397 – 4,585 4,586 – 4,925 4,926 – 5,264 5,265 – 5,604 10 0 – 3,152 3,153 – 3,708 3,709 – 5,006 5,007 – 5,377 5,378 – 5,748 5,749 – 6,119 11 0 – 3,417 3,418 – 4,020 4,021 – 5,427 5,428 – 5,829 5,830 – 6,231 6,232 – 6,633 12 0 – 3,682 3,683 – 4,331 4,332 – 5,847 5,848 – 6,280 6,281 – 6,714 6,715 – 7,102** full day = $7.00 part day = $3.50 full day = $10.00 part day = $5.00 MINIMUM REQUIRED CO-PAYMENTS Per child in care full day = $1.00 part day = $.50 full day = $2.00 part day = $1.00 full day = $3.00 part day = $1.50 full day = $5.00 part day = $2.50 For families receiving Transitional Child Care (TCC) there is no co-pay assigned beyond the 3 rd child in the family Full day = Six or more hours; Part day = Less than six hours. Families receiving Child Care Assistance based on Child Protective Services/Foster Care, the Jobs Program or those who are receiving Cash Assistance (CA) and are employed, may not have an assigned fee level and may not have a minimum required co-payment. However, all families may be responsible for charges above the minimum required co-payments if a provider’s rates exceed allowable state reimbursement maximums and/or the provider has other additional charges. * Federal Poverty Level (FPL) =US DHHS 2009 poverty guidelines. The Arizona state statutory limit for child care assistance is 165% of the Federal Poverty Level. ** This amount is equal to the Federal Child Care & Development Funds statutory limit (for eligibility for child care assistance) of 85% of the State median income. PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 CHILD CARE AND DEVELOPMENT FUND PLAN FOR ARIZONA FFY 2010-2011 ATTACHMENT 4.1.1 APPLICATION FOR CHILD CARE SUBSIDY ARIZONA DEPARTMENT OF ECONOMIC SECURITY Child Care Administration CC-001-PD (10-07) – PAGE 1 DATE RECEIVED APPLICATION FOR CHILD CARE ASSISTANCE LIST ALL HOUSEHOLD MEMBERS APPLICANT INFORMATION APPLICANT’ S FULL LEGAL NAME (First , M.I, Last ) MARITAL STATUS Single Married Separated Divorced Widowed Y **AI AS BL Y NH WH Yes No APPLICANT’ S MAILING ADDRESS (Apt . / Space No., House No., St reet , Cit y, St ate, ZIP) PHONE NO. APPLICANT’ S RESIDENTIAL ADDRESS (If dif f erent f rom above) MESSAGE PHONE NO. SPOUSE ( ) 3 NAME **AI NH AS WH BL Y IF THIS PERSON IS YOUR CHILD, PRINT THE NAME OF THIS CHILD’S OTHER PARENT Y DOES THE OTHER PARENT LIVE WITH YOU? Yes 4 NAME **AI NH AS WH BL Y IF THIS PERSON IS YOUR CHILD, PRINT THE NAME OF THIS CHILD’S OTHER PARENT NAME **AI NH AS WH BL Y IF THIS PERSON IS YOUR CHILD, PRINT THE NAME OF THIS CHILD’S OTHER PARENT DOES THE OTHER PARENT LIVE WITH YOU? NAME **AI NH AS WH BL Y IF THIS PERSON IS YOUR CHILD, PRINT THE NAME OF THIS CHILD’S OTHER PARENT DOES THE OTHER PARENT LIVE WITH YOU? NAME **AI NH AS WH BL Y IF THIS PERSON IS YOUR CHILD, PRINT THE NAME OF THIS CHILD’S OTHER PARENT DOES THE OTHER PARENT LIVE WITH YOU? NAME **AI NH AS WH BL Y IF THIS PERSON IS YOUR CHILD, PRINT THE NAME OF THIS CHILD’S OTHER PARENT DOES THE OTHER PARENT LIVE WITH YOU? NAME **AI NH AS WH BL Y IF THIS PERSON IS YOUR CHILD, PRINT THE NAME OF THIS CHILD’S OTHER PARENT DOES THE OTHER PARENT LIVE WITH YOU? No Y DOES THE OTHER PARENT LIVE WITH YOU? Yes Disponible en español en la oficina local. No Y Yes 9 No Y Yes 8 No Y Yes 7 No Y Yes 6 No Y Yes 5 (Indicate if school is year round) DATE OF BIRTH (MM/DD/YY) (Circle if yes) SOC. SEC. NO. ) NEEDS CHILD CARE? *RACE AI: American Indian or Alaskan Native; AS: Asian; BL: Black or African American; NH: Native Hawaiian or Other Pacific Islander; WH: White HISPANIC/LATINO? (Circle if yes) (If you have more than 9 people in your home, list their names and relationship to you on a separate sheet of paper.) RELATIONSHIP TO YOU ( LIST THE NAMES OF EVERYONE ELSE WHO LIVES IN YOUR HOME IN THE SPACES BELOW (First, M.I, Last) No SCHOOL HOURS SPOUSE/OTHER PARENT BL OTHER NAMES USED BY YOU (e.g., maiden, alias) NAME OF CHILD’S SCHOOL 2 SELF AS WH SOC. SEC. NO. DATE OF BIRTH (MM/DD/YY) GRADE 1 **AI NH (Circle if yes) *RACE AI: American Indian or Alaskan Native; AS: Asian; BL: Black or African American; NH: Native Hawaiian or Other Pacific Islander; WH: White HISPANIC/LATINO? INITIAL APPLICATION AND REQUEST REAPPLICATION To apply for benefits, complete this form. Read each question carefully. Answer the questions honestly and completely. The case manager will assist you with any questions you do not understand. WHY DO YOU AND YOUR SPOUSE OR OTHER PARENT IN THE HOME NEED CHILD CARE SERVICES? Employment School/Training Medical Reasons Jobs Program Job Search (for Grant Diversion particpants only) Other (Describe): *You may voluntarily indicate your race and ethnic background. Please indicate all that apply. No Are you an enrolled member of an American Indian tribe? If yes, which tribe? ** Yes CC-001-PD (10-07) – PAGE 2 Yes No Is any household member temporarily out of the home? IF YES, NAME OF THE ABSENT HOUSEHOLD MEMBER RELATIONSHIP TO YOU/YOUR REASON FOR ABSENCE CHILD ARE YOU CURRENTLY A U.S. CITIZEN? YES NO IF NO, ARE YOU A LEGAL RESIDENT OF THE U.S.? YES EXPECTED DATE OF RETURN IF NO, WHAT IS YOUR IMMIGRATION STATUS? NO HOW LONG DOES IT TAKE YOU TO TRAVEL FROM YOUR CHILD CARE PROVIDER TO YOUR WORK OR SCHOOL? ______ TRANSPORTATION USED? Own Vehicle Carpool Bus Bicycle Walk Other: WHICH CHILD CARE PROVIDER HAVE YOU CHOSEN? (if known) PROVIDER’S ADDRESS (No., Street, City, State, ZIP) PHONE NO. ( No Do any of your children have special needs? If yes, please indicate which child and a description of any special needs: Yes No Do you or your spouse receive housing assistance in the form of cash or vouchers? Yes No Do you or your spouse pay child support for children who do not live with you? If yes, complete below: FOR WHOM PAID (Name of child) UNEARNED INCOME (You must answer either yes or no; of income, YES MONTHLY AMOUNT PAID YES if you or any household member has received or will receive any other source NO if not applicable) NO AMOUNT RECEIVED SOURCE Cash Assistance $ Social Security/SSI, SSA $ Child Support ATLAS # / Court Order # $ Any Other Income Source, such as: Gifts, Loans, U.I., GI Bill, Rental income, Interest, VA or any Income from Absent Parent(s), Friends or Relatives (indicate type): $ YOUR ACTIVITY INFORMATION – (Do you have more than one job? HOW OFTEN RECEIVED Yes EMPLOYER’ S NAME No) HOURS WORKED PER WEEK HOURLY WAGE ADDITIONAL INCOME ( all t hat apply) WORK HOW OFTEN RECEIVED ( Bonuses Overtime pay MONDAY TUESDAY A.M. P.M. A.M. P.M. TOTAL EARNED Daily WEDNESDAY THURSDAY A.M. P.M. A.M. P.M. all t hat apply) Tips Commissions Bonuses Overtime pay MONDAY TUESDAY A.M. P.M. A.M. P.M. FROM: TO: PREVIOUS EMPLOYER’ S NAME WORK PHONE NO. one) Every two weeks Monthly HOW OFTEN RECEIVED ( $ Daily WEDNESDAY A.M. P.M. A.M. P.M. DATE OF 1st FULL PAYCHECK Weekly Twice a month TOTAL EARNED THURSDAY A.M. P.M. A.M. P.M. one) Weekly FRIDAY A.M. P.M. A.M. P.M. A.M. P.M. A.M. P.M. DATE PRESENT JOB BEGAN HOW OFTEN RECEIVED ( $ SUNDAY ) DATE OF 1st PAYCHECK AMOUNT OF PAYCHECK BEFORE DEDUCTIONS Yearly A.M. P.M. A.M. P.M. WORK PHONE NO. EMPLOYER’ S ADDRESS (No., St reet , Cit y, St ate, ZIP) ADDITIONAL INCOME ( Monthly SATURDAY A.M. P.M. A.M. P.M. ( $ one) Weekly FRIDAY A.M. P.M. A.M. P.M. SECOND EMPLOYER’S NAME (If you have a second job) HOURLY WAGE one) Every two weeks Monthly HOW OFTEN RECEIVED ( $ A.M. P.M. A.M. P.M. HOURS WORKED PER WEEK DATE OF 1st FULL PAYCHECK Weekly Twice a month $ Commissions FROM: TO: DATE OF 1st PAYCHECK AMOUNT OF PAYCHECK BEFORE DEDUCTIONS $ DATE PRESENT JOB BEGAN ) EMPLOYER’ S ADDRESS (No., St reet , Cit y, St ate, ZIP) Tips NAME OF PERSON RECEIVING INCOME WORK PHONE NO. ( WORK ) Yes WHO IS PAYING THE SUPPORT ( Minutes Monthly SATURDAY A.M. P.M. A.M. P.M. Yearly SUNDAY A.M. P.M. A.M. P.M. A.M. P.M. A.M. P.M. PREVIOUS EMPLOYER’ S ADDRESS (No., St reet , Cit y, Stat e, ZIP) DATE TERMINATED REASON FOR THE TERMINATION ) SCHOOL (Are you attending high school, college, or a training program? SCHOOL’ S NAME Yes TYPE OF TRAINING OR MAJOR TERM/SEMESTER BEGIN DATE SCHOOL’ S ADDRESS (No. St reet , Cit y, St ate, ZIP) No) TERM/SEMESTER END DATE ATTACH YOUR CLASS SCHEDULE TO APPLICATION PHONE NO. ( ) CC-001-PD (10-07) – PAGE 3 ACTIVITY INFORMATION OF SPOUSE OR OTHER PARENT OF CHILD(REN) WHO LIVES WITH YOU (Does this person have more than one job? Yes No) EMPLOYER’ S NAME WORK PHONE NO. ( EMPLOYER’ S ADDRESS (No., St reet , Cit y, St ate, ZIP) DATE OF 1st PAYCHECK HOURS WORKED PER WEEK HOURLY WAGE AMOUNT OF PAYCHECK BEFORE DEDUCTIONS $ $ ADDITIONAL INCOME ( all t hat apply) Tips Commissions WORK WEDNESDAY Every two weeks Monthly HOW OFTEN RECEIVED ( Daily THURSDAY one) Weekly FRIDAY Monthly SATURDAY Yearly SUNDAY FROM: A.M. P.M. A.M. P.M. A.M. P.M. A.M. P.M. A.M. P.M. A.M. P.M. A.M. P.M. TO: A.M. P.M. A.M. P.M. A.M. P.M. A.M. P.M. A.M. P.M. A.M. P.M. A.M. P.M. WORK PHONE NO. ( HOURS WORKED PER WEEK HOURLY WAGE ADDITIONAL INCOME ( all t hat apply) Tips DATE OF 1st PAYCHECK AMOUNT OF PAYCHECK BEFORE DEDUCTIONS $ one) Weekly Twice a month Bonuses TOTAL EARNED $ Overtime pay TUESDAY MONDAY DATE OF 1st FULL PAYCHECK HOW OFTEN RECEIVED ( $ Commissions DATE PRESENT JOB BEGAN ) EMPLOYER’ S ADDRESS (No., St reet , Cit y, St ate, ZIP) WORK one) Weekly Twice a month SECOND EMPLOYER’S NAME (If t his person has a second job) WEDNESDAY Every two weeks Monthly HOW OFTEN RECEIVED ( Daily THURSDAY one) Weekly FRIDAY Monthly SATURDAY Yearly SUNDAY FROM: A.M. P.M. A.M. P.M. A.M. P.M. A.M. P.M. A.M. P.M. A.M. P.M. A.M. P.M. TO: A.M. P.M. A.M. P.M. A.M. P.M. A.M. P.M. A.M. P.M. A.M. P.M. A.M. P.M. PREVIOUS EMPLOYER’ S NAME WORK PHONE NO. ( DATE OF 1st FULL PAYCHECK HOW OFTEN RECEIVED ( Bonuses TOTAL EARNED $ Overtime pay TUESDAY MONDAY DATE PRESENT JOB BEGAN ) PREVIOUS EMPLOYER’ S ADDRESS (No., St reet , Cit y, Stat e, ZIP) DATE TERMINATED REASON FOR THE TERMINATION ) SCHOOL (Is this person attending high school, college, or a training program? SCHOOL’ S NAME Yes TYPE OF TRAINING OR MAJOR TERM/SEMESTER BEGIN DATE No) TERM/SEMESTER END DATE SCHOOL’ S ADDRESS (No. St reet , Cit y, St ate, ZIP) ATTACH YOUR CLASS SCHEDULE TO APPLICATION PHONE NO. ( ) TAX CLAIMANT QUESTIONNAIRE You must complete this questionnaire to determine if there are any relatives living with you who must be included in your family size (and have their income counted) based on whether they intend to claim you, or your family members (your spouse, your children or the other parent of your children who lives with you, or the children of the other parent) as a dependent when filing their federal or state income tax return. 1. Are you the natural, step or adoptive parent of the child(ren) needing child care? NO ................If the answer is NO, you are NOT required to complete the remainder of the questionnaire. Complete the Self Sufficiency Statement on page 4 and READ and SIGN the Rights and Responsibilities on page 5, before submitting this application. YES...............If the answer is YES, continue to Question #2. 2. Are there any other adults (other than you and your spouse) living in your home? NO ................If the answer is NO, you are NOT required to complete the remainder of the questionnaire. Complete the Self Sufficiency Statement on page 4 and READ and SIGN the Rights and Responsibilities on page 5, before submitting this application. YES...............If the answer is YES, continue to Question #3. 3. Are any of the other adults who are living with you related to any of the following family members (who are also living with you)? • Yourself; • Your spouse (or other parent of your children); or • Your children; • The children of your spouse (or the other parent) NO ................If the answer is NO, you are NOT required to complete the remainder of this questionnaire. Complete the Self Sufficiency Statement on page 4 and READ and SIGN the Rights and Responsibilities on page 5, before submitting this application. YES...............If the answer is YES, continue to Question #4 (on reverse). CC-001-PD (10-07) – PAGE 4 Do any of the adult relatives living with you intend to claim you, your child(ren), or your spouse (or other parent of your children), or the children of your spouse or other parent from a prior relationship as dependents on their state or federal income tax return (when they file their taxes in the next calendar year)? NO .....................If the answer is NO, you are NOT required to complete the remainder of this questionnaire. Complete the Self Sufficiency Statement below and READ and SIGN the Rights and Responsibilities on page 5 of this application. By answering NO and signing the Rights and Responsibilities you have declared that no adult relative living in your home intends to claim you or any of your family members as dependents on their state or federal income tax return (when they file their taxes in the next calendar year).** YES....................If the answer is YES, you and the adult relative MUST complete and sign Section B of the Tax Claimant Declaration, CCA-1105A (available at any DES Child Care Assistance office).** DON’T KNOW...If you stated that you don’t know, then you and your adult relative must determine through discussion, whether they intend to claim you or any of your family members as a dependent on their state or federal income tax return. You and your relative must complete and sign the Tax Claimant Declaration, CCA-1105A and return it to your DES Child Care Specialist.** ** IMPORTANT: The Department of Economic Security, Child Care Administration cannot advise you or your family whether a relative may claim a member of your family as a dependent for income tax purposes. If you need help finding out whether a relative who lives with you may be able to claim you or any of your family members as dependents for income tax purposes, the Department of Economic Security recommends that you seek help through the U.S. Internal Revenue Service at www.irs.gov, and the Arizona Department of Revenue at www.azdor.gov, or consult a tax professional. 4. TAX CLAIMANT’S (RELATIVE’S) INCOME If you indicated that a relative intends to claim you or your family members as dependents on their income tax return, you must answer either YES or NO for each type of income source. Check ( ) YES if the Tax Claimant, and/or their spouse have received or will receive income from any source. Check ( ) NO if no income from that source. YES NO Amount Received Source Earned Income/Self-Employment Income $ Cash Assistance $ Social Security / SSI, SSA $ Child Support ATLAS # / Court Order # Any Other Income Source, such as: Gifts, Loans, U.I., GI Bill, Rental income, Interest, VA or any Income from Absent Parent(s), Friends or Relatives (indicate type): $ How Often Received Name of Person Receiving Income $ IMPORTANT: CHILD CARE ASSISTANCE IS TIME-LIMITED The Block Grant Work (BW), Block Grant Unable/Unavailable (BU), & Block Grant Teen Parent (BT) Child Care Assistance categories are time limited to no more than 1380 paid units or 60 cumulative calendar months per child, whichever is later. In order to qualify for a 6 month extension of Child Care Assistance (after expiration of your time limit), you will be required to state the efforts you made to improve skills and move toward self-sufficiency (over the most recent 6 month period). SELF-SUFFICIENCY STATEMENT I have made the following efforts to improve my skills and move toward self sufficiency in the last 6 months; ( all that apply.) 1. 2. 3. 4. 5. 6. 7. 8. I registered or job searched via DES One Stop Career Centers, DES Job Service, other public or private employment agencies, or independently. I applied for a better job. I have been consistently employed. I was laid-off but found new employment within 60 days. I left one job for a better job (higher pay, more hours, or better benefits). I consistently demonstrated a net profit in my self-employment activity. I attended remedial education for the attainment of a high school diploma or GED. I attended English for Speakers of Other Languages (ESOL) classes. 9. 10. 11. 12. 13. 14. 15. 16. I attended a trade/vocational school, college or university and made satisfactory progress in the activity. I attended work related school or training, or pursued a degree or certificate that will lead to enhanced career opportunities. I have NOT requested TANF (Temporary Assistance to Needy Families) Cash Assistance for myself. I made contact with DES Child Support Enforcement about support from an absent parent or paternity establishment. I continued with my treatment plan under the direction of a physician, psychiatrist, or psychologist. I followed a domestic violence/homeless shelter case plan. I completed or am in the process of completing a drug/alcohol rehabilitation or court ordered community service program. Other (Describe): Disponible en español en la oficina local. Equal Opportunity Employer/Program Under Titles VI and VII of the Civil Rights Act of 1964 (Title VI & VII), and the Americans with Disabilities Act of 1990 (ADA), Section 504 of the Rehabilitation Act of 1973, and the Age Discrimination Act of 1975, the Department prohibits discrimination in admissions, programs, services, activities, or employment based on race, color, religion, sex, national origin, age, and disability. The Department must make a reasonable accommodation to allow a person with a disability to take part in a program, service or activity. For example, this means if necessary, the Department must provide sign language interpreters for people who are deaf, a wheelchair accessible location, or enlarged print materials. It also means that the Department will take any other reasonable action that allows you to take part in and understand a program or activity, including making reasonable changes to an activity. If you believe that you will not be able to understand or take part in a program or activity because of your disability, please let us know of your disability needs in advance if at all possible. To request this document in alternative format or for further information about this policy, contact 602 542-4248; TTY/TDD Services: 7-1-1. CC-001-PD (10-07) – PAGE 5 1. 2. 3. 4. 5. 6. 7. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. RIGHTS AND RESPONSIBILITIES YOUR RIGHTS Section 601 of the U.S. Civil Rights Act of 1964 states, "no person in the United States shall, on the ground of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance." You have the right to apply for child care services. You have the right to a decision on the application within 30 days from the date your application is received. You have the right to appeal for a hearing on the action or inaction on your case. You have the right to any child care service provided in your area and available to persons in your same circumstances. Information which you provide is confidential and shared with agency staff only as it relates to child care. If you are determined ineligible or if your services are stopped and you disagree with the decision, you may appeal the decision in writing within 10 calendar days of the date the decision letter is mailed. IF CHILD CARE SERVICES ARE BEING STOPPED DUE TO NON-PAYMENT OF THE REQUIRED CO-PAYMENTS FROM YOU, AND YOU WISH TO APPEAL, YOU MUST FILE AN APPEAL WITHIN 10 CALENDAR DAYS OF THE NOTICE DATE IN ORDER FOR CHILD CARE SERVICES TO CONTINUE DURING THE APPEAL PERIOD. YOUR RESPONSIBILITIES You must sign this form below. You must be a U.S. citizen or a legal resident of the U.S. in order to receive child care benefits. Your child care services may be stopped if you fail to pay the designated co-payment to your child care provider. You may only use child care for purposes authorized (i.e., employment or participation in a Jobs activity). You must read all information sent to you. Contact your child care specialist if you have any questions regarding information that you receive on your case status or child care arrangements. YOU MUST NOTIFY YOUR CHILD CARE SPECIALIST WITHIN TWO (2) WORK DAYS WHEN OR IF: a. you move. b. you or any adult in your household experience a change in employment status, work hours, work days, increase or decrease in wages or any type of unearned income, or changes in days/hours of school/training attendance. c. you begin receiving Cash Assistance or your Cash Assistance benefit status changes. d. someone moves in or out of your home. e. a relative residing in your home indicates to you that they have changed their intent to claim you, your child(ren), or your spouse (or other parent of your children), or the children of your spouse/other parent as a dependent on their state or federal income tax return for the current calendar year. f. you stop using child care services or if you need to change child care providers. Payment cannot be made for child care services if the provider has not been authorized by your child care specialist. You are responsible for any additional charges not covered by DES (i.e., registration fees, late fees). You must cooperate with the Arizona Department of Economic Security (DES) in order to initiate and maintain eligibility. IT IS YOUR RESPONSIBILITY TO REPORT ALL CHANGES. Verification of the information may be requested. Failure to comply with departmental requirements may result in a loss of child care services and you may be subject to a Waiting List upon reapplication. When a Waiting List is in effect you must comply with all department requirements and maintain eligibility in order to retain your placement on the Waiting List. You must make efforts to improve your skills and move toward self-sufficiency in accordance with Arizona Revised Statutes (A.R.S.) § 46-803 (K) (1). In order to receive more than 60 cumulative months of Block Grant Child Care per child you may be asked to state how your family has made efforts to improve skills and move toward self-sufficiency in the past 6 months. You must be truthful in your statements to the DES or you may be charged with fraud. (A.R.S.) §§ 46-213 and 46-216 provide for a fine and/or imprisonment as punishment for conviction of fraud. You are responsible to repay overpayments incurred as determined by the DES. If you file for an appeal, and elect to have services continued pending the outcome, you will be responsible to repay DES for the cost of services during the appeal process if the hearing decision or Board of Appeals' decision is NOT in your favor. I hereby apply for the services requested. Statements made on this form by me or on my behalf are true and correct to the best of my knowledge. I authorize the Arizona Department of Economic Security to verify any information through employers, current or prior, or other persons or institutions. I have been informed of my rights and responsibilities regarding eligibility for services. Any applicant who knowingly submits false information or knowingly conceals a material fact on the application may be charged with fraud pursuant to A.R.S. § 13-2311, a class 5 felony. Clients will be responsible for overpayments. SIGNATURE OF APPLICANT PRINT NAME OF APPLICANT PLEASE SUBMIT THE ORIGINAL AND KEEP THE COPY FOR YOUR RECORDS DATE (SEE REVERSE) CC-001-PD (10-07) - PAGE 6 DES CHILD CARE SERVICES INFORMATION REPORT CHANGES IMMEDIATELY If you or any household member experience changes in employment or school status, income, Cash Assistance status, an increase or decrease in household size, or any other changes which may effect your eligibility for DES Child Care services, you must report the change within 2 work days to your local DES Child Care office. You may be required to submit one or more of the applicable types of verification listed below. VERIFICATION REQUIREMENTS ● If you are working, or are in a work study program, provide: ● ● copies of your paycheck stubs for the most recent month, or a current statement signed by your employer verifying monthly gross wages, frequency of pay and days/hours of employment. Also include verification of tips, bonuses, commissions or allowances and the frequency of payment. ● If you are self-employed, provide a copy of your annual tax return, quarterly tax statement or weekly/monthly ledgers verifying gross income, receipts for business income and expenses for the last three months. ● If you are attending school or training, provide a current statement from the school or training program verifying start and end dates of the activity, and days/hours of attendance, and you may be required to verify that you are maintaining satisfactory progress or remain in good standing with the educational institution. Note: In order to receive child care benefits for school or training purposes, you must be employed an average of at least 20 hours per week per calendar month (excluding teen parents in high school/GED and Jobs participants). VERIFICATION OF OTHER INCOME ● If receiving Unemployment Insurance, Social Security, Veterans' or any other type of benefits, provide a copy of the current award letter. ● Child Support. If you receive child support payments through a court, provide a current printout verifying the most recent payment. If the child support payment is not received through the court, provide the court order or ATLAS number. ● If you pay child support for any children who do not live with you, provide a court order or divorce decree specifying the amount paid each month. ● If you have adult relatives living with you, you and your adult relative must determine through discussion, whether they intend to claim you or any of your family members as a dependent on their state or federal income tax return. You and your relative(s) may be required to complete and sign the Tax Claimant Declaration, CCA-1105A and return it to your DES Child Care Specialist. ● If any of the adult relatives living with you intend to claim you, your child(ren), or your spouse (or other parent of your children), or the children of your spouse or other parent from a prior relationship as a tax dependent, you are required to provide verification of your relative’s current income and the current income of your relative’s spouse (if married). CHILD CARE FOR MEDICAL REASONS You must provide a current statement from your licensed physician, certified psychologist, or certified behavioral health specialist explaining how the medical condition prevents you or the other parent in the home from providing care to your child(ren); the duration and frequency that child care is needed must be specified. CHILD CARE FOR SHELTER RESIDENT You must provide a current statement from the shelter specifying the number of hours per day, days per week, and duration of your current activity. WAITING LIST REQUIREMENTS ● When a Waiting List is in effect, priority for services will be given to families with income at or below 100% of the Federal Poverty Level based on the date the application was received by the Department. ● If you are on the Waiting List, you may remain on the list as long as your family continues to meet income and other eligibility requirements, including continuing to cooperate with the Department to redetermine eligibility as requested. Failure to comply with the case review process, or to provide requested verification may result in the removal of your name from the Waiting List. Once removed from the Waiting List, you will need to reapply for child care services. If you reapply after the review date and you are determined eligible, your name will be added back to the Waiting List effective the date you reapply. REQUIREMENTS FOR CASH ASSISTANCE FAMILIES IN EDUCATION/TRAINING ACTIVITIES If you are receiving Cash Assistance benefits, and are receiving child care services for education/training needs, you must comply with the Jobs program (if contacted by Jobs) as a requirement for Cash Assistance and child care eligibility. If you are contacted by the Jobs program, you are required to participate in all Jobs activities as assigned. Failure to comply with Jobs requirements may result in a sanction; your Cash Assistance benefits may be reduced, and you may lose child care eligibility. WHEN YOUR DAILY COPAYMENT IS MORE THAN THE DES PAYMENT RATE IMPORTANT: If the daily copayment assigned to you (based on your family size and income) is more than the daily rate DES pays (based on the provider you have selected and the age of your child), your provider will not receive payment from DES. If you are at fee levels L5 or L6 check with your provider to see how this will affect you. ASSISTANCE IN LOCATING A CHILD CARE PROVIDER The Child Care Resource and Referral service (CCR&R) can assist you in finding a child care provider that meets your needs. This free service is available to all families. Please call 1-800-308-9000 for information about locating a child care provider. PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 CHILD CARE AND DEVELOPMENT FUND PLAN FOR ARIZONA FFY 2010-2011 ATTACHMENT 5.2.1 EARLY LEARNING GUIDELINES Arizona Department of Education EARLY LEARNING STANDARDS ADMINISTRATION Tom Horne Superintendent of Public Instruction Margaret Garcia Dugan Deputy Superintendent of Public Instruction Lillie Sly Associate Superintendent of Education Services and Resources FACILITATING EARLY CHILDHOOD EDUCATION SECTION STAFF MEMBERS Karen Woodhouse Deputy Associate Superintendent Sally Downing Education Program Administrator Cheryl Blackwell Education Program Administrator Allison Landy Education Program Specialist Alisa Cusseaux Administrative Assistant lll Arizona Early Learning Standards 9/2005 Delores Roulhac-Nance Education Program Specialist Sue Yale Education Program Specialist Patricia Immele Education Program Specialist Vivian Nava Administrative Assistant lll i ACKNOWLEDGEMENTS Original Edition Contributors The development process of the Arizona Early Childhood Education Standards began in February of 2001, through an Even Start Family Literacy Statewide Initiative Grant, which was housed in the Department of Education’s Adult Education Section. Under the leadership of Karen Liersch, Deputy Associate Superintendent, the first team of dedicated early childhood practitioners developed and wrote the original Arizona Early Childhood Standards. The Arizona State Board of Education approved the original standards document in May 2003. The Arizona Department of Education wishes to acknowledge the contributions and foundations created by the following early childhood experts: Holly Abbott, Pauline Baker, Elaine Bridschge, Marilyn Box, Kelvin Broad, Eva Curley, Eleanor Droegemeier, Sandy Foreman, Olivia Jimenez, Dari Johnson, Wanda Billings-Reber, Bonnie Lund, Leonor Lundholm, Karen McIlroy, Catherine Mulligan, Garthanne de Ocampo, Nancy Perry, Kay Stritzel Rencken, Rhonda Richardson, Natalie Scott, Ramona Staires, Lois Schneider, Kimberly Tan, June Torrance, Gloria Williams, Sue Yale and Lizzie Zamora. Refined Edition Contributors In January of 2004, new focuses, new mandates, and new research brought new attention to the Early Childhood arena. The newly created Early Childhood Education Section of the Arizona Department of Education under the leadership of Karen Woodhouse, Deputy Associate Superintendent, began the refinement process of the Early Childhood Standards. The “Refinement Team” consisted of the many faces and facets of early childhood stakeholders from throughout the state. The Department wishes to acknowledge and extend its appreciation to “Refinement Team Members” for their commitment, expertise and wisdom in refining the Early Learning Standards: Elayne Achilles Carolyn Alcadida Jenni Brasington Arizona Early Learning Standards 9/2005 Janna Finnegan Bobbi Firebush Becky Hancock Susan Pond Pamela Powell Jacquelyn Power ii Ana Bribiesca Carmelita Briones Patricia Butler Jerry Cabrera Angela Capone Vicki Callett-Newby Debbie Caviglia Latrisha Centers-Broom Gloria Chee Cynthia Come Amy Corriveau Garthanne de Ocampo Terry Doolan Rosanne Dlugosz Claude Endfield Laurel Endfield Judy Haubert Hazel Heard Sally Hurwitz Verna Johnson Gay Kohl Margaret Larsen Tammy Lee Denise Lopez Avis Macktima Konnie Marcum Antoinette Means Lydia Medina Barbara Mezzio Karen McIlroy Lavonne Navakuku Nancy Perry Cecilia Ramirez Kathy Rice Jill Rosenzweig Anne Schnable Susan Shinn Alicia Smith Laurie Stockton Garry Taylor Susan Taylor Monique Tilton Lynn Tuttle Sandy Uterhardt Carol Warren Dale Waters Lacey Wieser Lin Wright In addition, the Department wishes to acknowledge the hundreds of early childhood practitioners, parents and stakeholders who attended focus sessions conducted around the state and who sent comments and suggestions throughout the refinement process. Through their assistance, the newly refined Early Learning Standards have evolved into a quality framework that can be utilized by parents, caregivers, teachers, instructors and administrators. We acknowledge the assistance provided by Susan Pimentel and the Aha Consultants, as well as many Department personnel and other outside expert reviewers. Arizona Early Learning Standards 9/2005 iii STATEMENT OF PURPOSE The Arizona Early Learning Standards have been developed to provide a framework for the planning of quality learning experiences for all children 3 to 5 years of age. The standards cover a broad range of skill development and provide a useful instructional foundation for children from diverse backgrounds and with diverse abilities. The standards are intended for use by all those who work with young children in any early care and education setting in urban, rural and tribal communities. Every Child Is a unique, complex learner; Is a social being who learns through the development of relationships with peers and adults; Is entitled to learning environments that support optimal development of the whole child; Is entitled to opportunities to learn through active exploration; Learns through child-initiated, child-directed, teachersupported play. Arizona Early Learning Standards 9-2005 Introduction 1 Introduction Although the Early Learning Standards document is separated into specific domains of learning, the intent is not to suggest that children’s skills develop separately or apart from each other. Nor is it the intent that isolated skill instruction be used as an appropriate way to support learning during the preschool years. The standards document is based on the premises that learning occurs on a continuum and that developmental domains are highly interrelated. Children succeed to their highest potential in nurturing environments that support their learning across domains. GUIDING PRINCIPLES • • • • • • • • • Each child progresses at a unique rate, has an individual learning style and possesses diverse abilities. Young children learn through active exploration of their environment where there is a balance between selfdiscovery and adult initiated/selected activities. Children’s learning is based on prior knowledge and experiences that are constructed through play, social interactions with other children, and consistent experiences guided by nurturing adults. Optimal learning occurs in environments where the adult is respectful of the child, the family, the language, the culture, and the community. Children’s progress is best understood through observable behavioral change using ongoing observation, anecdotal recordkeeping, and collection of children’s work. Children develop a sense of empowerment by having many opportunities to make choices within their daily routines. Children learn best when their health and nutritional needs are met. Families are the primary caregivers and educators of young children. Young children are capable and competent regardless of their backgrounds, their experiences and their varying abilities. Arizona Early Learning Standards 9-2005 Introduction 2 INCLUSIVE PRACTICES Early Childhood Special Education Standards are an essential first step for designing effective preschool curricula since they represent an agreed upon agenda for teaching and learning. They assist all early education professionals in setting high expectations for children rather than lowering expectations for children with disabilities or other challenges. Therefore, the Arizona Early Learning Standards should be used for students with disabilities as well as with typically developing children. Because these standards establish the content for learning, the focus for classrooms no longer needs to be on an age, grade, or specific functional level but on actual performance on a standard. Like any quality standard, the Arizona Early Learning Standards are designed to be used to plan creative experiences that support children in reaching their highest potential, capture their interest in learning, and build on what they already know. English Language Learners All children have acquired knowledge as a result of the language used in their home since birth. The richer the home language and background experiences, the easier it is for children to learn a second language. Children develop language much the same way they acquire other skills, along a continuum, at different rates, and with individual learning styles. Some children may experience a silent period while they learn English; other children may practice their knowledge by mixing or combining languages; still others may quickly acquire English-language proficiency. Each child’s progress in learning English needs to be respected and viewed as acceptable, logical, and part of the ongoing process of learning any new skill. The skills needed for young English language learners to become proficient in English are fully embedded in the Arizona Early Learning Standards. Using the standards to plan enriching experiences will enhance children’s proficiency in English and enable them to become successful learners. Arizona Early Learning Standards 9-2005 Introduction 3 The Arizona Early Learning Standards are: • • • • • • • • • • • • A framework that provides an essential first step for designing and/or choosing an effective, high-quality preschool curricula Common, agreed upon goals and outcomes for teaching and learning Building blocks that illustrate the interconnectedness of emotional, social, language, cognitive and physical development and learning that address the whole child A reflection of current brain development, early childhood research and best practices A continuum of learning outcomes for preschool children A link between early learning expectations and school readiness A framework that links content and curriculum, professional development and assessment tools to ensure age-appropriate activities, goals and performance outcomes for three to five year old children Appropriate for all children regardless of background, language and diverse needs Flexible; can be modified up or down to meet the specific needs of all children A step toward eliminating fragmentation in early care and education programs throughout Arizona Separated into domains; yet the indicators in each domain are interrelated and interdependent. They all need to be woven together into daily routines, activities and play A tool to assist parents, caregivers and teachers in creating meaningful and appropriate learning experiences for preschool children The Arizona Early Learning Standards are not: • • • • • • Intended for use as a curriculum Intended for use as a checklist Intended for use as an assessment tool Meant to be used in isolation Meant to stifle the creativity of caregivers or teachers Intended to imply that only formal and structured activities are to be planned for young children Arizona Early Learning Standards 9-2005 Introduction 4 A Visual Explanation of the Arizona Early Learning Standards Components Standard: An agreed upon framework of skills that young children need to experience in order to develop a foundation for higher levels of learning. (Mathematics) Concept: One element, topic or sub-skill of the strand. Strand: A component of the standard. STRAND 4: Geometry and Measurement Concept 2: Measurement The child uses measurement to make and describe comparisons in the environment. Indicators: Define the desired outcomes for young children. Indicators are not placed in developmental sequence. Letter designation is for the convenience of planning and writing IEPs (Individual Education Plans). Children may accomplish indicators in any order. Starting at a very young age, children compare who is taller and who has more. Immersing children in measurement activities provides them with opportunities to explore, compare, and discuss the use of measurement in their environment. Indicators: Examples in the Context of Daily Routines, Activities, and Play: a. b. c. Compares objects using nonstandard units of measurement (e.g. hands, bodies, containers). ♦ ♦ Compares objects and uses terms such as longer-shorter, hotter-colder, and faster-slower. ♦ ♦ Uses various standard measuring tools for simple measuring tasks. ♦ ♦ ♦ ♦ d. Uses appropriate vocabulary to describe time and sequence related to daily routines. ♦ ♦ Child stacks blocks as tall as his friend. Child uses outstretched arms to measure a doorway. Child says, “My car is going faster than yours.” Child says, “I can’t pull the wagon. You’re too heavy. Get out!” Child says, “I need a bigger box for these blocks.” Child takes measuring tape and pretends to measure objects in a room. Child helps measure cups of flour for bread. Child helps measure a doorway with a yardstick to see if a wheelchair will fit. Child says, “After snack, we go outside.” Child responds appropriately when asked, “What did you do this morning?” Context Statement: Statements that describe more fully what a young child should learn. Often related to meaningful experiences that a child develops and practices within an early learning setting, home or community. Examples in the Context of Daily Routines, Activities and Play: These are samples of activities that children might perform in the context of play and daily routines that demonstrate learning of a particular skill or knowledge and understanding of a particular concept. Arizona Early Learning Standards 9-2005 Introduction 5 Social Emotional Standard SOCIAL EMOTIONAL STANDARD For Young Children From Three to Five Years Old Overview Children learn and thrive when they feel emotionally secure and physically safe. Early in life children demonstrate feelings of competence and take pride in their accomplishments. Children need to develop the capacity to experience, express, and gain self-control over their emotions and social interactions in order to mature socially and emotionally. This development is enhanced through nurturing relationships and positive early learning experiences. A consistent and predictable environment strengthens a child’s confidence in approaching new challenges. Confident children approach new tasks and situations enthusiastically. They recognize and express emotions appropriately as well as share information about themselves and others. Social and emotional development is the building block of children’s cognitive development and life long learning. This domain becomes the foundation for helping children understand themselves, form constructive social relationships and relate to the larger world. The Social/Emotional Standard is organized into the following strands and related concepts: Strand 1: Knowledge of Self • Self Awareness • Recognition and Expression of Feelings Strand 3: Responsibility for Self and Others • Self Control • Respect Strand 2: Social Interactions with Others • Separation • Cooperation Strand 4: Approaches to Learning • Curiosity • Creativity • Initiative • Problem-Solving • Persistence • Confidence Arizona Early Learning Standards 4-2005 Social Emotional Standard 1 Social Emotional Standard Definitions Cognitive Development is the development of knowledge and skills, which help children think about and understand the world around them. Empathy is the ability to recognize, respond and share in another’s emotions, thoughts or feelings. Initiative is the action of taking the first step. Refusal Skills are evident when a child states “no” upon determining that an action would be wrong, harmful or dangerous. Self-awareness is the ability to look at one’s self and to understand one’s self. Arizona Early Learning Standards 4-2005 Social Emotional Standard 2 STRAND 1: KNOWLEDGE OF SELF Concept 1: Self-Awareness The child demonstrates an awareness of his or her self. Children develop a sense of personal identity as they begin to recognize the characteristics that make them unique as individuals and to build self-esteem. Examples in the Context of Daily Routines, Activities, and Play: Indicators: a. Demonstrates self-confidence b. Makes personal preferences known to others. c. Demonstrates knowledge of self-identity. d. Shows an awareness of similarities and differences between self and others. Arizona Early Learning Standards 4-2005 • • Child acknowledges his own accomplishments and says, “I can hit the ball.” Child tells her friends, “I don’t like that.” • • When asked to name a favorite color, child signs, “red.” Child says, “I like chocolate ice cream.” • • While looking in the mirror, child says, “I have new glasses.” Child says, “My birthday is in May.” • • Child says, “I am bigger than you.” Child points to his shirt and then to his friend’s, indicating that they are wearing the same color of shirt. Social Emotional Standard 3 STRAND 1: KNOWLEDGE OF SELF Concept 2: Recognition and Expression of Feelings The child recognizes and expresses feelings of self and others. Children develop the ability to effectively and appropriately express themselves and learn that their attitudes and feelings are an important aspect of emotional well-being. Children develop an awareness of the feelings of others through daily interactions with friends and family. Examples in the Context of Daily Routines, Activities, and Play: Indicators: a. Associates emotions with words and facial expressions. • • b. Identifies and describes own feelings. • • c. • • Demonstrates refusal skills by saying “No” to/in harmful situations. d. Identifies and describes feelings of others. • • e. • • Expresses empathy for others Arizona Early Learning Standards 4-2005 When shown a puppet with a smile, child uses Sign Language to sign “happy”. While listening to a story child covers his eyes and says, “This is scary!” A child says, “I am happy today, it’s my birthday!” When playing outside, child says, “It makes me mad when you take my bike!” Child walks away when a stranger asks” What’s your name?” Child says “No, I won’t jump off the slide.” Child approaches an adult and says, “Jamal is sad. He is crying.” After drawing a picture of her mom, child says, “My mom will be so happy to see my picture.” Child sees his friend crying, and then gives her a hug. After seeing his friend fall down, child asks, “Are you OK?” Social Emotional Standard 4 STRAND 2: SOCIAL INTERACTIONS WITH OTHERS Concept 1: Separation The child demonstrates the ability to separate from familiar adults. Positive social relationships between adults and children develop in an environment where children feel safe and secure. Examples in the Context of Daily Routines, Activities, and Play: Indicators: a. Interacts with others when family member is nearby. • • b. Separates from family members without undue stress. • • c. Seeks comfort and security from familiar adults. • • Arizona Early Learning Standards 4-2005 While child’s mother talks to another parent, their children play together on the slide. Child continues to play after acknowledging a family member’s arrival. Child runs off to play, when his Nana drops him off at his friend’s house. Child doesn’t cry when dropped off at school or child care provider’s home. When child hurts her finger while playing with a toy truck, she runs to her caregiver for comfort. Child occasionally seeks hugs from her teacher. Social Emotional Standard 5 STRAND 2: SOCIAL INTERACTIONS WITH OTHERS Concept 2: Cooperation The child demonstrates the ability to give and take during social interactions. Children’s cooperation with peers and adults implies an understanding of mutual rights and the ability to balance their needs with those of others. Examples in the Context of Daily Routines, Activities, and Play: Indicators: a. Responds when adults or other children initiate interactions. • • b. Initiates and sustains positive interactions with adults and friends. c. Demonstrates positive ways to resolve conflict. Arizona Early Learning Standards 4-2005 • • • • Child pretends to eat a hamburger and answers “Yes” when asked “Do you want French fries?” Child says, “I want to play outside when asked, “What do you want to do now?” While putting together a puzzle, child asks if he can help. The children finish putting the puzzle together. Child says, “Let’s build a road for our cars.” Children work together to build a road. Child trades toys with a friend. Child agrees to share blocks with her friend who wants to play with them. Social Emotional Standard 6 STRAND 3: RESPONSIBILITY FOR SELF AND OTHERS Concept 1: Self-Control The child follows and understands rules and routines in various environments. Young children develop self-control as they acquire the ability to regulate impulses and follow rules and routines. This enables children to function successfully and independently in both personal and social contexts. Examples in the Context of Daily Routines, Activities, and Play: Indicators: a. Manages transitions, daily routines and unexpected events. • • b. Understands and follows rules in the learning environment. c. Accepts the consequences of actions positive or negative. • • • • d. Adjusts behavior for alternate activities and in different settings of the learning environment. Arizona Early Learning Standards 4-2005 • • When it is time for a story, child puts away the blocks and goes to where the children are gathered. Child asks, “Who is that?” when seeing an unexpected visitor, and then continues with activity. Child reminds friends that running is for outside. Child puts his puzzle away when “Clean Up Time” is announced. Child gets a sponge to wipe up his milk, after spilling it on the table. Child gets an ice pack for her friend after accidentally hitting him on the hand with a block. Child uses a quiet voice when visiting the library. Child shares learning materials during group activities. Social Emotional Standard 7 STRAND 3: RESPONSIBILITY FOR SELF AND OTHERS Concept 2: Respect The child acknowledges the rights and property of self and others. When children interact with others, they become aware of the limits and boundaries of acceptable behavior and begin to learn about the possible consequences of their actions. They learn to manage their behavior and develop appropriate social interactions with other children. Additionally, children thrive in environments when they have a sense of ownership. Examples in the Context of Daily Routines, Activities, and Play: Indicators: • • Child sees a doll in another child’s backpack and asks to play with it. Child asks, “May I ride the trike next?” b. Defends own rights and the rights of others. • • Child tells his friend not to knock down his block structure. Child says, “Elizabeth, Joe had the bike first.” c. • • Child says, “Thank you” after receiving a snack. Child waits for her turn during a conversation. d. Participates in cleaning up the learning environment. • • Child helps put the crayons away. Child picks up books from the floor and places them on the shelf. e. • • a. Asks permission before using items that belong to others. Uses courteous words and actions. Shows respect for learning materials and toys. Arizona Early Learning Standards 4-2005 Child reminds friends to take care of the toys. Child picks up crayons from the floor and returns them to the correct container. Social Emotional Standard 8 STRAND 4: APPROACHES TO LEARNING Concept 1: Curiosity The child is inquisitive about new experiences. Children are active learners, naturally curious, and eager to learn. Curiosity relates to children’s tendencies to explore all aspects of the environment, from objects and people, to ideas and customs. It is through finding the answers to their own questions that children construct knowledge. Examples in Context of Daily Routine, Activities, and Play: Indicators: a. Selects an activity when choices are provided. • • b. Shows interest in learning new things and trying new experiences. c. Expresses interest in people. d. Asks questions to get information. Arizona Early Learning Standards 4-2005 • When given the choice to either play with the toys or paint, the child chooses to paint. Child runs to the slide during outside activities. • Child says, “Let me have a turn” when a microscope is brought into the room for the first time. Child asks, “How did you make the play dough?” • • Child inquires why his friend is not at school. Child asks, “Do you have any sisters?” • • When going on a walk, the child asks, “Where are we going?” After listening to a story about a dog, child asks, “What kind of dog do you have?” Social Emotional Standard 9 STRAND 4: APPROACHES TO LEARNING Concept 2: Initiative The child demonstrates independence. Initiative refers to a child’s ability to exhibit a spirit of independence and sense of control over his or her choices. It also reflects the child’s ability to initiate social relationships, and demonstrates a growing sense of self-sufficiency and confidence while interacting with others. Indicators: Examples in the Context of Daily Routines, Activities, and Play: a. Initiates interaction with others. • • b. Makes decisions independently. • c. Develops independence during activities, routines and play. • • Arizona Early Learning Standards 4-2005 While playing outside, child asks a friend to play with her on the slide. Child joins three other children to play in the sand. Instead of playing with friends, the child chooses to read a story by himself. Upon entering the learning environment, the child hangs up his coat and backpack. Child washes his hands when he is finished painting without being told to do so. Social Emotional Standard 10 STRAND 4: APPROACHES TO LEARNING Concept 3: Persistence The child demonstrates the ability to maintain and sustain a challenging task. Starting at a very young age, children develop an understanding of how to maintain and sustain a task. Children’s capacities to engage in what they are doing and to meet challenges appropriate to their level of development, demonstrate persistence. The ability to persist in a task is an important element in learning. Examples in the Context of Daily Routines, Activities, and Play: Indicators: a. Continuously attends to a task. • • • • b. Pursues challenges. c. Copes with frustration or disappointment. • • Arizona Early Learning Standards 4-2005 Child works on building a Lego structure throughout the course of the day. Child repeatedly attempts to tape two paper towel tubes together. Child asks for a puzzle with many pieces. Child attempts to swing across the monkey bars. Child spills a cup of juice on the floor, cleans it up and asks for some more juice. Child says, “We have to go inside, it is raining. We can come back out when it stops.” Social Emotional Standard 11 STRAND 4: APPROACHES TO LEARNING Concept 4: Creativity The child demonstrates the ability to express his/her own unique way of seeing the world. Creativity can be expressed in many ways. We commonly think of this word in association with the expressive arts. However, creativity involves being able to cope with new situations and problems as well as to see things from a different perspective. A creative child extends and elaborates on ideas and has a sense of humor. Examples in the Context of Daily Routines, Activities, and Play: Indicators: a. Uses imagination to generate new ideas. • b. Appreciates humor. Arizona Early Learning Standards • • 4-2005 Child creates a story about a picture she has drawn. While playing house with a friend, child says, “Let’s take the babies to the park.” Child reacts with a laugh or smile when something silly occurs in the story. Child says, “That is a funny story.” Social Emotional Standard 12 STRAND 4: APPROACHES TO LEARNING Concept 5: Problem-solving The child demonstrates the ability to seek solutions to problems. Problem solving involves the child’s ability to look for or find solutions for everyday problems. This ability is crucial for constructing knowledge as the child builds on his or her prior experiences and integrates new information. Examples in the Context of Daily Routines, Activities, and Play: Indicators: Recognizes problems. • b. Tries to solve problems. • c. • a. Seeks adult assistance when support is required. • d. Works to solve a problem independently. Arizona Early Learning Standards 4-2005 • When setting the table, child recognizes that there are not enough cups and asks for additional cups. When child discovers paint on his pants, he wets a paper towel and wipes the paint off. When putting on her jacket, the child asks, “Will you zip my jacket?” Child tells adult, “He took my toy.” When ropes on the swing become tangled, child works to untangle them. Social Emotional Standard 13 STRAND 4: APPROACHES TO LEARNING Concept 6: Confidence The child demonstrates self-assurance in a variety of circumstances. Confident children feel positive about themselves and their ability to do things or to adapt to changing situations. A confident child is willing to take a reasonable risk, to express or defend ideas, to try new experiences, or to engage in challenging tasks. Examples in the Context of Daily Routines, Activities, and Play: Indicators: a. Expresses opinions or ideas. b. Views self as competent and skilled. c. Is willing to take risks and consider a variety of alternatives. Arizona Early Learning Standards 4-2005 • • • • • Child indicates red is her favorite color and then chooses it. While building a castle, the child says to his friend, “I know how to get the top to stay on.” The child says, “I can pour the juice myself.” Child tells his friend, “I don’t want you to help. I can do it!” When offered “broccoli and ranch dressing”, the child says, “I want to try it.” Social Emotional Standard 14 STRAND 1: KNOWLEDGE OF SELF AZ EARLY LEARNING STANDARD Self-Awareness Demonstrates self-confidence. Makes personal preferences known to others. Demonstrates knowledge of selfidentity. Shows an awareness of similarities and differences between self and others. Recognition and Expression of Feelings Associates emotions with words and facial expressions. Arizona Early Learning Standards 4-2005 HEAD START CHILD OUTCOME Social & Emotional Development Develops growing capacity for independence in a range of activities, routines, and tasks. Demonstrates growing confidence in a range of abilities and expresses pride in accomplishments. Begins to develop and express awareness of self in terms of specific abilities, characteristics and preferences. Develops ability to identify personal characteristics including gender, and family composition. Progresses in understanding similarities and respecting differences among people, such as genders, race, special needs, culture, language, and family structures. Social & Emotional Development AZ KINDERGARTEN STANDARD Comprehensive Health Interact positively with students in class regardless of personal differences. Comprehensive Health Identify verbal and nonverbal communication Social Emotional Standard 15 STRAND 1: KNOWLEDGE OF SELF - CONTINUED AZ EARLY LEARNING STANDARD HEAD START CHILD OUTCOME AZ KINDERGARTEN STANDARD Recognition and Expression of Social & Emotional Development Comprehensive Health Feelings Identifies and describes own feelings. Shows progress in expressing feelings, Identify basic emotions. needs, and opinions in difficult Identifies and describes feelings of situations and conflicts without harming Identify a need, want, and feeling. others. themselves, others, or property. Demonstrates refusal skills by saying, Identify refusal skills that enhance “No” to/in harmful situations. health. Expresses empathy for others. Progresses in responding Identify how to communicate care, sympathetically to peers who are in consideration, and respect of self and need, upset, hurt, or angry; and in others. expressing empathy or caring for others. STRAND 2: SOCIAL INTERACTIONS WITH OTHERS Separation Interacts with others when family member is nearby. Separates from family members without undue stress. Social & Emotional Development Demonstrates increasing comfort in talking with and accepting guidance and directions from a range of familiar adults. Comprehensive Health Seeks comfort and security from familiar adults. Arizona Early Learning Standards 4-2005 Social Emotional Standard 16 STRAND 2: SOCIAL INTERACTIONS WITH OTHERS - CONTINUED AZ EARLY LEARNING STANDARD HEAD START CHILD OUTCOME AZ KINDERGARTEN STANDARD Cooperation Social & Emotional Development Comprehensive Health Responds when adults or other Develops increasing abilities to give Identify characteristics of attentive children initiate interactions. and take in interactions; to take turns in listening skills that build and maintain games or using materials, and to healthy relationships. Initiates and sustains positive interact without being overly interactions with adults and friends. submissive or directive. Share space and equipment with others. Shows progress in developing friendships with peers. Demonstrates positive ways to resolve Show increasing abilities to use Differentiate between negative and conflict. compromise and discussion in working, positive behaviors used in conflict playing and resolving conflicts with situations. peers. Demonstrate nonviolent strategies to resolve conflict. STRAND 3: RESPONSIBILITY FOR SELF AND OTHERS Self-Control Understands and follows rules in the learning environment. Adjusts behavior for alternate activities and in different settings of the learning environment. Accepts the consequences of actions positive or negative. Arizona Early Learning Standards 4-2005 Social & Emotional Development Comprehensive Health Apply, with teacher reinforcement, classroom rules and procedures and safe practices. Develops growing understanding of how their actions affect others and begins to accept the consequences of their actions. Social Emotional Standard 17 STRAND 3: RESPONSIBILITY FOR SELF AND OTHERS – CONTINUED AZ EARLY LEARNING STANDARD HEAD START CHILD OUTCOME AZ KINDERGARTEN STANDARD Respect Social & Emotional Development Comprehensive Health Asks permission before using items Develops growing understanding of that belong to others. how their actions affect others and begins to accept the consequences of their actions. Defends own rights and the rights of Shows progress in expressing feelings, others. needs and opinions in difficult situations and conflicts without harming themselves, others, or property. Uses courteous words and actions. Shows progress in developing friendships with peers. Participates in cleaning up the learning Demonstrates increasing capacity to environment. follow rules and routines and use materials purposefully, safely and Shows respect for learning materials respectfully. and toys. STRAND 4: APPROACHES TO LEARNING Curiosity Selects an activity when choices are provided. Shows interest in learning new things and trying new experiences. Expresses interest in people. Asks questions to get information. Arizona Early Learning Standards 4-2005 Initiative and Curiosity Develops increased ability to make independent choices. Chooses to participate in an increasing variety of tasks and activities. Grows in eagerness to learn about and discuss a growing range of topics, ideas, and tasks. Comprehensive Health Social Emotional Standard 18 STRAND 4: APPROACHES TO LEARNING - CONTINUED AZ EARLY LEARNING STANDARD HEAD START CHILD OUTCOME AZ KINDERGARTEN STANDARD Initiative Initiative and Curiosity Comprehensive Health Initiates interaction with others. Chooses to participate in an increasing variety of tasks and activities. Makes decisions independently. Develops increased ability to make independent choices. Develops independence during activities, routines, and play. Persistence Continuously attends to a task. Pursues challenges. Engagement and Persistence Grows in abilities to persist in and complete a variety of tasks, activities, projects and experiences. Comprehensive Health Demonstrates increasing ability to set goals and develop and follow through on plans. Copes with frustration or disappointment. Identify stressful situations, feelings, and physical responses. Creativity Uses imagination to generate new ideas. Reasoning and Problem-Solving Develops increasing ability to find more than one solution to a question, task, or problem. Comprehensive Health Problem-Solving Recognizes and tries to solve problems. Reasoning and Problem-Solving Grows in recognizing and solving problems through active exploration, including trial and error, and interactions and discussions with peers and adults. Comprehensive Health Works to solve a problem independently. Arizona Early Learning Standards 4-2005 Social Emotional Standard 19 STRAND 4: APPROACHES TO LEARNING - CONTINUED AZ EARLY LEARNING STANDARD HEAD START CHILD OUTCOME AZ KINDERGARTEN STANDARD Confidence Self-Concept; Initiative and Comprehensive Health Curiosity Views self as competent and skilled. Demonstrates growing confidence in a range of abilities and expresses pride in accomplishments. Is willing to take risks and consider a Approaches tasks and activities with variety of alternatives. increased flexibility, imagination and inventiveness. Arizona Early Learning Standards 4-2005 Social Emotional Standard 20 Language & Literacy Standard LANGUAGE AND LITERACY STANDARD For Young Children From Three to Five Years Old Overview Daily exposure to verbal and written language provides young children with the opportunities to begin acquiring a basic understanding of the concepts of literacy and its functions. Through play, children learn to create meaning from language and communicate with others using verbal and non-verbal language, pictures, symbols and print. Environments rich with print, language, storytelling, books, technology, and writing materials allow children to experience the joy and power associated with reading and writing, while mastering basic concepts about print. The preschool environment is respectful and supportive of children’s cultural heritages and home languages while encouraging English language acquisition. The abilities to listen, speak, read, and write emerge interdependently in environments designed to meet each child’s unique skills, abilities, interests, and needs. The Language and Literacy Standard is organized into the following strands and related concepts: Strand 1: Oral Language Development • Listening and Understanding • Speaking and Communicating Strand 3: Pre-writing Process • Written Expression Strand 2: Pre-reading Process • Print Awareness • Book Handling Skills • Sounds & Rhythms of Spoken Language • Letter Knowledge • Vocabulary Development • Comprehending Stories AZ Early Learning Standards 4-2005 Language & Literacy Standard 1 Language and Literacy Standard Definitions Alliteration contains the same consonant sounds at the beginning of words in a sentence, a group of words, or a line of poetry. For example, the “P” in Peter Piper picked a peck of pickled peppers.” Assistive Technology Devices are tools that help someone communicate, such as picture cards or boards, touch screens, personal amplification systems, or television closed-captioning. Comparative Words describe people, places, and objects relative to others with regard to such characteristics as quantity, size, weight, or speed. For example, a child says, “My car went faster than Joey’s car.” Discriminate is a verb that means to recognize or identify a difference. Inflection is a change in the tone or pitch of the voice. Inventive Writing is the application of the knowledge of letters and their sounds to create words that are not necessarily spelled correctly. Literacy is the ability to read and write at a competent level. Manipulate is a verb that means to maneuver or work with something. For example, the child manipulates sounds in words. Phonemes are the smallest units of spoken language that combine to form words. For example, the word hat is made up of three phonemes (h-a-t). Phonemic Awareness is the ability to distinguish speech sounds in words. Phonics is the association of letters with the speech sounds they represent, rather than visual recognition of the whole word as a unit. AZ Early Learning Standards 4-2005 Language & Literacy Standard 2 Phonological Awareness is the ability to notice and work explicitly with the sounds of language. Phonological awareness activities can involve work with alliteration, rhymes, and separating individual syllables into sounds. Rare Words are words that are not commonly heard in conversations with young children. The phrase, “rare words,” was coined by researcher, Catherine Snow, Harvard University. Scribbles and Letter-Like Forms are common writing strokes (e.g., horizontal and vertical lines, points, circles, spirals, zig-zag lines, wavy lines) used to approximate letters. Syllable is a word or part of a word pronounced with a single uninterrupted sound of the voice. Temporal Words pertain to the time of an event or the relationship between the time of two or more events, e.g., yesterday-today-tomorrow; days-weeks; morning-afternoon-evening; day-night; first-last; always-neversometimes; sooner-later; before-after. Tone is the way something is said that is an indicator of what the speaker is feeling or thinking. AZ Early Learning Standards 4-2005 Language & Literacy Standard 3 STRAND 1: ORAL LANGUAGE DEVELOPMENT Concept 1: Listening and Understanding The child listens with understanding to directions, stories, and conversations. During the preschool years, children learn language more quickly than at any other time in their lives. Associating language with pleasant and stimulating experiences nurtures this development. Young children’s sense of words and sentences, sensitivity to tone, and understanding of ideas communicated, influences their abilities to listen and to comprehend. Listening involves paying attention to adults and peers as they share their ideas, feelings, and needs. Listening is a blend of building relationships and processing information. Examples in the Context of Daily Routines, Activities, and Play: Indicators: a. Comprehends finger-plays, rhymes, chants, poems, conversations, and stories. • • • b. Follows directions that involve • One step • • Two steps • • A series of unrelated sequences of action. • AZ Early Learning Standards 4-2005 Child responds by gestures, actions, and language. Child points to blocks when asked, “Where would you like to play?” Child claps when prompted with, “If you’re happy and you know it, clap your hands.” Child places toy truck on shelf when adult says, “Please put the truck on the shelf.” Child wipes his nose and puts the tissue in the trash when an adult says, “Please wipe your nose and put the tissue in the trash.” Child responds to directions, “Put the block on the table, put your paper in the cubby, and line up to go outside.” Language & Literacy Standard 4 STRAND 1: ORAL LANGUAGE DEVELOPMENT Concept 2: Speaking and Communicating The child uses verbal and nonverbal communication to share ideas for a variety of purposes (e.g. ask questions, express needs, and obtain information). Children develop language by engaging in conversations with others and listening and responding to rhymes, chants, songs, stories, and poems. Children who are encouraged to share their personal experiences, ideas, feelings, and opinions develop confidence using increasingly complex language. Examples in the Context of Daily Routines, Activities, and Play: Indicators: • Child leads adult to the bookshelf and points to a book. b. Recites finger plays, rhymes, songs, or short poems. • Child sings the words of the song, “The Wheels on the Bus.” c. • a. Communicates needs, wants, and thoughts, through non-verbal gestures, actions, or expressions. Makes relevant responses to questions and comments from others. d. Is understood when sharing experiences, ideas, and feelings with others through the use of language and gestures. e. Initiates conversations. f. Uses appropriate tone and inflection to express ideas, feelings, and needs. g. Sustains or expands conversations. h. Recognizes when the listener does not understand and uses techniques to clarify the message. AZ Early Learning Standards 4-2005 • • • • • • Child says, “I want to paint,” when asked, “What would you like to do next?” When talking about puppies, child tells or uses sign language to indicate that her dog had puppies. Another child asks, “How many puppies are there?” Child approaches peers and asks, “What are you building?” Child comforts a crying child and softly speaks, “It’s going to be OK.” After zipping his jacket, child exclaims, “I did it!” When someone is talking about a trip to a park, another child adds, “I went to the park too. We had a picnic.” When child realizes he has been misunderstood, he uses a gesture and/or a different word to clarify the intended message. Language & Literacy Standard 5 STRAND 2: PRE-READING PROCESS Concept 1: Print Awareness The child knows that print carries messages. Through daily experiences with printed materials, young children delight in beginning to understand the connection between spoken and written words. They learn to follow the print as it is read aloud and start to discover that reading and writing are ways to communicate information and to provide pleasure. Children develop understanding that different forms of print, such as signs, letters, telephone books, storybooks, and magazines, have different functions. Examples in the Context of Daily Routines, Activities, and Play: Indicators: a. Distinguishes between print and pictures. • b. Identifies signs, symbols, and labels in the environment. • c. • Recognizes that letters are grouped to form words. d. Knows that each spoken word can be written and read. • • e. Recognizes own written name. • f. Recognizes written names of friends and families. • g. Seeks information in printed materials. • AZ Early Learning Standards 4-2005 • Child points to words under a picture and says, “What does this say?” Child points to a McDonalds sign and says, “That says McDonalds!” Child points to the label on a milk carton and says, “That says milk.” Child completes a painting and asks an adult to write “to Mom” on it. Child pretends to read a letter while playing post office. Child finds own name card in a basket filled with name cards. Child picks up a name card and says, “This says Jose.” After a nature walk, child looks in a book about rocks and says, “This is like the rock I found.” Child looks at grocery ads while creating a shopping list. Language & Literacy Standard 6 STRAND 2: PRE-READING PROCESS Concept 2: Book Handling Skills The child demonstrates how to handle books appropriately and with care. It is important to provide young children with many opportunities to interact with, and care for, books in all environments. Young children need to have access to a variety of fiction and nonfiction books throughout the day, including those that reflect diverse cultures. Through these experiences, children learn to hold books right side up and to turn the pages one at a time in order to view the illustrations and to gain a sense of the story or content. Indicators: Examples in the Context of Daily Routines, Activities, and Play: a. Holds a book right side up with the front cover facing the reader, carefully turning the pages one page at a time. b. Identifies where in the book to begin reading. c. Understands a book has a title. AZ Early Learning Standards 4-2005 • • When handed a book upside down, child turns the book right side up before beginning to look at it. • Child finds the front of the book, the first page of the text, and the first word on the page. Child points to the first page and says, “Start here.” • Child makes a book and says, “My book is called My Mom.” Language & Literacy Standard 7 STRAND 2: PRE-READING PROCESS Concept 3: Sounds and Rhythms of Spoken Language (Phonological Awareness) The child hears and understands the different sounds of spoken language. Young children learn to discriminate between the similarities and differences in environmental sounds such as the difference between a dog’s bark and a cat’s meow or the difference between the ringing of a telephone and the ringing of a doorbell. Such awareness is the foundation of young children’s abilities to hear and discriminate different sounds in words (phonological awareness). Research indicates how quickly and how easily children learn to read often depends on how much phonological awareness they have. Children’s abilities to play with or manipulate the smallest units of speech (phonemes) are demonstrated in a variety of ways, including using rhymes, alliteration, and experimenting with beginning and ending sounds. Phonological awareness and phonemic awareness are the foundations that enable some preschool children to match letters and sounds (phonics). A preschooler’s phonetic skills will further develop at the kindergarten level. Examples in the Context of Daily Routines, Activities, and Play: Indicators: a. Recognizes words that rhyme in familiar games, songs, and stories. • b. Invents rhymes and repetitive phrases. • c. • Identifies syllables in words by snapping, clapping, or other rhythmic movement. d. Recognizes when different words begin or end with the same sound (phonemic awareness). AZ Early Learning Standards 4-2005 • Child points to pictures of words that rhyme. Child whose name is Joy, while playing, spontaneously says, “Joy, noy, boy, loy, toy.” Child claps each syllable of a name during a name game or name song. (Ben-ja-min = clap, clap, clap) Child named Maria says, “My name starts like Monique’s name.” Language & Literacy Standard 8 STRAND 2: PRE-READING PROCESS Concept 4: Letter Knowledge The child demonstrates knowledge of the alphabet. Young children begin to recognize some printed alphabet letters, especially those letters found in their own names. To support young learners’ knowledge of letters, adults need to provide children with easy and repeated interactions with written letters and words that are presented in fun and interesting ways. Examples in the Context of Daily Routines, Activities, and Play: Indicators: a. Discriminates letters from other shapes and symbols. • b. Identifies similarities and differences in letters. • c. • Identifies letters in familiar words, including those in own name. d. Recognizes and names at least ten (10) letters of the alphabet. • e. • Makes some letter-sound matches (phonics). AZ Early Learning Standards 4-2005 Child discriminates between numerals and letters in puzzles, games, or computer software activities. Child points to the upper case ‘E’ and the upper case ‘F’ and says, “This one [F] lost a leg.” When Raul sees Rosa’s name, he points to it and says, “That’s my name.” Child correctly names letters while playing with alphabet stamps, magnets, cards, or puzzles. While writing her name, Taylor makes the “t” sound as she prints the letter. Language & Literacy Standard 9 STRAND 2: PRE-READING PROCESS Concept 5: Vocabulary Development The child understands and uses increasingly complex vocabulary. The early childhood years are a period of vocabulary exploration. Research indicates that there is a strong connection between vocabulary development and academic success. Children gain language and vocabulary skills by having multiple and frequent opportunities to listen, talk, read, share ideas, relate experiences, and engage in interesting conversations. They need to play with familiar language and experiment with language in different settings. Rhymes, songs, and read-alouds that use uncommon words allow children to talk about and develop an understanding of words they would not otherwise hear in everyday conversations. Examples in the Context of Daily Routines, Activities, and Play: Indicators: a. Identifies familiar objects, people, and events. b. Describes familiar objects, people, events, and their attributes with general and specific words and phrases. c. Uses new and expanding vocabulary and grammar, including: • positional and directional words (e.g. in, on, out, under, off, beside, behind). • temporal words (e.g. before-after ) • comparative words (e.g. faster-slower, heavier-lighter). d. Uses multiple word sentences with grammatical complexity to describe ideas, feelings, activities, and experiences. e. Uses rare words (uncommon words) in communication. AZ Early Learning Standards 4-2005 • • • • • • • • Child points to a cup when asked “Show me the cup.” Child says, “Fire truck,” while holding a fire truck. Child communicates through words, sign language, or other assistive technology devices, “This red flower is a rose.” Child uses sign language to indicate, “On table,” when asked, “Where is the bowl?” Child communicates, “After lunch, I’m going to Grandma’s.” Child says, “My car went faster than Joey’s.” Child says, “You build the bridge so I can push my car under it.” Child says, “Aunt Lydia’s hat is magnificent!” Language & Literacy Standard 10 STRAND 2: PRE-READING PROCESS Concept 6: Comprehending Stories The child shows an interest in books and comprehends stories read aloud. Children gain understanding about language and reading through their interactions with verbal language, print, and daily routines. In addition, children learn about reading concepts by experiencing a learning environment rich in signs, symbols, words, numbers, and art that reflect diverse cultures. When children are read to regularly and encouraged to interact with printed materials on their own, they develop motivation and skills to read and write by themselves. Examples in the Context of Daily Routines, Activities, and Play: Indicators: • • • a. Takes an active role in reading activities. b. Asks and answers a variety of questions about stories told or read aloud. c. Relates stories to life experiences and feelings. d. Makes predictions from what is seen in illustrations or heard from stories. e. Makes connections between events in a story. • f. Retells a story in sequence with prompting or props. • AZ Early Learning Standards 4-2005 • • • Child imitates reading printed materials. Child listens with interest to stories on tape. Child chooses a book and asks someone to read it. After hearing a story about whales, child asks a question about where whales live. After hearing a story about pets, child shares by words, gestures, or drawing, “I have a cat!” After hearing the story, Brown Bear, Brown Bear, or any other predictable story, child attempts to guess what happens next. After hearing the story, The Cat in the Hat, child says, ”That mom would be really mad if she knew what the cat did in the house.” Child acts out a familiar story using dramatic play materials. Language & Literacy Standard 11 STRAND 3: PRE-WRITING PROCESS Concept 1: Written Expression The child uses writing materials to communicate ideas. Children begin to recognize the relationship between spoken and written messages by engaging in writing, drawing, and related activities that have meaning and purpose for them. Children receive powerful messages about literacy’s pleasures and rewards by observing others reading and writing. Children develop as writers when they are encouraged to write in an environment that has readily accessible writing materials. Indicators: Examples in the Context of Daily Routines, Activities, and Play: a. Uses a variety of writing tools, materials, and surfaces to create drawings or symbols. • • • b. Dictates thoughts, ideas, and stories to adults. • c. • Produces scribbles and letter-like forms to represent words, convey ideas, or tell a story. • d. Organizes writing from left to right, indicating an awareness that letters cluster as words and words cluster into phrases or sentences by use of spacing or marks. e. Uses inventive writing to form words to convey ideas or to tell a story. AZ Early Learning Standards 4-2005 • • • Child draws or writes using pencils, markers, crayons, paint, and/or shaving cream on paper, cardboard, chalkboard, and/or dry erase board. Child draws random lines on a page. Child points to a picture he or she drew, and says, “This is my dog.” Child asks adult to write, “This is my dog, we went for a walk” on a drawing. While playing restaurant, child asks, “What would you like to eat?” and scribbles the order on a pad. Child writes letter-like forms on a page and says, “This is a note for my mommy.” Child plays at writing a message by placing spaces between the “words” on the page. Child writes own name from left to right on the sidewalk when playing with chalk on the outdoor patio. Child writes KP OT and says, “This says, ‘Keep out.” Language & Literacy Standard 12 STRAND 1 – ORAL LANGUAGE DEVELOPMENT AZ EARLY LEARNING STANDARD Listening and Understanding Comprehends finger-plays, rhymes, chants, songs, stories, poems, and conversations. HEAD START CHILD OUTCOME Listening and Understanding Demonstrates increasing ability to attend to and understand conversations, stories, songs, and poems. Shows progress in understanding and following simple and multiple-step directions. AZ KINDERGARTEN STANDARD ** Oral language development is an important set of skills encompassing both the understanding of what is said and the use of speech to engage in conversation and express ideas, Follows directions that involve one wants, and needs. These skills begin step, two steps and a series of developing at birth and continue unrelated sequences of action. progressing throughout a child’s pre-K years and beyond. The abilities to Speaking and Communicating Speaking and Communicating listen with understanding and Communicates needs, wants, and Develops increasing abilities to communicate clearly are important thoughts through non-verbal gestures, understand and use language to actions, or expressions. communicate information, experiences, precursors, or forerunners, that provide the foundation necessary for ideas, feelings, opinions, needs, developing pre-reading and pre-writing questions; and for other varied concepts. purposes. Makes relevant responses to questions Progresses in abilities to initiate and and comments from others. respond appropriately in conversation and discussions with peers and adults. Initiates conversations. Sustains or expands conversations. Recognizes when the listener does not understand and uses techniques to clarify the message. AZ Early Learning Standards 4-2005 Language & Literacy Standard 13 STRAND 2 PRE-READING PROCESS AZ EARLY LEARNING STANDARD Print Awareness Distinguishes between print and pictures. Identifies signs, symbols, and labels in the environment Recognizes that letters are grouped to form words. Knows that each spoken word can be written and read. Recognizes own written name Recognizes written names of friends and families. Seeks information in printed materials. AZ Early Learning Standards 4-2005 HEAD START CHILD OUTCOME Print Awareness & Concepts Shows increasing awareness of print in classroom, home, and community settings. Recognizes a word as a unit of print, or awareness that letters are grouped to form words, and that words are separated by spaces. Demonstrates increasing awareness…that speech can be written down, and that print conveys a message. AZ KINDERGARTEN STANDARD Print Concepts / Expository Text Identify signs, symbols, labels, and captions in the environment. Distinguishes between printed letters and words. Recognize that print represents spoken language and conveys meaning (e.g. his/her own name, Exit and Danger signs) Recognize that spoken words are represented in written language by specific sequences of letters. Develops growing understanding of the Identify the purpose for reading different functions of forms of print expository text. such as signs, letters, newspapers, lists, messages, and menus. Language & Literacy Standard 14 STRAND 2: PRE-READING PROCESS - CONTINUED AZ EARLY LEARNING STANDARD HEAD START OUTCOME AZ KINDERGARTEN STANDARD Book Handling Skills Book Knowledge & Appreciation / Print Concepts Print Awareness & Concepts Holds a book right side up with the Progresses in learning how to handle Hold a book right side up and turn front cover facing the reader, carefully and care for books; knowing to view pages in the correct direction. turning pages from front to back, one one page at a time in sequence from page at a time. front to back; and understanding that a Identify different parts of a book (e.g. book has a title, author, and illustrator. front cover, back cover, title page) and Understands that the book has a title, the information they provide. author, and illustrator. Identifies where in the book to begin Demonstrates increasing awareness of Start at the top left of the printed page, reading. concepts of print, such as that reading track words from left to right, using in English moves from top to bottom return sweep, and move from the top and from left to right… to the bottom of the page. Sounds & Rhythms of Spoken Language (Phonological Awareness) Recognizes words that rhyme in familiar games, songs, and stories. Phonological Awareness Progresses in recognizing matching sounds and rhymes in familiar words, games, songs, stories, and poems. Invents rhymes and repetitive phrases. Identifies syllables in words by snapping, clapping, or other rhythmic movement. AZ Early Learning Standards 4-2005 Shows growing ability to hear and discriminate separate syllables in words. Phonemic Awareness Distinguish spoken rhyming words from non-rhyming words (e.g. run, sun versus run, man). Orally produce rhyming words in response to spoken words (e.g. What rhymes with that?) Blend two or three spoken syllables to say words. Language & Literacy Standard 15 STRAND 2 – PRE-READING PROCESS - CONTINUED AZ EARLY LEARNING STANDARD HEAD START OUTCOME AZ KINDERGARTEN STANDARD Sounds & Rhythms of Spoken Phonological Awareness Phonemic Awareness Language (Phonological Awareness) Recognizes when different words begin or end with the same sound. Shows growing awareness of beginning and ending sounds of words. Letter Knowledge Alphabet Knowledge Discriminates letters from other shapes Knows that letters of the alphabet are a and symbols. special category of visual graphics than can be individually named. Identifies similarities and differences in Shows progress in associating the letters. names of letters with their shapes and sounds. Identifies beginning letters in familiar Increases in ability to notice the words, including those in own name. beginning letters in familiar words. Recognizes and names at least ten Identifies at least 10 letters of the (10) letters of the alphabet. alphabet, especially those in their own name. Letter Knowledge Makes some letter-sound matches. (phonics) AZ Early Learning Standards 4-2005 Orally produce groups of words that begin with the same initial sound. Phonics **Though a specific standard here does not align, discrimination skills are the forerunners to a child’s ability to begin identification and naming of specific letters of the alphabet**. Identify letters of the alphabet (upper and lower case). Alphabet Knowledge Phonics Associates sounds with written words, Say letter sounds represented by the such as awareness that different words single-lettered consonants and vowels. begin with the same sound. Language & Literacy Standard 16 STRAND 2: PRE-READING PROCESS - CONTINUED AZ EARLY LEARNING STANDARD HEAD START OUTCOME AZ KINDERGARTEN STANDARD Vocabulary Development Listening & Understanding / Vocabulary Speaking & Communicating Identifies familiar objects, people and Understands an increasingly complex events. and varied vocabulary. Describes familiar objects, people, Describe familiar objects and events in events, and their attributes with both general and specific language. general and specific words and phrases. Uses new and expanding vocabulary Uses an increasingly complex and Determine what words mean from how and grammar in speech, including: varied spoken vocabulary. they are used in a sentence, heard, or positional and directional words, read. temporal words, and comparative words. Uses rare words. Uses multiple word sentences with grammatical complexity to describe ideas, feelings, activities, and experiences. Comprehending Stories Takes an active role in reading activities. AZ Early Learning Standards 4-2005 Progresses in clarity of pronunciation and towards speaking in sentences of increasing length and grammatical complexity. Book Knowledge & Appreciation Shows a growing interest in readingrelated activities, such as asking to have a favorite book read; choosing to look at books; drawing pictures based on stories; asking to take books home; going to the library; and engaging in pretend-reading with other children. Comprehension Strategies / Elements of Literature Participate (e.g. react, speculate, join in, read along) when predictably patterned selections of fiction and poetry are read aloud. Language & Literacy Standard 17 STRAND 2: PRE-READING PROCESS - CONTINUED AZ EARLY LEARNING STANDARD HEAD START OUTCOME AZ KINDERGARTEN STANDARD Comprehending Stories Book Knowledge & Appreciation Comprehension Strategies / Elements of Literature Asks and answers a variety of Shows a growing interest and Restate facts from listening to questions about stories told or read involvement in listening to and expository text. aloud. discussing a variety of fiction and nonfiction books and poetry. Relates stories to life experiences and feelings. Makes predictions from what is seen in Demonstrates progress in abilities to Retell or re-enact a story, placing the illustrations or heard from stories. retell and dictate stories from books events in correct sequence. and experiences; to act out stories in Makes connections between events in dramatic play; and to predict what will Derive meaning from books that are a story. happen next in a story. highly predictable, use repetitive syntax, and have linguistic Retells a story in sequence with redundancy. prompting or props. AZ Early Learning Standards 4-2005 Language & Literacy Standard 18 STRAND 3 – PRE-WRITING PROCESS AZ EARLY LEARNING STANDARD Written Expression HEAD START OUTCOME Early Writing Uses a variety of writing tools, materials and surfaces to create drawings or symbols Dictates thoughts, ideas, and stories to adults. Experiments with a growing variety of writing tools and materials, such as pencils, crayons, and computers. Begins to represent stories and experiences through pictures, dictation, and in play Develops understanding that writing is a way of communicating for a variety of purposes. Produces scribbles and letter-like forms to represent words, convey ideas, or tell a story. AZ Early Learning Standards 4-2005 Create a group draft, scripted by the teacher. Communicate by drawing, telling, or writing for a purpose. Use pictures that convey meaning. Consistently write left to right and top to bottom. Organizes writing from left to right indicating an awareness that letters cluster as words and words cluster into phrases or sentences by use of spacing or marks. Uses inventive and phonetic writing to form words to convey ideas or to tell a story. AZ KINDERGARTEN STANDARD Writing Process / Writing Elements / Writing Applications Draw a picture about ideas generated through class discussion. Space appropriately between words with some degree of accuracy. Progresses from using scribbles, shapes, or pictures to represent ideas, to using letter-like symbols, to copying or writing familiar words such as their own name. Attempt simple sentences (some may be fragments). Use pictures with imitative text, letters, or recognizable words to convey meaning. Use knowledge of letter sound relationship to spell simple words with some consonants and few vowels (e.g. I lik to d nts. – I like to draw knights). Language & Literacy Standard 19 Mathematics Standard MATHEMATICS STANDARD For Young Children From Three to Five Years Old Overview Mathematics is a way of describing the world -- a way of thinking, knowing, and problem-solving that is accessible to all children regardless of their prior knowledge and experiences. Children use their senses to construct knowledge of mathematical concepts through interactions with real objects and events and through their daily observations. They approach these tasks with curiosity and a sense of experimentation. Children deserve environments that encourage thinking and curiosity, are rich in mathematical language, and nurture their natural drive to explore and experiment. Spontaneous and planned math experiences that are developmentally appropriate and are made meaningful through play facilitate a child’s learning. The Math Standard is organized into the following strands and related concepts: Strand 1: Number Sense & Operations • Number Sense • Numerical Operations Strand 4: Geometry and Measurement • Spatial Relationships & Geometry • Measurement Strand 2: Data Analysis • Collection and Organization • Data Analysis Strand 5: Structure and Logic • Logic and Reasoning Strand 3: Patterns • Patterns AZ Early Learning Standards 4-2005 Mathematics Standard 1 Mathematics Standard Definitions Attributes (of shapes) are characteristics or qualities of objects, such as color, position, roundness, shape, size, number of corners. For example, a child notices that the plate is round. Comparative words are words that describe people, places, and objects in relation to others with regard to such attributes as quantity, size, weight, and speed. For example, a child says, “I have all of the blocks. Joey has none.“ Or, “My car went faster than Joey’s car.” Concrete Representation is a graph/table on which physical objects or pictures are arranged. Data is information, often in the form of facts or figures, obtained from experiments or surveys, used as a basis for making calculations or drawing conclusions. Extend (a pattern) means to continue for a distance, in this case, the pattern; to increase the length of the pattern. Facilitation is the process of making something easy or easier. Geometric Shapes are forms such as triangles, rectangles, squares, circles, etc. Graphs display information in an organized manner. Match is a verb that means to pair items or objects that are identical. Non-standard measurement is a unit of measure whose values may vary such as a person’s foot length, paper clips, paces, or blocks. It is unlike a standard unit of measure, such as inch or pound, whose values do not vary. Numeral is the written symbol that represents a number. For example “7” is the numeral for the number seven. AZ Early Learning Standards 4-2005 Mathematics Standard 2 One-to-one Correspondence is used to describe a mathematical set of objects such that one object can be paired with another object with another from another set, leaving no remainder (e.g., four forks with four knives). Operations are mathematical processes such as addition, subtraction, multiplication, and division. Patterns are regular or repetitive forms, orders, or arrangements of objects, sounds, or movements. Physical Attribute is the size, color, shape, texture, or physical composition of materials and objects. Positional Terms are words that describe people, places, and objects in relation to other things or in the way an object is placed or arranged such as in, out, under, over, off, beside, behind, before, after, etc. For example, a child says, “I put the bowl on the table.” Spatial Reasoning is a sense of shapes and how they relate to each other in terms of their position or direction. Sort is a verb that means to assign or classify objects that share certain attributes to a category. For example, assign all red blocks to one category; assign all blue blocks to another. Standard Measuring Tools are tools such as rulers, yardsticks, scales, thermometers, to measure length, height, weight, temperature, etc. Symbols are acts or printed signs that represent quantities in mathematics (e.g., using three fingers to represent “3”). Three-Dimensional (geometric shapes) are solid geometric shapes such as cubes, cylinders, spheres, and cones. Two-Dimensional (geometric shapes) are shapes with flat surfaces such as circles, triangles, squares, or rectangles. AZ Early Learning Standards 4-2005 Mathematics Standard 3 STRAND 1: NUMBER SENSE AND OPERATIONS Concept 1: Number Sense The child uses numbers and counting as a means to determine quantity and solve problems. Learning the meaning of a number begins with hands-on experiences using a variety of objects found in the home, the classroom, and nature. To build an understanding of numbers and to discover number relationships, children need daily experiences involving comparison and counting in ways that are personally meaningful, challenging, and fun. Examples in the Context of Daily Routines, Activities, and Play: Indicators: a. Uses number words in the context of daily routines, activities, and play. • • • b. Uses and creates symbols to represent numbers. c. Counts groups of objects using one-to-one correspondence. d. Compares two sets of objects using terms such as more, fewer, or the same. • • • • • Child says, “I have more blocks than you do!” • Counts a collection of up to 10 items using the last counting word to tell, “How many?” f. Identifies numerals 1-10. • g. Matches numerals to the quantities they represent. • 4-2005 Child holds up four fingers when asked, “How old are you?” Child pretends to write numerals while playing. Child touches or points to objects such as cookies while using phrases, such as “One for you and one for me.” Child counts out 4 straws for the 4 children at the table. e. AZ Early Learning Standards Child participates in counting the number of children in the room. Child uses number words while pressing buttons on a play phone or while playing store or restaurant. Child points to numerals on his shirt and says, “I have a two and a five on my shirt.” (The numerals may or may not be a two and a five.) Child counts out six eggs. When adult asks, How many? Child responds, “six.” While playing a board game, child says, “Five jumps!” when spinner lands on the numeral “5.” Child works on puzzle matching the numeral on one half to the number of objects on the matching half of the puzzle Mathematics Standard 4 STRAND 1: NUMBER SENSE AND OPERATIONS Concept 2. Numerical Operations The child uses numbers and counting as a means to compare quantity and understand number relationships. Learning the meaning of a number begins with hands-on experiences using a variety of objects found in the home, the classroom, and nature. To build an understanding of numbers and to discover number relationships, children need daily experiences involving comparison and counting in ways that are personally meaningful, challenging, and fun. Examples in the Context of Daily Routines, Activities, and Play: Indicators: a. Describes changes in two or more sets of objects when they are combined. b. Describes changes in a set of objects when they are separated into parts. AZ Early Learning Standards 4-2005 • • • Child adds her blocks to her friend’s blocks and says, “Now we have more.” Child says, “I have four grapes.” Child eats one grape and says, “Now I have three grapes.” Child shares a box of animal crackers among friends and states, “Now we all have some.” Mathematics Standard 5 STRAND 2: DATA ANALYSIS* Concept 1: Data Collection and Organization The child collects, organizes, and displays relevant data. Children are natural observers and questioners. To build upon this strength, adults should facilitate children’s opportunities to ask questions, collect and display information, and talk about what is meaningful to them. Indicators: Examples in the Context of Daily Routines, Activities, and Play: a. Gathers data about self or the environment. b. Organizes and displays information by shared attribute or relationship. • • • Child uses a photo of him/herself to indicate a favorite fruit on a class graph. Child places objects on the appropriate trays in a “sink or float” activity. Child places purple color samples (as from a paint store) in order from lightest to darkest. *This strand often requires adult facilitation. AZ Early Learning Standards 4-2005 Mathematics Standard 6 STRAND 2: DATA ANALYSIS* Concept 2: Data Analysis* The child uses data to see relationships and make sense of the environment. Young children learn to use reasoning skills as they gather, collect, display and analyze data and information. Providing children with opportunities to collect and then analyze or interpret information in their natural settings connects mathematics with children’s everyday experiences. As children experiment with data collection and observation, they gain insight and understanding of how to ask questions and use the information they have available to discover answers for themselves. With adult support, young children increase their use of comparative vocabulary and learn how to describe similarities and differences discovered or evidenced in the data collected. Indicators: a. Examples in the Context of Daily Routines, Activities, and Play: Uses descriptive language to compare data in picture graphs or other concrete representations. • • Child looks at picture graph of selected fruit and says, “A lot of kids like bananas.” Child identifies which category has more, fewer, or the same number of objects. * This strand often requires adult facilitation. AZ Early Learning Standards 4-2005 Mathematics Standard 7 STRAND 3: PATTERNS Concept 1. Patterns The child recognizes, copies, and creates patterns. Recognition and investigation of patterns are important components of a child’s development. Learning to use patterns to solve problems develops naturally through play. A child’s ability to work with patterns is the precursor to mathematical thinking, especially algebraic processes. Children need frequent opportunities to engage in pattern related activities such as sorting and matching objects using puzzles and playing with repetitive sounds and movement. Examples in the Context of Daily Routines, Activities, and Play: Indicators: a. • Copies simple patterns. b. Extends simple patterns • • c. Creates simple patterns. AZ Early Learning Standards 4-2005 • Child creates a necklace from shaped beads matching the pattern in the necklace to a pattern on a card or picture. When shown a series of dominoes with one up, one down, one up, one down, child places the next two dominoes, one up and one down. Child extends a rhythmic pattern: clap, pat, clap, pat. . . Child makes a bead necklace using a red-blue-white, red-blue-white pattern, and says, ”I need a red bead now,” after placing a white bead on the necklace string. Mathematics Standard 8 STRAND 4: GEOMETRY AND MEASUREMENT Concept 1. Spatial Relationships and Geometry The child demonstrates an understanding of spatial relationships and recognizes attributes of common shapes. Geometry for young children involves observing, playing with, and purposefully investigating shapes that are found in their environment. Children spontaneously make spatial comparisons. This familiarity is a foundation for more complex learning experiences involving shape, position, and orientation in space. Examples in the Context of Daily Routines, Activities, and Play: Indicators: a. Demonstrates understanding of positional terms (e.g., between inside, under, behind). b. Identifies or names basic shapes (e.g. circles, cylinders, squares, cubes, triangles) found in the environment. c. Represents shapes found in the environment. d. Compares and describes attributes of two- and threedimensional objects using own vocabulary. e. Describes the position or location of objects in relation to self or to other objects. AZ Early Learning Standards • • • • • Child points to a door when requested to point to something that is a rectangle. Child says, “Square” when asked, “What shape is this?” Child says, “My buttons are circles.” • • Child uses arms to form a circle to represent the sun. Child uses finger to draw basic shapes in shaving cream or sand. • • • • 4-2005 Child is asked to stand next to Javier and moves next to him. Child follows the direction, “Put your milk on the table.” Child points to a square and counts the sides and then points to a triangle and counts the sides. Child says, “The ball doesn’t have any corners.” Child plays with a car on a road constructed out of blocks and says, “The car is on the road.” Child notices a puppy between two children in a magazine picture and says, “The puppy is in the middle.” Mathematics Standard 9 STRAND 4: GEOMETRY AND MEASUREMENT Concept 2: Measurement The child uses measurement to make and describe comparisons in the environment. Starting at a very young age, children compare who is taller and who has more. Immersing children in measurement activities provides them with opportunities to explore, compare, and discuss the use of measurement in their environment. Examples in the Context of Daily Routines, Activities, and Play: Indicators: a. Compares objects using nonstandard units of measurement (e.g. hands, bodies, containers). b. Compares objects and uses terms such as longer-shorter, hottercolder, and faster-slower. c. Uses various standard measuring tools for simple measuring tasks. • • Child stacks blocks as tall as his friend. Child uses outstretched arms to measure a doorway. • • • Child says, “My car is going faster than yours.” Child says, “I can’t pull the wagon. You’re too heavy. Get out!” Child says, “I need a bigger box for these blocks.” • • • d. Uses appropriate vocabulary to describe time and sequence related to daily routines. • • • AZ Early Learning Standards 4-2005 Child takes measuring tape and pretends to measure objects in a room. Child helps measure cups of flour for bread. Child helps measure a doorway with a yardstick to see if a wheelchair will fit. Child says, “After snack, we go outside.” Child responds appropriately when asked, “What did you do this morning?” Child relates a sequence of events from a trip to the store. Mathematics Standard 10 STRAND 5: STRUCTURE AND LOGIC Concept 1: Logic and Reasoning The child recognizes and describes relationships among/between objects relative to their observable attributes. Recognizing relationships between objects allows young children to make generalizations and predictions beyond information directly available to them. The ability to think logically and to reason (problem-solve) extends far beyond mathematical boundaries. Examples in the Context of Daily Routines, Activities, and Play: Indicators: a. Matches and sorts objects by one attribute (e.g., size, color, shape, use). b. Matches and sorts objects by two or more attributes (e.g., by size and by color). c. Describes relationships between groups of objects. • • • • • • AZ Early Learning Standards 4-2005 Child matches a star shape to a star shape. Child says, “I got out all the cars!” Child sorts all the large, red cars from a group of cars of various sizes and colors. Child matches one shoe to its mate from a pile of shoes. Child says, “I put all of these together [helicopter, bee, plane, birds] because they all fly.” Child sorts buttons and says, “All these have two holes. These have four holes.” Mathematics Standard 11 STRAND 1 – NUMBER SENSE AND OPERATIONS AZ EARLY LEARNING STANDARD Number Sense Uses number words in the context of daily routines, activities, and play. HEAD START CHILD OUTCOME Number and Operations Demonstrates increasing interest and awareness of numbers and counting as a means for solving problems and determining quantity. Uses and creates symbols to represent numbers. Counts groups of objects (less than Develops increasing ability to count in five) using one-to-one correspondence. sequence to 10 and beyond. Compares two sets of objects of five or less items, using terms such as more, fewer, or the same. Counts a collection of up to 10 items and uses the last counting word to tell, “how many?” Identifies numerals 1-10. Matches numerals to the quantities they represent. Begins to make use of one-to-one correspondence in counting objects and matching groups of objects Begins to use language to compare numbers of objects with terms such as more, less, greater than, fewer, equal to. Develops increasing abilities to …name “how many” concrete objects. AZ KINDERGARTEN STANDARD Number Sense / Estimation Make a model to represent a given whole number 0 through 20. Count aloud, forward to 20 or backward from 10, in consecutive order (0 through 20). Compare two whole numbers through 20. Solve problems using a variety of mental computations and reasonable estimations. Identify orally a whole number represented by a model with a word name and symbol 0 through 20. (Say 3 and write numeral 3 when presented with three objects). Identify whole numbers through 20 in or out of order. AZ Early Learning Standards 4-2005 Mathematics Standard 12 STRAND 1: NUMBER SENSE AND OPERATIONS - CONTINUED AZ EARLY LEARNING STANDARD HEAD START CHILD OUTCOME AZ KINDERGARTEN STANDARD Numerical Operations Number and Operations Numerical Operations Describes changes in two or more sets Develops increased abilities to Model additions through sums of 10 of objects when they are combined. combine, separate…concrete objects. using manipulatives. Describes changes in a set of objects when they are separated into parts. Model subtraction with minuends of 10 using manipulatives. STRAND 2 – DATA ANALYSIS Data Collection and Organization Gathers data about self or the environment. Scientific Skills and Methods Begins to use senses and a variety of tools and simple measuring devices to gather information, investigate materials, and observe processes and relationships. Organizes and displays information by shared attribute or relationship. Data Analysis Uses descriptive language to compare data in picture graphs and other concrete representations. AZ Early Learning Standards 4-2005 Data Analysis (Statistics) Formulate questions to collect data in contextual situations. Interpret a pictograph. Scientific Skills and Methods Data Analysis Answer questions about a pictograph. Solve problems based on simple graphs, charts, and tables. Mathematics Standard 13 STRAND 3: PATTERNS AZ EARLY LEARNING STANDARD Patterns Copies simple patterns. Extends simple patterns. HEAD START CHILD OUTCOME Patterns & Measurement Enhances abilities to recognize, duplicate, and extend simple patterns using a variety of materials. Creates simple patterns. AZ KINDERGARTEN STANDARD Patterns, Algebra and Functions Extend simple repetitive patterns using manipulatives. Create grade-level appropriate patterns. STRAND 4: GEOMETRY AND MEASUREMENT Spatial Relationships and Geometry Demonstrates understanding of positional terms (e.g. between, inside, under, behind). Describes the position or location of objects in relation to self or to other objects. Identifies or names basic shapes (e.g. circles, cylinders, squares, cubes, triangles) found in the environment. Represents shapes found in the environment. Compares and describes attributes of two- and three-dimensional objects using own vocabulary. AZ Early Learning Standards 4-2005 Geometry and Spatial Sense Builds an increasing understanding of directionality, order, and positions of objects, and words such as up, down, over, under, top, bottom, inside, outside, in front, and behind. Geometry and Measurement Identify concepts and terms of position and size in contextual situations: inside/outside, above/below/between, smaller/larger, and longer/shorter. Begins to recognize, describe, compare, and name common shapes, their parts and attributes. Progresses in ability to put together and take apart shapes. Begins to be able to determine whether or not two shapes are the same size and shape. Identify shapes in different environments (e. g. buildings, classroom) Identify 2-dimensional shapes by attribute (size, shape, number of sides). Mathematics Standard 14 STRAND 4: GEOMETRY AND MEASUREMENT - CONTINUED AZ EARLY LEARNING STANDARD HEAD START CHILD OUTCOME AZ KINDERGARTEN STANDARD Measurement Patterns and Measurement / Geometry and Measurement Scientific Skills and Methods Compares objects using nonstandard Shows progress in using standard and Communicate orally how different units of measurement (e.g. hands, nonstandard measures for length and attributes of an object can be bodies, containers). area of objects. measured. Uses various standard measuring tools for simple measuring tasks. Compares objects and uses terms such as longer/shorter, hotter/colder, and faster/slower. Develops increased ability to observe and discuss common properties, differences and comparisons among objects and materials. Verbally compare objects according to observable and measurable attributes. STRAND 5: STRUCTURE AND LOGIC Logic and Reasoning Matches and sorts objects by one attribute (e.g. size, color, shape, use). Matches and sorts objects by two or more attributes (e.g. by size and by color). Describes relationships between groups of objects. AZ Early Learning Standards 4-2005 Geometry / Patterns & Measurement Structure and Logic Shows increasing abilities to match, Sort objects according to observable sort, put in a series, and regroup attribute. objects according to one or two attributes such as shape or size. Begins to make comparisons between several objects based on a single attribute. Provide rationale for classifying objects according to observable attributes (color, size, shape, weight, etc). Mathematics Standard 15 Science Standard SCIENCE STANDARD For Young Children from Three to Five Years Old Overview: Children have a natural sense of wonder and curiosity. Scientific inquiry, for young children, is asking questions and seeking answers based on their natural curiosity. Children learn by being actively engaged with hands on experiences, real objects and natural occurrences. As children seek answers, they will observe, predict, and form conclusions. Children’s observations, predictions, explanations, and conclusions, correct or incorrect, should be respected and valued. Children’s experiences with scientific inquiry form the basis for further exploration and investigation. Learning science through inquiry requires both the child’s curiosity and adult guidance. The Science Standard is organized into the following strands and related concepts: Strand 1: Inquiry • Observations, Questions, and Hypotheses • Investigation • Analysis and Conclusions • Communication AZ Early Learning Standards 4-2005 Science Standard 1 Science Standard Definitions Analysis means breaking up a whole into parts to find out or study the parts. Attributes are the characteristics of a person or thing. Hypotheses (plural of hypothesis) are unproven theories or tentatively accepted explanations of a happening or event. Inquiry is the study of, investigation of, or research into a topic to gain knowledge and insight. AZ Early Learning Standards 4-2005 Science Standard 2 STRAND 1: INQUIRY Concept 1: Observations, Questions, and Hypotheses The child asks questions and makes predictions based on observations of events in the environment. Children use their senses to observe by looking, feeling, tasting, smelling and listening. Curiosity about the natural world leads children to ask questions. They ask Why? Where? What if? How? Children explore answers to their questions and form conclusions. Indicators: a. Examples in the Context of Daily Routines, Activities, and Play: Demonstrates curiosity about objects, living things, and other natural events in the environment. b. Uses one or more senses to observe and explore objects, living things, and natural events in the environment. c. Examines attributes of objects, living things, and natural events in the environment. d. Describes changes in objects, living things, and the natural events in the environment. e. Observes and describes the relationships between objects, living things and natural events. continued AZ Early Learning Standards • • • • • • • • • • Child looks closely at a beautiful butterfly on the flower. Child asks about the sparkle in the rocks she picked up on the playground. Child feels and smells the orange blossoms on the tree in his care giver’s back yard. Child says, “Thunder makes a loud noise! “ Child notices bean seeds planted in clear bags have sprouted into plants with roots and a stem. Child moves in the sunlight and realizes that his own shadow moves when he moves. After being measured on a growth chart, child describes how he is bigger now than he was at the beginning of the year. Child describes observable changes in weather. “Today it is cloudy; yesterday it rained.” Child places a picture of a baby chick with a hen. Child says, ”The sun will dry up the puddle.” continued 4-2005 Science Standard 3 f. g. Responds to questions about relationships of objects, living things, and events in the natural environment. Asks questions about relationships of objects, living things, and natural events in the environment. h. Predicts the outcome of investigation based on observation. • • • • • • AZ Early Learning Standards 4-2005 Child answers, “It will melt”, in response to the question, “What will happen if we put the ice in the sun?” When asked, “What does the rabbit eat? “Child says, “He eats lettuce.” Child asks, “What is the nest made of? How did a bird do this without hands?” Child asks, “Does the magnet work under water?” Child predicts adding water to red Jell-O mix will turn the water red. Child says, “If I step on the balloon, it will pop.” Science Standard 4 STRAND 1: INQUIRY Concept 2: Investigation (Scientific Testing) The child tests predictions through exploration and experimentation. Children use their senses and a variety of tools and materials to gather information while investigating. Active experimentation requires questioning, experimenting, refining, and persistence. Information gathered in the process extends a child’s knowledge of the world. Examples in the Context of Daily Routines, Activities, and Play: Indicators: a. Uses a variety of appropriate tools and materials to complete a planned task or investigation. b. Test predictions through active experimentations. • • • • • c. Changes experiment plan if results are different than expected and continues testing. d. Persists with an investigation despite distractions and interruptions. • • • • AZ Early Learning Standards 4-2005 Child uses a magnifying glass to examine the insects. Child uses tongs to move and examine pieces of a cactus. Child selects a scale to figure out how many small blocks will weigh as much as a big block. Child puts paper clips and coins into the container and then pours water into the container to make it sink. Child mixes blue, orange and red paint to make purple. Child continues to mix different colors of paint to try to make purple. Child looks for another metal object when the magnet will not stick to the coins. Child returns day after day to see if the quail eggs have hatched. Child plants seeds and continues to care for them and observe changes. Science Standard 5 STRAND 1: INQUIRY Concept 3: Analysis and Conclusions The child forms conclusions about his/her observations and experimentations. Children form conclusions about their observations and experimentations through collecting and thinking about the information gathered. Indicators: a. Examples in the Context of Daily Routines, Activities, and Play: Compares and contrasts the attributes of objects and living things. • • b. Uses a variety of materials to record and organize data. c. Identifies cause and effect relationships. • • • • d. Forms logical conclusions about investigations. • • AZ Early Learning Standards 4-2005 While looking at the rocks, child says, “These rocks are hard. This one is shiny; this one isn’t.” As a result of taking care of animals and plants, child recognizes that both animals and plants need water to live. Child uses journals or drawings to record information. Child creates a collection of items. While using a pulley to hoist a bucket, child says, “It fell because I let go of the string.” Child wants mud and adds water to soil. After placing different objects on a ramp, child concludes that round objects roll down the ramp and flat objects slide down the ramp. Child says, “Your plant died because you didn’t water it.” Science Standard 6 STRAND 1: INQUIRY Concept 4: Communication The child describes, discusses or presents predictions, explanations and generalizations. Based on past experiences, children use language or alternate communication system to show recognition of scientific principles. Examples in the Context of Daily Routines, Activities, and Play: Indicators: a. Shares known facts about objects, living things, and other natural events in the environment, through words or pictures. b. Describes attributes of objects, living things and natural events. (e.g. weight, texture, flavor, scent, flexibility, and sound). c. Displays and interprets data. • • • • • • d. Presents scientific ideas in a variety of ways. • • AZ Early Learning Standards 4-2005 During the reading of a book about a caterpillar, child says, “I saw a caterpillar in my yard.” Child shows his friend his pet bird and says, “It sings.” Child says, “The sun shines in the daytime, it makes things hot.” Child reaches into sensory bag and describes the object inside as bumpy and cold after touching it. During a sink/float activity, child places all floating materials on one tray and all sinking items on another tray. After collecting leaves on a walk, the child comments that he found 3 different kinds of leaves. Child makes own version of the bird nest with twigs, feathers, and other materials. After planting seeds and watching them grow, child draws a picture of the plant. Science Standard 7 STRAND 1: INQUIRY AZ EARLY LEARNING STANDARD Observations, Questions, and Hypotheses Demonstrates curiosity about objects, living things, and other natural events in the environment. Asks questions about relationships of objects, living things, and natural events in the environment. Uses one or more senses to observe and explore objects, living things, and natural events in the environment. Examines attributes of objects, living things and natural events in the environment. Observes and describes the relationships between objects, living things and natural events. Describes changes in objects, living things, and the natural events in their environment. HEAD START CHILD OUTCOME Scientific Skills & Methods; Scientific Knowledge Begins to use senses and a variety of tools and simple measuring devices to gather information, investigate materials and observe processes and relationships. AZ KINDERGARTEN STANDARD Observations, Questions and Hypotheses Asks questions based on experiences with objects, organisms, and events in the environment. Observe common objects using multiple senses. Expands knowledge of and abilities to observe, describe and discuss the natural world, materials, living things and natural processes. Begins to describe and discuss predictions, explanations and generalizations based on past experiences. Predict results of an investigation based on life, physical, and Earth and space sciences. Responds to questions about relationships of objects, living things, and events in the natural environment. Predicts the outcome of investigation based on observation. AZ Early Learning Standards 4-2005 Science Standard 8 AZ EARLY LEARNING STANDARD Investigation (Scientific Testing) Uses a variety of appropriate tools and materials to complete a planned task or investigation. Tests predictions through active experimentations. Changes experiment plan if results are different than expected and continues testing. STRAND 1: INQUIRY - CONTINUED HEAD START CHILD OUTCOME Scientific Skills & Methods Begins to participate in simple investigations to test observations, discuss and draw conclusions and form generalizations. AZ KINDERGARTEN STANDARD Scientific Testing (Investigating and Modeling) Perform simple measurements using non-standard units of measure to collect data. Participate in guided investigations in live, physical, and Earth and space sciences. Persists with an investigation despite distractions and interruptions. Analysis and Conclusions Compares and contrasts the attributes of objects and living things. Scientific Skills & Methods; Scientific Knowledge Compare objects according to their measurable characteristics. Uses a variety of materials to record and organize data. Identifies cause and effect relationships. Forms logical conclusions about investigations. AZ Early Learning Standards 4-2005 Analysis and Conclusions Develops growing abilities to collect, describe and record information through a variety of means, including discussion, drawings, maps and charts. Organize (e.g. compare, classify, and sequence) objects, organisms, and events according to various characteristics. Shows increased awareness and beginning understanding of changes in materials and cause-effect relationships. Science Standard 9 AZ EARLY LEARNING STANDARD Communication Shares known facts about objects, living things, and other natural events in the environment, through words or pictures. Describes attributes of objects, living things and natural events. STRAND 1: INQUIRY - CONTINUED HEAD START CHILD OUTCOME Scientific Knowledge Develops growing awareness of ideas and language related to attributes of time and temperature. AZ KINDERGARTEN STANDARD Communication Communicate observations with pictographs, pictures, models, and/or words. Communicate with other groups to describe the results of an investigation. Displays and interprets data. Presents scientific ideas in a variety of ways. AZ Early Learning Standards 4-2005 Science Standard 10 Social Studies Standard SOCIAL STUDIES STANDARD For Young Children From Three To Five Years Old Overview The inclusion of Social Studies in early childhood environments is important in order to nurture children’s understanding of themselves and others. Social Studies in the preschool years are critical if children are expected to become active, responsible citizens. Social Studies helps children acquire skills in problem solving, decisionmaking, critical thinking and assist them in integrating these skills into other environments such as home, school and community. US History, World History, Geography, Economics, Civics and Government are experienced by children in the early years. The Social Studies Standard is organized into the following strands and related concepts: Strand 1: American History • Research Skills Strand 5: Economics • Foundations of Economics Strand 2: World History • Contemporary World Strand 3: Civics and Government • Rights, Responsibilities and Roles of Citizenship Strand 4: Geography • The World in Spatial Terms • Family Identity/Human Systems AZ Early Learning Standards 9-2005 Social Studies Standard 1 Social Studies Standard Definitions Contemporary refers to taking place currently. Economics pertains to the production, distribution and use of material goods and money. Human Systems are sets or arrangements of people related or connected in some manner that forms a larger unit. Spatial relates to existing in space. AZ Early Learning Standards 9-2005 Social Studies Standard 2 STRAND 1: AMERICAN HISTORY Concept 1: Research Skills The child demonstrates an understanding that information can be obtained from a variety of sources to answer questions about one’s life. Children are curious about their world. They thrive on learning experiences that are meaningful and that connect to what they have previously learned. Technology, such as television and computers, has become the way for many children to gather information about their community and world. Children need to be provided with many opportunities and resources to obtain information about questions they have and what they want to know. Examples in the Context of Daily Routines, Activities, and Play: Indicators: a. Child seeks information from a variety of sources (i.e. people, books, videos, globes, maps, calendars, etc.). b. Child relates past events with current events or activities. c. Child uses time related words such as yesterday/today/tomorrow. d. Child demonstrates awareness of technology and how it is used to get information. AZ Early Learning Standards 9-2005 • • Child gets a book about people and their homes to find an example of what his/her house looks like. Child asks for a book on penguins after seeing a video about Antarctica. • During a party, a child says, “We had a piñata at my party too.” • • Child says, “Yesterday, I went to the store.” Child tells his friend, “I will play with you tomorrow.” • • Child asks to use a tape/CD player and headset to listen to a story. Child describes an event she saw discussed on a television news story. Social Studies Standard 3 STRAND 2: WORLD HISTORY Concept 1: Diversity (Contemporary World ) The child recognizes that he lives in a place with many people, and that there are people and events in other parts of the world. Children become aware of and begin to recognize the similarities and differences between people through their experiences of cultural and traditional events. Children gain awareness of people and their backgrounds through participation in their community and learning environment experiences. Conversation with friends and exposure to the cultures of others helps children begin to understand that events occur outside their own families and their own environment. Examples in the Context of Daily Routines, Activities, and Play: Indicators: • • Child says, “Your uncle speaks Navajo.” Child says, “My uncle is from Mexico.” b. Child discusses and asks questions about similarities and differences in other people. • • Child asks what kind of food is eaten in another country. Child says to a peer, “You have brown eyes just like me.” c. • Child talks about how the Chinese New Year is celebrated. a. Child recognizes that places where people live are made up of individuals from different cultures and who speak different languages. Child discusses events happening in her/his neighborhood or other parts of the world. d. Child describes some characteristics (e.g. clothing, food, jobs) of the people in his/her community. AZ Early Learning Standards 9-2005 • • Child tells a friend about the parade seen during a Martin Luther King Day celebration. Child describes the clothes worn by dancers at the Cinco de Mayo celebration. Social Studies Standard 4 STRAND 3: CIVICS/GOVERNMENT Concept 1: Rights, Responsibilities and Roles of Citizenship The child demonstrates a sense of belonging to the community and contributes to its care. Children recognize the importance of self and associate themselves as part of their home and learning environments. Children are given opportunities to experience democratic ideas and to make their own decisions in order to demonstrate their roles as individuals. As children learn to demonstrate respect for ideas and rules, they gain the skills necessary for being good citizens within the larger community. Examples in the Context of Daily Routines, Activities, and Play: Indicators: • • Child assists with setting the table. Child cleans up the play area when appropriate. b. Child shows an understanding of how to care for the environment. • • Child picks up trash outside. Child helps to plant flowers. c. • • Child participates in activities with the group. Child announces to the group, “I’m the line leader!” a. Child demonstrates responsible behaviors. Child recognizes the importance of his/her role as part of a group. d. Child demonstrates choice by voting. • • AZ Early Learning Standards 9-2005 Child tells her friends, “Let’s vote for which song we want to sing.” Child tells her friends to vote for having apples for snack time. Social Studies Standard 5 STRAND 4: GEOGRAPHY Concept 1: The World in Spatial Terms The child demonstrates an awareness of location and spatial relationships. As young children explore their community and visit a variety of places, they begin to develop a sense of direction and location. While going for rides on the bus or in a car, or while walking in their neighborhoods, children become aware of signs, symbols and other landmarks. Examples in the Context of Daily Routines, Activities, and Play: Indicators: • • Child says, “We passed McDonalds on our way to the park.” Child says, “I live near the Grand Canyon.” b. Child names the city/state in which he/she lives. • • Child tells a friend, “I live in Yuma, Arizona.” Child says, “I live on the Reservation.” c. • • Child says, “There are a lot of mountains where I live.” Child says, “There are a cactus and a palm tree in my yard.” a. Child uses words to describe directionality and/or location. Child describes some physical features (e.g. bodies of water, mountains, weather) of the environment in which he/she lives. AZ Early Learning Standards 9-2005 Social Studies Standard 6 STRAND 4: GEOGRAPHY Concept 2: Family Identity ( Human Systems) The child recognizes self as a member of a family. As young children begin to experience their own families’ cultural traditions, customs and celebrations, they begin to develop an awareness of their unique family heritage and composition. They make observations about the make up of their families and begin to notice how their family is similar to or different from that of others. Through these experiences, children begin to clearly view themselves as members of a family unit. Examples in the Context of Daily Routines, Activities, and Play: Indicators: • • Child says, “I’m going on vacation with my family.” Child says, “I have a baby brother and a big sister.” b. Child can identify family members (mother, father, sister, brother, grandparents, cousins, etc). • • Child draws a picture of his/her family. Child points to or names family members in a photograph. c. • a. Child views self as a member of the family unit. Child describes/discusses own family’s cultural or family traditions. • d. Child identifies similarities and differences in her family composition and the families of others. e. Child shows knowledge of family members’ roles and responsibilities in the home. AZ Early Learning Standards 9-2005 • • • • During a story about a traditional celebration, child states, “We do that at my house.” Child tells another child about a recent family activity (holiday, birthday, dinner, wedding). Child participates in a chart-making activity showing the number of siblings in each family. Child says, “Your grandmother lives with you and my aunt lives with me.” Child says, “My big brother cleans up the kitchen after we eat.” Child says, “I take the trash out after my brother cleans up the kitchen.” Social Studies Standard 7 STRAND 5: ECONOMICS Concept 1: Foundations of Economics The child demonstrates knowledge of the interactions between people, resources, and regions. Through exploration and role-playing, young children demonstrate their understanding of the various roles of the people in their lives. They observe family members as they go to work, purchase goods, prepare meals and care for children and begin to develop their own sense of how each person relies on the other. Examples in the Context of Daily Routines, Activities, and Play: Indicators: a. Child demonstrates awareness that money is used to purchase goods and services. b. Child shows an understanding that adults work to earn money to buy things such as groceries. c. Child recognizes that people rely on others for goods and services such as farm goods, mail delivery, safety or health care. AZ Early Learning Standards 9-2005 • • • • • Child asks his mother to buy crayons. Child plays store using play money. Child announces to a friend, while playing, “You go to work while I cook dinner.” Child dresses up like a fire fighter while playing. Child says, “My mother said this pineapple was grown in Hawaii and came to the grocery store by airplane and truck.” Social Studies Standard 8 STRAND 1: AMERICAN HISTORY AZ EARLY LEARNING STANDARD Research Skills Child seeks information from a variety of sources. HEAD START CHILD OUTCOME Approaches to Learning Grows in eagerness to learn about and discuss a growing range of topics, ideas and tasks. Child relates past events with current events of activities. AZ KINDERGARTEN STANDARD Research Skills for History Use primary source materials (e.g. photos, artifacts) to study people and events from the past. Retell personal events to show an understanding of how history is the story of events, people, and places in the past. Listen to recounts of historical events and people and discuss how they relate to present day. Sequence recounts of historical events and people using the concepts of before and after. Contemporary United States Discuss current events from various resources (e.g., newspapers, magazines, television, Internet, books, maps). Child uses time related words such as yesterday/today/tomorrow. Child demonstrates awareness of technology and how it is used to get information. STRAND 2: WORLD HISTORY Diversity (Contemporary World) Child recognizes that places where people live are made up of individuals from different cultures and who speak different languages. AZ Early Learning Standards 9-2005 Knowledge of Families and Communities Early Civilizations Recognizes that groups of people in early civilizations moved from place to place (e.g. Asians, people of the Americas, Africans, Europeans). Social Studies Standard 9 STRAND 2: WORLD HISTORY - CONTINUED AZ EARLY LEARNING STANDARD HEAD START CHILD OUTCOME AZ KINDERGARTEN STANDARD Diversity (Contemporary World) Knowledge of Families and (American History) Communities Contemporary United States Child discusses and asks questions Progresses in understanding similarities Recognizes that students in about similarities and differences in other and respecting differences among classrooms/schools have diverse people. people, such as genders, race, special backgrounds and customs. needs, culture, language, and family Child describes some characteristics structures. (e.g. clothing, food, jobs) of the people in his/her community. Contemporary World Child discusses events happening in Discuss current events from various her/his neighborhood or other parts of the resources (e.g., newspapers, magazines, world. television, Internet, books, maps). AZ Early Learning Standards 9-2005 Social Studies Standard 10 STRAND 3: CIVICS/GOVERNMENT Some of the Early Learning Standards Indicators and the Head Start performance indicators for this strand are aligned under the Social Emotional Standard section. AZ EARLY LEARNING STANDARD HEAD START CHILD OUTCOME AZ KINDERGARTEN STANDARD Rights, Responsibilities and Roles of Rights, Responsibilities and Roles of Citizenship Citizenship Child demonstrates responsible Identify examples of responsible behaviors. citizenship in the school setting and in stories about the past and present. Child demonstrates choice by voting Child recognizes the importance of his/her role as part of a group. AZ Early Learning Standards 9-2005 Recognize the rights and responsibilities of citizenship: a. elements of fair play, good sportsmanship, and idea of treating others the way you want to be treated. b. importance of participation and cooperation in a classroom and community c. why there are rules and consequences for violating them Responsibility of voting (every vote counts) Foundations of Government Discuss the importance of students contributing to a community (e.g. helping others, working together, cleaning up the playground) Social Studies Standard 11 CIVICS/GOVERNMENT - CONTINUED AZ EARLY LEARNING STANDARD Rights, Responsibilities and Roles of Citizenship Child shows an understanding of how to care for the environment. HEAD START CHILD OUTCOME AZ KINDERGARTEN STANDARD (STRAND 4 GEOGRAPHY – Environment and Society) Identify ways of protecting natural resources (reuse, recycle, reduce). STRAND 4: GEOGRAPHY AZ EARLY LEARNING STANDARD The World in Spatial Terms Uses words to describe directionality and/or location. HEAD START CHILD OUTCOME Knowledge of Families and Communities Begins to express and understand concepts and language of geography in the contexts of their classroom, home and community. Describes some physical features of the environment in which he/she lives. AZ Early Learning Standards 9-2005 Determine the relative location of objects using the terms near/far, behind/in front, over/under, here/there, left/right/ up/down. Physical Systems Identify plants and animals in the local environment. Identify the basic properties of earth materials (rocks, soil, water; natural or man-made; reusable and recyclable) Human Systems Discuss the elements (e.g., food clothing, housing, sports, holidays) of diverse cultures, including those in your own community. Family Identity (Human Systems) Child describes/discusses own family’s cultural or family traditions. Shows knowledge of family members’ roles and responsibilities in the home. AZ KINDERGARTEN STANDARD The World in Spatial Terms Develops growing awareness of jobs and what is required to perform them. Social Studies Standard 12 STRAND 5: ECONOMICS Foundations of Economics Child demonstrates awareness that money is used to purchase goods and services. Foundations of Economic Recognize people use money to purchase goods and services. Child shows an understanding that adults work to earn money to buy things such as groceries. Discuss different types of jobs that people do. Match simple descriptions of work with the names of those jobs. Child recognizes that people rely on others for goods and services such as farm goods, mail delivery, safety or health care. AZ Early Learning Standards 9-2005 Give examples of work activities that people do at home. (STRAND 3: CIVICS/GOVERNMENT – Rights, Responsibilities, and Roles of Citizenship Identify people who help keep communities and citizens safe. (e.g. police, firefighters, nurses, doctors). Social Studies Standard 13 Physical Development, Health, & Safety Standard PHYSICAL DEVELOPMENT, HEALTH AND SAFETY STANDARD For Young Children from Three to Five Years Old Overview It is important to recognize that children’s physical development and their health and safety have as important a place in the curriculum as cognitive development. Children develop higher-order thinking skills necessary for future social and academic success as they explore, combine and refine their physical movements. Thoughtfully planned movement experiences with vigorous outdoor and indoor activities should be part of the daily schedule. Children in our care deserve environments that are safe and encourage healthy living. Therefore, it is important to model healthy living practices and teach children the importance of good hygiene, a healthy diet and the need for exercise and rest. The Physical Development, Health and Safety Standard is organized into the following strands and related concepts: Strand 1: Physical and Motor Development • Gross Motor Development • Fine Motor Development Strand 2: Health • Personal Health and Hygiene Strand 3: Safety • Safety/Injury Prevention AZ Early Learning Standards 4-2005 Physical Development, Health & Safety Standard 1 Physical Development, Health and Safety Standard Definitions Body Awareness is the sensory understanding of one’s body and body parts and their uses. Dexterity is having skill in using one’s hands, body or mind. Eye-Hand Coordination involves visual and tactile senses working together in order to develop and perfect physical skills. Fine Motor refers to the physical development of the smaller muscles of the body, which includes the hands, feet and eyes. Fine Motor Skills are demonstrated when children attempt or perform activities that use and coordinate the small muscles in the hand and wrists. Gross Motor pertains to the physical development of the large muscles in the legs, arms and torso. Manipulatives are small items used by children to gain control of their small muscles and to develop eye hand coordination; they are concrete materials used to develop concepts and skills. Spatial Awareness is the ability to make logical connections about one’s surroundings and the objects in them. AZ Early Learning Standards 4-2005 Physical Development, Health & Safety Standard 2 STRAND 1: PHYSICAL AND MOTOR DEVELOPMENT Concept 1: Gross Motor Development The child moves with balance and control. Children are in constant motion. This movement develops young children’s large muscles as they run, jump, and play in both structured and unstructured settings. Children increase their ability to control their bodies and learn that regular physical activity can enhance (their) overall physical, social and mental health. Examples in the Context of Daily Routines, Activities, and Play: Indicators: a. Moves with control (i.e. walks, runs, skips, jumps, gallops, hops). • • • b. Moves with balance. • AZ Early Learning Standards 4-2005 Child runs during a game of tag, slowing and accelerating as needed to maneuver around equipment and people. Child walks backward. While taking a walk, child balances along the curb without falling off. Child bends, stretches and twists while playing or exercising. Physical Development, Health & Safety Standard 3 STRAND 1: PHYSICAL AND MOTOR DEVELOPMENT Concept 2: Gross Motor Development Child demonstrates coordination of body movements. As children grow, their minds and bodies work together to develop control, strength, flexibility, balance and coordination. Examples in the Context of Daily Routines, Activities, and Play: Indicators: a. Coordinates movements to perform tasks. b. Exhibits body awareness. c. Exhibits body spatial awareness. AZ Early Learning Standards 4-2005 • • • Child throws a ball to a friend. Child navigates a riding toy through an obstacle course. • Child draws a picture of himself with head, torso, arms and legs. Child names the doll’s body parts as he put its clothes on. • • Child moves forward, backward, sideways, up and down. Child moves chair to allow enough room for her legs. Physical Development, Health & Safety Standard 4 STRAND 1: PHYSICAL AND MOTOR DEVELOPMENT Concept 3: Fine Motor Development The child uses fingers and hands to manipulate tools and materials. Developing fine motor skills is an important foundation for other developmental areas such as cognitive development, artistic expression, daily living skills and handwriting. Children begin to demonstrate an increased amount of strength, dexterity, and stamina to perform fine motor tasks using a variety of manipulatives and tools. When children are engaged in appropriate activities and experiences, they develop the ability to gain fine motor control, which leads to independence. Examples in the Context of Daily Routines, Activities, and Play: Indicators: a. Uses hands and fingers to manipulate a variety of tools and materials, (i.e. crayons, markers, chalk, sponges, paint brushes, scissors, pencils, silverware). b. Uses eye-hand coordination to perform simple tasks. c. Manipulates smaller objects, tools and instruments that require wrist and squeezing motions. d. Uses fine motor skills in daily living. AZ Early Learning Standards 4-2005 • • Child tears paper into pieces to make a collage. Child draws and paints a mural on paper taped to the wall. • • Child strings large beads. Child hits peg with a wooden hammer. • • • • Child pulls Pop-It beads apart and then pushes them back together. Child twists the cap off of a jar. Child uses a paper punch to make holes. Child uses scissors to cut paper. • • • Child buttons, unbuttons, snaps, buckles, laces or ties shoe. Child uses eating utensils at mealtimes. Child puts on and takes off jacket, sweater or sweatshirt. Physical Development, Health & Safety Standard 5 STRAND 2: HEALTH Concept 1: Hygiene and Health Practices Child demonstrates knowledge of personal health practices and routines. Personal hygiene and health are essential to one’s well being. Children begin at a young age to learn living skills that will assist them in making age-appropriate healthy choices. They learn that good nutrition; exercise and rest are necessary for their young bodies. Examples in the Context of Daily Routines, Activities, and Play: Indicators: a. Demonstrates hygiene practices. • • • b. Demonstrates healthy practices: • Nutrition • Physical Activity • Rest and Relaxation AZ Early Learning Standards 4-2005 • • • • • • • Child gets a tissue to wipe nose when needed and throws the tissue away. Child washes and dries hands after using the toilet. Child covers mouth/nose when coughing/sneezing, then washes his hands. Child participates in a tasting experience and tries a variety of food groups and unfamiliar foods. Child makes a collage, using magazine pictures of healthy foods. Child requests fruit for his snack. Child tells a friend, “Let’s play tag.” Child chooses to join friends in tossing a ball through the basketball hoop. Child rests by lying on rug. Child puts doll in doll bed and says, “It’s your bedtime.” Physical Development, Health & Safety Standard 6 STRAND 3: SAFETY Concept 1: Safety, Injury Prevention Child demonstrates knowledge of personal safety practices and routines. Children demonstrate awareness and understanding of personal and environmental safety rules and how to keep themselves safe. These principles should be relevant to Arizona and to the community/region in which the child lives. Indicators: a. Examples in the Context of Daily Routines, Activities, and Play: Demonstrates Environmental Safety Practices • Water and sun safety • • • Animal and plant safety, specific to child’s environment Child puts on a hat and sunglasses before going outside in the sun. • Child warns her friend not to touch the spider because it might bite. Child tells friend not to touch the cactus because it will hurt. • Fire and gun safety • • Child says, “Fire will burn you!” Child tells his friend, “A real gun can hurt you!” • Playground safety • • Child keeps a safe distance from moving swings. Child goes down the slide feet first. • Tool safety • • Child reminds a friend to hold the scissors point end down when walking. Child says, “My daddy wears goggles when he uses the saw.” continued AZ Early Learning Standards 4-2005 Physical Development, Health & Safety Standard 7 Indicators: b. Demonstrates Street Safety Practices • Crossing street Examples in the Context of Daily Routines, Activities, and Play: • • • • Car safety • c. Demonstrates Personal Safety Practices • ”Good/Bad” touching • • • Stranger Dangers While on a neighborhood walk child waits for adult to say it’s safe to cross the street. Child looks to the left and right before crossing a street or road. While playing house, child tells a friend, “Put the baby in the car seat.” Child reminds others to put on their seat belts. Child asks an adult for help when made to feel uncomfortable or unsafe by another person. • Child refuses to respond when an unfamiliar adult talks to him/her. Child tells a friend, “Don’t go near that stranger’s car.” • Knows personal information • • Child tells a caregiver/teacher her mother’s name. Child tells a caregiver/teacher her address. • Poison • • Child stays away from cleansers unless supervised by an adult. Child tells a friend, “My dad says medicine is not candy!” d. Demonstrates Emergency Safety Practices • Emergency Routines • • AZ Early Learning Standards 4-2005 While playing, a child tells a friend to call 911 because the “doll is hurt.” Playing fire fighter, a child tells her friend to “Stop, Drop and Roll!” Physical Development, Health & Safety Standard 8 STRAND 1: PHYSICAL AND MOTOR DEVELOPMENT AZ EARLY LEARNING STANDARD Gross Motor – Balance and Control Moves with control. Moves with balance. Gross Motor – Coordination Coordinates movements to perform tasks. HEAD START CHILD OUTCOME Gross Motor Skills Shows increasing levels of proficiency, control and balance in walking, climbing, running, jumping, hopping, skipping, marching and galloping. Shows increasing levels of proficiency, control and balance in walking, climbing, running, jumping, hopping, skipping, marching and galloping. AZ KINDERGARTEN STANDARD Physical Activity Demonstrate mature form in walking and running. Gross Motor Skills Demonstrates increasing abilities to coordinate movements in throwing, catching, kicking, bouncing balls, and using the slide and swing. Physical Activity Demonstrate progress toward the mature form of selected manipulative, locomotor and non-locomotor skills. Exhibits body awareness. Describe appropriate concepts to performance (e.g. change direction while running). Exhibits body spatial awareness. Fine Motor Development Uses hands and fingers to manipulate a variety of tools and materials. Uses fine motor skills in daily living. AZ Early Learning Standards 4-2005 Demonstrate progress toward the mature form of selected manipulative, locomotor and non-locomotor skills. Fine Motor Skills Progresses in abilities to use writing, drawing and art tools including pencils, markers, chalk, paintbrushes, and various types of technology. Physical Activity Physical Development, Health & Safety Standard 9 STRAND 1: PHYSICAL AND MOTOR DEVELOPMENT - CONTINUED AZ EARLY LEARNING STANDARD HEAD START CHILD OUTCOME AZ KINDERGARTEN STANDARD Fine Motor Development Fine Motor Skills Physical Activity Uses eye-hand coordination to perform Grows in hand-eye coordination in simple tasks. building with blocks, putting together puzzles, reproducing shapes and patterns, stringing beads and using scissors. Manipulates smaller objects, tools and Develops growing strength, dexterity and instruments that require wrist and control needed to use tools such as squeezing motions. scissors, paper punch, stapler, and hammer. STRAND 2: HEALTH Hygiene and Health Practices Demonstrates hygiene practices. Demonstrates healthy practices: Nutrition, Physical Activity, Rest & Relaxation. Health Status and Practices Shows growing independence in hygiene, nutrition and personal care when eating, dressing, washing hands, brushing teeth and toileting. Participates actively in games, outdoor play and other forms of exercise that enhance physical fitness. Comprehensive Health Education Identify basic symptoms of, and prevention strategies for, common illnesses and diseases. Identify personal well-being health behaviors. Identify basic personal health needs and the roles exercise, nutrition, hygiene and relationships play in maintaining them. Identify that physical activity is necessary to build good physical fitness. AZ Early Learning Standards 4-2005 Physical Development, Health & Safety Standard 10 STRAND 3: SAFETY AZ EARLY LEARNING STANDARD Safety, Injury Prevention Demonstrates environmental safety practices: water and sun, animal and plant, fire and gun, playground, tool. Demonstrates street safety practices: crossing street, car safety. Demonstrates personal safety practices: good/bad touching, stranger danger, personal information, poison. Demonstrates emergency safety practices: emergency routines. AZ Early Learning Standards 4-2005 HEAD START CHILD OUTCOME Health Status and Practices Builds awareness and ability to follow basic health and safety rules such as fire safety, traffic and pedestrian safety, and responding appropriately to potentially harmful objects, substances and activities. AZ KINDERGARTEN STANDARD Comprehensive Health Identify elements of the environment that affect personal health. Demonstrate the ability to locate home and school health helpers. Identify resources and health helpers from home and school that provide health and emergency information. Physical Development, Health & Safety Standard 11 Fine Arts Standard FINE ARTS STANDARD For Young Children from Three to Five Years Old Overview: The arts nurture the imagination and creative spirit of all children. Sensory awareness (sight, sound, touch, smell, taste) is the foundation for all imaginative activity and creative expression. For young children, the importance of the arts is in the process of creating rather than the end result. As children are involved in the arts process they develop independence, self-esteem, and self-expression. The arts connect all areas of learning and are fundamental to children’s development and education. The arts enable all children to discover more about who they are and gain insight into their own culture and the cultures around them. The Fine Arts Standard is organized into the following strands and related concepts: Strand 1: Visual Art • Creating Art • Art in Context • Art as Inquiry Strand 2: Music and Creative Movement • Creating Music and Creative Movement • Music and Creative Movement in Context • Music and Creative Movement as Inquiry Strand 3: Dramatic Play • Creating Dramatic Play • Dramatic Play in Context • Dramatic Play as Inquiry AZ Early Learning Standards 4-2005 Fine Arts Standard 1 Fine Arts Standard Definitions Improvisations are songs, games, stories or chants that a child makes up. Instruments can be any traditional or non-traditional devices used or made to create musical sounds. Media can be any means or materials used to express or communicate an idea or thought. Processes are methods and procedures used to accomplish a task or make a creation. Repertoire is the number of stories, plays or song that a child knows. Scenario (dramatic play) is the theme, topic or script of a real or imagined story or play. Tools are implements, instruments or utensils, that are used to cut, dig, pound, rub, paint, write or create works of expression. Vocalizations are oral sounds, words or songs produced by one’s voice. AZ Early Learning Standards 4-2005 Fine Arts Standard 2 STRAND 1 – VISUAL ART Concept 1: Creating Art The child uses a wide variety of materials, media, tools, techniques and processes to explore and create. Children communicate ideas, experiences and feelings by leaving their mark with crayons, markers, paints, modeling and construction of masterpieces. Children discover that they and others are artists. Examples in the Context of Daily Routines, Activities, and Play: Indicators: a. Uses a variety of materials/media to create original works of art (i.e. paper, rocks, sand, clay, plaster, fabric, fiber, salt, dough, crayons, markers, paint, chalk, charcoal, pencils, glue, and cardboard). b. Uses a variety of tools to create original works of art (i.e. cotton swabs, small/large brushes, drinking straws, sponges, sticks, fly swatters, stamps, fingers, scissors, plastic needles, rollers, and stapler). c. Uses a variety of techniques and processes to create original works of art (i.e. drawing, painting, sculpting, printing, weaving, braiding, cutting, construction, collage, bending, folding, sewing, tearing, stapling, and taping). d. Uses lines, forms, shapes, colors and texture to create personal art work. • • Child uses paint on rocks to create original art work. Child makes a collage using fabric, torn paper and yarn. • • Child uses a straw to blow paint across the paper. Child paints using Q-tips, brushes and sponges. • • Child uses wood scraps with glue to make “constructions.” Child uses Play Dough/clay to make a sculpture. • Child uses chalk to draw straight and curved lines on the sidewalk. e. Creates art work with details which represent the child’s ideas, experiences and feelings. • • • Child uses objects dipped in paint to print shapes on paper. Child draws a portrait including facial details. Child draws a picture of where he went for vacation. f. Creates art in two and three dimensions. • • Child uses glue and Popsicle sticks to construct a work of art. Child uses twigs to construct a house. AZ Early Learning Standards 4-2005 Fine Arts Standard 3 STRAND 1: VISUAL ART Concept 2: Art in Context The child uses art as he/she begins to make sense of the environment and community. Art in context for young children is relevant to the experiences with people and cultures within their own community and learning environment. Children view and explore different styles of art from many places and cultures. Art connects children to their neighborhood, and expands their view of the world. Examples in the Context of Daily Routines, Activities, and Play: Indicators: a. Participates in creative art activities that are part of the child’s community and culture. b. Participates in visual art activities that are part of other cultures. • • • • AZ Early Learning Standards 4-2005 Child draws a picture of his family’s Kwanzaa celebration. Child creates a sand painting. Child draws animals or symbols seen in pictographs using twigs, yucca, or bamboo as paintbrush. Child weaves an “Ojo de Dios” or “God’s Eye” using sticks and yarn. Fine Arts Standard 4 STRAND 1: VISUAL ART Concept 3: Art as Inquiry The child reflects upon, describes and analyzes the characteristics and qualities of his work and the work of others. Children begin to develop a vocabulary to share opinions about artistic creations and experiences. Artistic inquiry encourages children to go beyond “I like it” and to ask questions, investigate and develop appreciation for many art forms. Examples in the Context of Daily Routines, Activities, and Play: Indicators: a. Describes personal art work. • • b. Expresses creative and personal choices when engaging in art activities. c. Responds to the art work of self and others through making comments or asking questions. d. Describes the details observed in art work. • • • • • • AZ Early Learning Standards 4-2005 Child makes a mask, shares how the mask was made and talks about the details on the mask. Child tells a story about the picture he drew. Child takes time to select a piece of paper for the desired texture and color. Creates a house using drinking straws, fabric paint, precut shapes, colored paper, and foil. When observing another child’s sculpture, the child asks “How did you make the clay do that?” Child says,” I like the bird in your picture.” Child looks at a picture and says, “That picture has a lot of blue in it.” Child tells his friend,” The dog you drew looks just like my dog.” Fine Arts Standard 5 STRAND 2: MUSIC AND CREATIVE MOVEMENT Concept 1: Creating Music and Movement The child uses a wide variety of instruments, techniques and music to explore and create. Singing, dancing, making and moving to sounds/rhythms are fundamental musical activities of young children. They use a variety of musical elements, instruments, and techniques to explore and to express a personal understanding of their world. Children learn the concept that they and others are musicians and dancers. Examples in the Context of Daily Routines, Activities, and Play: Indicators: a. Experiments with a variety of instruments, vocalizations, sounds or creative movements. b. Creates music/movement that represents child ‘s ideas, experience and/or feelings. c. Sings/moves to familiar rhymes, songs, and/or chants. d. Uses familiar songs, rhymes or chants to create her own musical/movement improvisations. AZ Early Learning Standards 4-2005 • • Using maracas, rattles, rain sticks, claves or tambourine, child keeps time with music. Child uses a tin pie pan and spoon to make a drum. • Child says, “Look! I’m walking like an elephant.” • Child marches, slowing down or speeding up with the music. • Child makes up her own verse and movements to a favorite song/tune. Fine Arts Standard 6 STRAND 2: MUSIC AND CREATIVE MOVEMENT Concept 2: Music and Creative Movement in Context The child uses creative movement and music as he/she begins to make sense of the environment and community. The exploration of music and movement enhances all areas of a child’s learning. Music and creative movement connect children to their own community and expand their personal view of the world. Examples in the Context of Daily Routines, Activities, and Play: Indicators: a. Listens/responds to different types of music, (e.g. rock, classical, jazz, reggae, Native American chants, gospel, bluegrass, lullabies, marches and country music). • • b. Uses creative movement and dance to interpret the mood of various types of music and stories. • • c. • Joins in music and movement activities that are part of the child’s community and culture. d. Creates music and movement activities that express the experiences of their own culture and the culture of others. AZ Early Learning Standards 4-2005 • • Child rocks a baby doll when she hears a lullaby. Child says, “I like the music with the drums in it.” Child creates her/his own dance while listening to music. Child twirls a scarf back and forth in the air and moves to the music. Child joins in a dance using hoops. Child hears Hawaiian music and sways from side to side. Child uses ribbons to experiment with rhythms while listening to Native American music. Fine Arts Standard 7 STRAND 2: MUSIC AND CREATIVE MOVEMENT Concept 3: Music and Creative Movement as Inquiry The child responds to music and creative movement through various means. Universal themes are expressed in musical works. Children think about, describe and analyze the characteristics of many styles of music and creative movement/dance. Children begin to develop a vocabulary to share opinions about musical/movement creations and experiences. Examining music and movement encourages children to go beyond ”I like it” and to ask questions, investigate and develop appreciation for music and creative movement. Examples in the Context of Daily Routines, Activities, and Play: Indicators: a. Talks about music or movement. b. Describes music or movement of self and others. c. Expresses creative and personal choices when engaging in music or movement activities. d. Responds to music or movement of self and others by noticing details commenting and questioning. AZ Early Learning Standards 4-2005 • Child talks about which music is his favorite. • Child says, “You are moving your arms up and down.” • • Child teaches a friend a favorite dance move. Child says, “I don’t like this song.” • • Child asks what instrument makes that low sound. Child says, “I like the way the ballerina turns on her toes.” Fine Arts Standard 8 STRAND 3: DRAMATIC PLAY Concept 1: Creating Dramatic Play The child uses dramatic play and props to explore and create. Children use the richness of their daily activities to create pretend play, assuming different roles and characters. Personal life experiences, social events, cultural celebrations and stories, generate ideas for exploration. These experiences contribute to children’s ability to communicate more effectively and engage in cooperative activity with friends. Examples in the Context of Daily Routines, Activities, and Play: Indicators: a. Participates in dramatic play activities. b. Assumes roles from daily activities using a variety of props. • • • • c. Dramatizes familiar stories. d. Takes on more than one dramatic play role at a time. e. Pretends an object exists without using a prop. • • • • • • AZ Early Learning Standards 4-2005 Child plays hospital. Child sets up a store and invites friends to go shopping. From a box of old clothes, child selects a hat, jacket and piece of rope and portrays a fire fighter putting out a fire. Child pretends to be a teacher and reads a book to the stuffed bear. Child plays the wolf in “The Three Little Pigs.” Child says, “My grandfather told me a story about the wind. I’ll be the wind.” Child plays a daddy and a baby by changing his voice. Child says, “I’ll be the doctor and the nurse. You be the patient.” Child orders a veggie pizza and reaches into his pocket for imaginary money to pay for the meal. Child pretends to put on a hat and coat to go outside. Fine Arts Standard 9 STRAND 3: DRAMATIC PLAY Concept 2: Dramatic Play in Context The child uses dramatic play as he/she begins to make sense of his/her environment and community. Children develop a repertoire of roles, actions, and behaviors that reflect diversity in their homes and communities. Each dramatic play scenario provides insights into children’s interests, experiences and abilities that allow children to express what they know and feel. Indicators: Examples in the Context of Daily Routines, Activities, and Play: a. Demonstrates an understanding of behaviors important to specific roles. b. Demonstrates an understanding of the sequence of events. c. Negotiates roles, relationships, and actions during dramatic play activities. d. Develops a repertoire of roles, actions, and behaviors that reflect diversity in the community. e. Participates in dramatic play situations that reflect the routines, rituals, and celebrations of community and culture. AZ Early Learning Standards 4-2005 • • • • • • • • • Child plays the part of a doctor and pretends to gives friend a shot. Child pretends to be a teacher and reads a story to a doll. Child pretends to cook dinner, serves it, and washes the dishes. Child puts on the doll’s diaper then pants, shirt, socks and shoes. Children create a play for their parents. Child accepts role as a paramedic. Children act out specific situations important to them. Child pretends to be a store clerk and rings up purchased items and puts them in a bag. Child dramatizes participating in a Pow Wow. Child asks friends to join him in making tamales using play dough. Fine Arts Standard 10 STRAND 3: DRAMATIC PLAY Concept 3: Dramatic Play as Inquiry The child responds to dramatic play experiences. Universal themes are expressed through children’s dramatic play. Children use a process of inquiry as they observe, organize and interpret their experiences through creative dramatics and pretend play. Children reflect and share opinions about dramatic creations and experiences. Participating in dramatic play encourages children to be themselves, a character from a story, a familiar person or anyone who they dream to be. Examples in the Context of Daily Routines, Activities, and Play: Indicators: a. Talks about dramatic play experiences. b. Adds details and new elements to dramatic play situations over time. c. Respects the ideas and suggestions of others during dramatic play. d. Responds to the performance of others. AZ Early Learning Standards 4-2005 • Child tells his friend what character he played yesterday. • Child gets more props for her friends. • • Child listens as friends plan what they are going to do. Child says, “You can be the wolf today. I can be the pig.” • • Child laughs at a funny incident. Child applauds other children’s performance. Fine Arts Standard 11 STRAND 1: VISUAL ART AZ EARLY LEARNING STANDARD Creating Art Uses a variety of materials/media to create original works of art. HEAD START CHILD OUTCOME Creative Arts – Art Gains ability in using different art media and materials in a variety of ways for creative expression and representation. AZ KINDERGARTEN STANDARD Visual Arts – Creating Art Identify and use a variety of art media. Uses a variety of techniques and processes to create original works of art. Uses lines, forms, shapes, colors and texture to create personal artwork. Creates art in two and three dimensions. Uses a variety of tools to create original works of art. Creates artwork with details which represent the child’s ideas, experiences and feelings. Art in Context Participates in creative art activities that are a part of the child’s community and culture. Identify and describe safe and responsible use of tools and materials. Progresses in abilities to create drawing, Recognize that the visual arts are a form paintings, models, and other art creations of communication. that are more detailed, creative or realistic. Creative Arts – Art Visual Arts – Creating Art Show respect for personal work and work of others. Participates in visual art activities that are part of other cultures. AZ Early Learning Standards 4-2005 Fine Arts Standard 12 AZ EARLY LEARNING STANDARD Art as Inquiry Describes personal artwork. STRAND 1: VISUAL ART - CONTINUED HEAD START CHILD OUTCOME AZ KINDERGARTEN STANDARD Creative Arts – Art Visual Art – Creating Art Begins to understand and share opinions Begin to look at, and talk about, art. about artistic products and experiences. Responds to the artwork of self and others through making comments or asking questions. Describes the details observed in artwork. STRAND 2: MUSIC AND CREATIVE MOVEMENT Creating Music and Movement Experiments with a variety of instruments, vocalizations, sounds or creative movements. Sings/moves to familiar rhymes, songs, and/or chants. Creates music/movement that represents child’s ideas, experience and/or feelings. Creative Arts – Music/Movement Participates with increasing interest and enjoyment in a variety of music activities, including listening, singing, finger plays, games, and performances. Experiments with a variety of musical instruments. Expresses through movement and dancing what is felt and heard in various musical tempos and styles. Creating Art – Music / Dance Sing/play a variety of songs. Improvise simple rhythmic and melodic ostinato accompaniments on a variety of classroom instruments and materials. Uses familiar songs, rhymes or chants to create her own musical/movement improvisations. AZ Early Learning Standards 4-2005 Fine Arts Standard 13 STRAND 2: MUSIC AND CREATIVE MOVEMENT - CONTINUED AZ EARLY LEARNING STANDARD HEAD START CHILD OUTCOME AZ KINDERGARTEN STANDARD Music and Creative Movement in Creative Arts Creating Art Context Music/Movement Music/Dance Listens/responds to different types of Shows growth in moving in time to Echo short rhythms and melodic music. different patterns of beat and rhythm in patterns. music. Uses creative movement and dance to Improvise simple rhythmic and melodic interpret the mood of various types of ostinato accompaniments on a variety of music and stories. classroom instruments and materials. Joins in music and movement activities Show respect for personal work and the that are part of the child’s community and work of others. culture. Creates music and movement activities that express the experiences of their own culture and the culture of others. Music and Creative Movement as Inquiry Talks about music or movement. Describes music or movement of self and others. Responds to music or movement of self and others by noticing details, commenting, and questioning. AZ Early Learning Standards 4-2005 Creative Arts - Music/Movement Creating Art - Music/Dance Use appropriate terminology …while moving to a beat and changes in tempo. Identify and demonstrate the range and types of movement abilities of one’s own body. Identify the sound of a variety of band orchestra and classroom instruments. Identify variation in tempo and dynamics. Fine Arts Standard 14 STRAND 3: DRAMATIC PLAY AZ EARLY LEARNING STANDARD Creating Dramatic Play Participates in dramatic play activities. Dramatizes familiar stories. Assumes roles from daily activities using a variety of props. HEAD START CHILD OUTCOME Creative Arts – Dramatic Play Participates in a variety of dramatic play activities that become more extended and complex. Shows growing creativity and imagination in using materials and in assuming different roles in dramatic play situations. AZ KINDERGARTEN STANDARD Creating Art - Theatre Use natural language patterns with familiar phrases as they play out a story. Sustain a pretend scene using appropriate language or movement with the teacher role-playing or giving cues. Pretends an object exists without using a prop. Dramatic Play in Context Creative Arts – Dramatic Play Creating Art – Theatre Though there are not specific items which directly align under this section, the skills are embedded in the objectives and indicators under Creating Dramatic Play and Dramatic Play as Inquiry. Dramatic Play as Inquiry Talks about dramatic play experiences. Adds details and new elements to dramatic play situations over time. Responds to the performance of others. Respects the ideas and suggestions of others during dramatic play. AZ Early Learning Standards 4-2005 Creative Arts – Dramatic Play Creating Art – Theatre Describe the setting of a story to be dramatized and, with teacher guidance, establish spaces for the dramatization, and select materials that suggest the furniture and objects needed. Show respect for personal work and the work of others. Fine Arts Standard 15 Resources Resources Articles Young Children with Special Needs ADE, Early Childhood Education Unit English Language Learners ADE, Early Childhood Education Unit The Benefits of an Inclusive Education: Making It Work National Association for the Education of Young Children (NAEYC) Critical Issues Responding to Linguistic and Cultural Diversity: Recommendations for Effective Early Childhood Education Position Statement NAEYC Early Learning Standards: Creating the Conditions for Success Position Statement NAEYC Early Education Experts Issue Guidelines for Assessment and Curriculum Position Statement NAEYC Web Sites Early Childhood Curriculum, Assessment, and Program Evaluation Position Statement NAEYC Promoting the Use of Content Standards: Recommendations for Teacher Educators View Point, NAEYC Journal Responding to Linguistic and Cultural Diversity NAEYC Position Statement (full text) Arizona Resources Special Needs Child Care Family/Parents Web Sites with Comprehensive Educational Links Multicultural Education Organizations Teacher Magazines Research YOUNG CHILDREN WITH SPECIAL NEEDS Each child is a unique person with an individual personality, learning style, and experiential background. These Early Learning Standards have been designed for use with all young children. Although children develop through a generally predictable sequence of milestones, they may not proceed through them in the same way and in the same amount of time. Development also proceeds at varying rates within the different areas of a particular child’s functioning. Some children will exhibit skills far above their age group in some areas of development, while other children may take longer to achieve certain indicators. Some children may skip certain indicators altogether and this is normal for them. Variability among all children, not just those with disabilities, is normal. Uniqueness is to be valued. Therefore, it is important for early care and education professionals to individualize experiences, activities, the environment, and materials to meet the child’s developmental needs, including those with developmental delays or specific disabilities. Adults should view a child’s current strengths and skills as the starting point for planning new experiences rather than as a limitation; this applies to children with special needs as well as those who are developing more typically. Each child is unique. Each grows and develops skills and competencies at his own pace. Some children may have a developmental delay or disability that may require program staff members to adapt expectations or experiences so that individual children can successfully achieve a particular standard, concept and/or indicator. All children within an age group should not be expected to arrive at each concept or indicator at the same time or to show mastery to the same degree of proficiency. All Children Are Gifted….. Some Just Open Their Presents Later than Others ENGLISH LANGUAGE LEARNERS As we consider the Arizona Early Learning Standards for young children, it is important to attend to the needs of those who are English language learners. We recognize that regardless of what language children come to us speaking, they have previously acquired knowledge and learning as a result of the language spoken in their home. Through that language, young children have established meaningful relationships and have begun to construct a knowledge base. The home language is linked to the child’s values, attitudes, and cultural traditions. It is critical to be respectful and supportive of the cultural heritage and home language of a child while encouraging English language acquisition. This ensures a partnership between the home and the learning environment. Research shows the stronger the native language foundation the greater the academic success in English language development. Just as all children learn and develop at different rates, with unpredictable starts, stops, and surges along the way, individual differences also exist among children who are acquiring English as a second language. As young children enter kindergarten, they may still demonstrate some weaknesses, but these limitations tend to disappear for young English language learners with direct instruction in English. The Arizona Early Learning Standards support English language acquisition. Early childhood settings provide a context for learning, crucial for all children, but especially critical for English language learners. Young English language learners listen purposefully to English speaking teachers and peers to gather information about their new language. Consistent and overt student engagement in the form of active speaking and listening is essential. The types of instructional activities typically present in early childhood settings facilitate the development of English. Effective instructional strategies for English language learners are effective for all learners. Effective instruction for all children requires a variety of instructional activities and strategies. The following teaching strategies are appropriate for all young learners in all early learning environments or settings: Oral Communication • Communicate with the child using words along with some type of gestures, facial expressions, intonations or actions. • Use nonverbal clues such as pictures, objects or demonstrations. • Model proper English and enunciate words clearly. • • • • Build on language that is already understood using graphic organizers, hands-on learning activities, peer models. Use repetition. Saying the same thing more than once gives a child more than one opportunity to understand. If the repetition involves a single item, it may provide an opportunity for the child to learn the word. Communicate the “here and now.” Talking about the present limits the conversation and enables the child to focus on fewer options for response. It also helps the teacher to understand what the child is talking about. Rephrase ideas and thoughts orally to clarify meaning. • Use a variety of oral responses: single words, single sentences, phrases, and statements. • Avoid using slang. • • • • Encourage the child to use words from her/his native language when she/he cannot find the appropriate word in English. Accept child’s approximations of words spoken in English. Provide support in the child’s native language when needed. This support provides access to his/her knowledge and experience. It also shows a respect for the language/culture and establishes rapport. Increase wait time. Give English language learners more “wait and think” time. Vocabulary Development • Link vocabulary to first hand experiences with pictures, concrete objects, and real life events. • Use everyday vocabulary and gradually expand vocabulary so child continues to progress and is challenged. Learning Environment • Allow ample time for the child to become familiar with the educational setting before approaching with questions or directives in English. This will create a stress free environment and encourage risk taking. • • • • • Begin with the child’s prior knowledge to extend and expand the learning. Provide activities and space for child to play or work alone until he/she is ready to interact with other children. Establish a daily routine. The child is able to use the cues and become a part of the group without understanding the language. The routine provides structure and a sense of security for children. Affirm the children’s culture and language through literature, music, learning materials, and resources that are culturally and linguistically relevant. Use cooperative learning activities. Participation in small group learning activities promotes positive interaction. All students need frequent opportunities to speak and use language skills. English language learners benefit from face to face interaction in an authentic and meaningful situation and from observing peers. • Include first and second language speaking children in the same group. • Identify program and community members who can help with oral and written translations. Book Use • Use books which contain repeated, predictable language patterns. Patterns include rhyming and repetition of sounds, words, refrains, or entire sentences. • • • • • • Use books with clear illustrations that help tell the story. Use the pictures to explain new vocabulary and hold the attention of young learners. Photographs capture hard to explain emotions. Highlight key vocabulary or concepts. Pose a specific listening objective to help children focus, such as asking them to think about three feelings described in the book. If there is an aide or adult available ask him/her to sit near a child learning English to quietly reinforce the story if needed. If needed, edit a story as you read or tell the story using the pictures or illustrations. Pause regularly to do an informal check of child’s comprehension and allow him/her to discuss the pictures or story, while not losing focus. Use child’s words to create a sentence or story. Adult writes down the child’s words verbatim. Story or sentence can be read back to the child. It allows child to see and hear her/his own words and builds word knowledge using familiar language. The Benefits of an Inclusive Education: Making It Work In an increasing number of early childhood programs around the country, teachers, children, and parents are discovering the benefits of educating young children with special needs together with their same-age peers. Since learning is so important in the early years, this is the best time for children to begin to respect all people's differences and the contributions each individual makes. The key to creating a successful inclusive program is educating ourselves and others about how to ensure every student in the classroom has the chance to reach his or her fullest potential. Children with disabilities are, first and foremost, children, and then children who may need support or adaptations for learning. The term "special needs" refers to a wide range of developmental disabilities or learning needs that may occur in different areas and to varying degrees. Traditionally, children with special needs were pulled out of regular classrooms and grouped together as if all their needs were alike. Relatively few children with disabilities were served in community-based early childhood programs apart from Head Start or public school programs. In 1992, the Americans with Disabilities Act (ADA) established equal rights for people with disabilities in employment, state and local public services, and public accommodations including preschools, child care centers and family child care homes. The ADA has helped more and more educators recognize that developmentally appropriate classrooms are places where all children can and should learn together. Early childhood teachers' strong knowledge of child development helps them to successfully teach young children with all talents, interests, and abilities. In effective inclusive programs, teachers adapt activities to include all students, even though their individual goals may be different. At times, early childhood professionals and children may benefit from the assistance of related professionals such as physical therapists and other school personnel who recognize children's individual interests and strengths. Some raise concerns about the advisability of creating inclusive environments: Will inclusive classrooms hinder the academic success of children without special needs? How will an inclusive environment meet the needs of children with disabilities? Will children without special needs lose out on teacher time? How can early childhood professionals access resources, support and training? While these questions are valid, parents and teachers will find that creative modifications help all children's learning. According to the director of one NAEYC-accredited center, "Inclusion has helped us better focus on meeting the needs of every child in our program." Research shows that the benefits of inclusive classrooms reach beyond academics. This is particularly important for young children, who learn best when they feel safe, secure, and at home in their classrooms. An environment that encourages young children's social and emotional development will stimulate all aspects of their learning. Children in inclusive classrooms: • • • • • demonstrate increased acceptance and appreciation of diversity; develop better communication and social skills; show greater development in moral and ethical principles; create warm and caring friendships; and demonstrate increased self-esteem. Early childhood professionals who have successfully included young children with special needs note that, contrary to some expectations, they needed few adaptations to meet the needs of all children. They report not neccessarily needing more staff, money, or expertise, but rather support from peers and specialists, willingness to adapt to new environments, and positive relationships with families. Professional development programs, supplemental support staff, and teamwork by parents and school personnel will help achieve inclusion's ultimate goal: to provide a challenging and supportive educational experience for all children. Resources: Caring for Children with Special Needs. 1993. San Francisco, CA: Child Care Law Center. Chandler, P.A. 1994. A Place for Me. Washington, DC: NAEYC #237/$4.50. Division for Early Childhood, Council for Exceptional Children, 1444 Wazee St., Suite 230, Denver, CO, 80202. Early Childhood Initiative, Colorado Department of Education, State Office Building, Denver, CO, 80203. Understanding the ADA. 1993. Washington, DC: NAEYC #514. 50¢ each/ 100 for $10. Woolery, M. & J.S. Wilbers, eds. 1994. Including Children with Special Needs in Early Childhood Programs. Washington, DC: NAEYC #145/ $8. © National Association for the Education of Young Children—Promoting excellence in early childhood education 1509 16th St. N.W. Washington DC 20036 (202) 232-8777 || (800) 424-2460 || webmaster@naeyc.org Responding to Linguistic and Cultural Diversity: Recommendations for Effective Early Childhood Education Linguistically and culturally diverse is an educational term used by the U.S. Department of Education to define children enrolled in educational programs who are either non-English- proficient (NEP) or limited-English-proficient(LEP). Educators use this phrase, linguistically and culturally diverse, to identify children from homes and communities where English is not the primary language of communication. For the purposes of this statement, the phrase will be used in a similar manner. This document primarily describes linguistically and culturally diverse children who speak languages other than English. However, the recommendations of this position statement can also apply to children who, although they speak only English, are also linguistically and culturally diverse. The children and families served in early childhood programs reflect the ethnic, cultural, and linguistic diversity of the nation. The nation's children all deserve an early childhood education that is responsive to their families, communities, and racial, ethnic, and cultural backgrounds. For young children to develop and learn optimally, the early childhood professional must be prepared to meet their diverse developmental, cultural, linguistic, and educational needs. Early childhood educators face the challenge of how best to respond to these needs. The acquisition of language is essential to children's cognitive and social development. Regardless of what language children speak, they still develop and learn. Educators recognize that linguistically and culturally diverse children come to early childhood programs with previously acquired knowledge and learning based upon the language used in their home. For young children, the language of the home is the language they have used since birth, the language they use to make and establish meaningful communicative relationships, and the language they use to begin to construct their knowledge and test their learning. The home language is tied to children's culture, and culture and language communicate traditions, values, and attitudes. Parents should be encouraged to use and develop children's home language; early childhood educators should respect children's linguistic learning styles. In so doing, adults will enhance children's learning and development. NAEYC's goal is to build support for equal access to high-quality educational programs that recognize and promote all aspects of children's development and learning, enabling all children to become competent, successful, and socially responsible adults. Children's educational experiences should afford them the opportunity to learn and to become effective, functioning members of society. Language development is essential for learning, and the development of children's home language does not interfere with their ability to learn English. Because knowing more than one language is a cognitive asset, early education programs should encourage the development of children's home language while fostering the acquisition of English. For the optimal development and learning of all children, educators must accept the legitimacy of children's home language, respect (hold in high regard) and value (esteem, appreciate), the home culture, and promote and encourage the active involvement and support of all families, including extended and nontraditional family units. When early childhood educators acknowledge and respect children's home language and culture, ties between the family and programs are strengthened. This atmosphere provides increased opportunity for learning because young children feel supported, nurtured, and connected not only to their home communities and families but also to teachers and the educational setting. The full text of this position statement includes recommendations for a responsive learning environment with a) recommendations for working with children; b) recommendations for working with families; c) recommendations for professional preparation of early childhood educators; and d) recommendations for programs and practice. © National Association for the Education of Young Children—Promoting excellence in early childhood education 1509 16th St. N.W. Washington DC 20036 (202) 232-8777 || (800) 424-2460 || webmaster@naeyc.org EARLY LEARNING STANDARDS: CREATING THE CONDITIONS FOR SUCCESS A Joint Position Statement of The National Association for the Education of Young Children (NAEYC) and The National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE) Approved November 19, 2002 Introduction Early childhood education has become part of a standards-based environment. More than 25 states have standards describing desired results, outcomes, or learning expectations for children below kindergarten age; Head Start has developed a Child Outcomes Framework; and national organizations have developed content standards in areas such as early literacy and mathematics. This movement presents both opportunities and challenges for early childhood education. Rather than writing a new set of standards, in this statement NAEYC and NAECS/SDE address the significant educational, ethical, developmental, programmatic, assessment, and policy issues related to early learning standards. The position statement outlines four features that are essential if early learning standards are to be developmentally effective. The recommendations in this position statement are most relevant to young children of preschool or prekindergarten age, with and without disabilities, in group settings including state prekindergarten programs, community child care, family child care, and Head Start. However, the recommendations can guide the development and implementation of standards for younger and older children as well. The Position The first years of life are critical for later outcomes. Young children have an innate desire to learn. That desire can be supported or undermined by early experiences. High-quality early childhood education can promote intellectual, language, physical, social, and emotional development, creating school readiness and building a foundation for later academic and social competence. By defining the desired content and outcomes of young children's education, early learning standards can lead to greater opportunities for positive development and learning in these early years. The National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE) take the position that early learning standards can be a valuable part of a comprehensive, high-quality system of services for young children, contributing to young children's educational experiences and to their future success. But these results can be achieved only if early learning standards (1) emphasize significant, developmentally appropriate content and outcomes; (2) are developed and reviewed through informed, inclusive processes; (3) use implementation and assessment strategies that are ethical and appropriate for young children; and (4) are accompanied by strong supports for early childhood programs, professionals, and families. Because of the educational and developmental risks for vulnerable young children if standards are not well developed and implemented, the recommendations in this position statement are embedded in and refer to the principles set forth in NAEYC's code of ethical conduct1. According to this code, early childhood professionals and others affecting young children's education must promote those practices that benefit young children, and they must refuse to participate in educational practices that harm young children. Thus, a test of the value of any standards effort is whether it promotes positive educational and developmental outcomes and whether it avoids penalizing children or excluding them from needed services and supports. Desired Effects of the Position Statement NAEYC and NAECS/SDE have developed this position statement, and invited other associations to support and endorse its recommendations, in order to: • • • • • • • Take informed positions on significant, controversial issues affecting young children's education and development Promote broad-based dialogue Create a shared language and evidence-based frame of reference so that practitioners, decision makers, and families may talk together about early learning standards and their essential supports Influence public policies-those related to early childhood systems development as well as to the development, implementation, and revision of standards-that reflect the position statement's recommendations Stimulate investments needed to create accessible, affordable, high-quality learning environments and professional development to support the implementation of effective early learning standards. Strengthen connections between the early childhood and K-12 education communities Build more satisfying experiences and better educational and developmental outcomes for all young children Background and Context Standards and the Early Childhood Education Field One of NAEYC's first publications, written in 1929, was called Minimum Essentials for Nursery Education2. Since then, NAEYC has developed criteria for accrediting early childhood education programs3, teacher education standards4, guidelines for developmentally appropriate practice5 and, in partnership with the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE), curriculum and assessment guidelines6. NAEYC publications7 have also described the role of professional organizations' content standards in early childhood education. Yet the U.S. standards movement in elementary and secondary education, begun in the 1980s, did not have an immediate impact on education before kindergarten. In recent years, however, increased public awareness of the importance of early education, the expanded involvement of public schools in education for 3- and 4-year-olds, and reports from the National Research Council, including the influential Eager to Learn report8, have stimulated a rapid expansion of the standards movement into early education. Preliminary results from a recent national survey show more than 25 states with specific child-based outcome standards for children younger than kindergarten age9. The Head Start Bureau has established a "Child Outcomes Framework,"10 describing learning expectations in each of eight domains. Professional associations have developed content standards in areas including early mathematics and literacy11. National reports and public policies have called for the creation of standards-variously including program standards, content standards, performance standards, and child outcomes-as part of a broader effort to build school readiness by improving teaching and learning in the early years. The Distinctive Characteristics of Early Childhood Early childhood is a distinct period of life that has value in itself; the early childhood years also create foundations for later development and learning. States and others must consider the characteristics of early childhood as the standards movement extends into the years before kindergarten. • • • • • The younger children are, the harder it is to create generalized expectations for their development and learning, because young children's development varies greatly and is so heavily dependent upon experience12. Developmental variability also creates greater challenges in assessing young children's progress in meeting standards or achieving desired results13. To a greater extent than when children are older, young children's development is connected across developmental domains, with progress in one area being strongly influenced by others. This has implications for how standards are written and implemented. Young children's development and learning are highly dependent upon their family relationships and environments. The development and implementation of early learning standards must therefore engage and support families as partners14. Our youngest children are our most culturally diverse15. Early learning standards must take this diversity into account. In addition, many children transition from culturally familiar child care programs and family environments into settings that do not reflect their culture or language. These discontinuities make it difficult to implement early learning standards in effective ways. • • Early childhood programs include an increasing number of children with disabilities and developmental delays16. These children must be given especially thoughtful consideration when states or others develop, implement, and assess progress in relation to early learning standards. Finally, settings for early education before kindergarten vary greatly in their sponsorship, resources, and organization-far more than the K-12 system-and the vast majority of those programs are not regulated by public schools. In such a fragmented system, standards cannot have a positive effect without intensive attention to communication, coordination, consensus building, and financing. Risks and Benefits of Early Learning Standards Reflecting on the expanded interest in early childhood education, on more than a decade of experience with systems of K-12 standards, curriculum, assessment, and accountability, and on the experience of a number of states and professional organizations, NAEYC and NAECS/SDE see risks as well as significant potential benefits in the movement toward early learning standards. Both need to be taken into account as early learning standards are developed and implemented. Possible Risks The major risk of any standards movement is that the responsibility for meeting the standards will be placed on children's shoulders, rather than on the shoulders of those who should provide opportunities and supports for learning. This risk carries especially great weight in the early years of schooling, which can open or close the door to future opportunities. Negative consequences potentially face children who fail to meet standards, because the data may be used to label children as educational failures, retain them in grade, or deny them educational services17. Culturally and linguistically diverse children, and children with disabilities, may be at heightened risk. Other issues also require thoughtful attention. The development of high-quality curriculum and teaching practices-essential tools in achieving desired results-can be forgotten in a rush from developing standards to assessing whether children meet the standards. Standards can also run the risk of being rigid, superficial, or culturally and educationally narrow. In the K-12 arena, at times standards have driven curriculum toward a more narrowly fact- and skill-driven approach with a resulting loss of depth, coherence, and focus. In the early childhood field, this trend could undermine the use of appropriate, effective curriculum and teaching strategies. Finally, the K-12 experience has shown that even the best-designed standards have minimal benefit when there is minimal investment in professional development, high-quality assessment tools, program or school resources, and a well-financed education system18. Benefits Despite these cautions, past experience also suggests that under the right conditions early learning standards can create significant benefits for children's learning and development.19 Eager to Learn20, Neurons to Neighborhoods,21 and other reports underscore young children's great capacity to benefit from experiences that are challenging and achievable. Clear, research-based expectations for the content and desired results of early learning experiences can help focus curriculum and instruction, aiding teachers and families in providing appropriate, educationally beneficial opportunities for all children. These opportunities can, in turn, build children's school readiness and increase the likelihood of later positive outcomes. Besides their potential benefits for young children, early learning standards may carry other advantages. The process of discussing what should be included in a standards document, or what is needed to implement standards, can build consensus about important educational outcomes and opportunities. Strong reciprocal relationships with families and with a wide professional community can be established through these discussions. Families can expand their understanding about their own children's development and about the skill development that takes place in early education settings, including learning through play and exploration. Teachers, too, can expand their understanding of families' and others' perspectives on how children learn. Carefully developed early learning standards, linked to K-12 expectations, can also contribute to a more coherent, unified approach to children's education. Educators, families, and other community members see the connections between early learning opportunities and positive long-term outcomes. For example, they can see that standards emphasizing the value of conversations with toddlers are based on evidence that such conversations promote acquisition and expansion of vocabulary in preschool, which in turn predicts success in meeting reading standards in the early elementary grades22. Finally, a developmental continuum of standards, curriculum, and assessments, extending from the early years into later schooling, can support better transitions from infant-toddler care through preschool programs to kindergarten and into the primary grades, as teachers work within a consistent framework across educational settings. DEVELOPMENTALLY EFFECTIVE EARLY LEARNING STANDARDS: ESSENTIAL FEATURES In order for early learning standards to have these benefits for young children and families, NAEYC and NAECS/SDE believe that four essential features must be in place: (1) significant, developmentally appropriate content and outcomes; (2) informed, inclusive processes to develop and review the standards; (3) implementation and assessment strategies that are ethical and appropriate for young children, and (4) strong supports for early childhood programs, professionals, and families. Recommendations in each of these areas follow, with a brief rationale for each. NAEYC and NAECS/SDE have grounded these recommendations in a knowledge base that includes educational, developmental, and policy research; positions and other statements by our own and other organizations and agencies; and promising practices in a number of states. 1. EFFECTIVE EARLY LEARNING STANDARDS EMPHASIZE SIGNIFICANT, DEVELOPMENTALLY APPROPRIATE CONTENT AND OUTCOMES To be effective, early learning standards must explicitly incorporate (1) all domains of young children's development; (2) content and desired outcomes that have been shown to be significant for young children's development and learning; (3) knowledge of the characteristics, processes, and sequences of early learning and skill development; (4) appropriate, specific expectations related to children's ages or developmental levels, and (5) cultural, community, linguistic, and individual perspectives. • Effective early learning standards give emphasis to all domains of development and learning. Young children's development is strongly interconnected, with positive outcomes in one area relying on development in other domains. Therefore, early learning standards must address a wide range of domains-including cognitive, social, emotional, physical, and language development, motivation and approaches to learning, as well as discipline-specific domains including the arts, literacy, mathematics, science, and social studies. Three recent early childhood reports from the National Research Council (Preventing Reading Difficulties,23 Eager to Learn,24 and Neurons to Neighborhoods25) explicitly underscore this point. K-12 standards have often focused on academic subject matter rather than including other domains. When standards give undue weight to only a few content areas, while ignoring or lessening the importance of other areas, young children's well-being is jeopardized. Because research has emphasized how powerfully early social and emotional competence predict school readiness and later success, and because good early environments help build this competence, this domain should be given explicit attention in early learning standards. At the same time, early learning standards must create and support expectations that promote children's learning in areas such as language, literacy, and mathematics, which have at times been underemphasized or inappropriately taught. • The content and desired outcomes of early learning standards are meaningful and important to children's current well being and later learning. In creating early learning standards, states and professional organizations must answer the "so what" question: What difference will this particular expectation make in children's lives? Standards developed for elementary and secondary education have varied in how well they have addressed the issue of meaningfulness. Those standards that focus on the "big ideas" within domains or academic disciplines appear better able to support strong curriculum, high-quality assessments, and positive results for children. Longitudinal research may provide guidance in selecting significant content for early learning standards-if a specific piece of learning appears to make little difference for children's current well-being or later outcomes, then it may not be worth attending to in a standards document. • Rather than relying on simplifications of standards for older children, the content and desired outcomes of effective early learning standards are based on research about the processes, sequences, and long-term consequences of early learning and development Pressures to align standards with those in the K-12 system can influence standards for younger children in undesirable ways. For instance, working backward from standards for older children, some may reason that if the kindergarten standards say that five-year-olds are expected to count to 20, then 4-year-olds should be expected to count to 10, and 3-year-olds to count to five. This simplified approach to alignment contradicts developmental research consistently showing that earlier forms of a behavior may look very different than later forms. One example is the finding that non-academic strengths such as emotional competence or positive "approaches to learning" when children enter kindergarten are strong predictors of academic skills in later grades. For these reasons, early learning standards should be built forward, from their earliest beginnings, rather than being simplified versions of standards for older children. The result will be more powerful content and more valid expectations for early learning and skill development. With this process, early learning standards do align with what comes later, but the connections are meaningful rather than mechanical and superficial. • Effective early learning standards create appropriate expectations by linking content and desired outcomes to specific ages or developmental periods. An especially challenging task is to determine how the expectations in early learning standards may best be linked to specific ages or developmental levels. When a standard is written to cover a wide age spectrum-for example, from ages three through six-adults may assume that the youngest children should be accomplishing the same things as the oldest children, leading to frustration both for the youngest children and for their teachers. Conversely, with such broad age ranges for standards, adults may also underestimate the capacities of older children, restricting the challenges offered to them. Alternatives are available. Reports on standards development work from the U.S. Department of Education's Mid-Continent Regional Educational Laboratory (McREL) recommends broadly written content standards but with specific "grade-level benchmarks" being used to describe year-by-year knowledge and skills related to a particular standard. Yet yearly age- or grade-level expectations may also ignore the wide developmental variability of young children who are the same age or in the same year in school, including children with disabilities. For early learning standards, then, a good approach may be to provide flexible descriptions of research-based learning trajectories or "developmental continua," referring to but not tightly linked to age-related yearly accomplishments (as in NAEYC and the International Reading Association's joint position statement Learning to Read and Write ). • The content of effective early learning standards, and expectations for children's mastery of the standards, must accommodate the variations-community, cultural, linguistic, and individual-that best support positive outcomes. To do so, early learning standards must encompass the widest possible range of children's life situations and experiences, including disabilities. Young children's learning is intimately connected to and dependent upon their cultures, languages, and communities. Research shows that there are wide cultural variations in the experiences and developmental pathways taken by young children, as well as in children's individual needs, including children with disabilities. Early learning standards should be flexible enough to encourage teachers and other professionals to embed culturally and individually relevant experiences in the curriculum, creating adaptations that promote success for all children. 2. EFFECTIVE EARLY LEARNING STANDARDS ARE DEVELOPED AND REVIEWED THROUGH INFORMED, INCLUSIVE PROCESSES The processes by which early learning standards are developed and reviewed contribute to their credibility and effectiveness. These processes should rely on appropriate expertise, stakeholder involvement, and regular evaluation and revision. • The process of developing and reviewing early learning standards relies on relevant, valid sources of expertise. Effective early learning standards are developed through a process that uses scientifically valid, relevant evidence to create and review expectations about content and desired outcomes for young children. A sound knowledge base of developmental and educational research exists, including syntheses recently published by the National Research Council, as well as publications from national professional associations. Over time, standards also require rigorous validation through studies demonstrating that the expectations in the standards do indeed predict positive developmental and learning outcomes. • The process of developing and reviewing early learning standards involves multiple stakeholders. Stakeholders may include community members, families, early childhood educators and special educators, and other professional groups. In all cases, those with specific expertise in early development and learning must be involved. The wide range of cultures, communities, settings, and life experiences within which young children are educated; the critical importance of families in early learning; and the educational significance of transitions into infant-toddler care, preschool, kindergarten, and beyond, make it essential to engage many participants in developing and refining early learning standards. States and other groups must find effective ways to bring a wide range of stakeholders to the table, creating opportunities for dialogue between the public school community and others responsible for children's early learning. • Once early learning standards have been developed, standards developers and relevant professional associations ensure that standards are shared with all stakeholders, creating multiple opportunities for discussion and exchange. Standards documents that just sit on shelves cannot be part of an effective early childhood system. Multiple sectors of the early childhood community (e.g., community child care; early intervention; family child care, etc) as well as the K-3 community, families and others committed to positive outcomes for young children can develop an understanding of how standards may be used effectively in early childhood education. This requires that standards be communicated in clear language. It also requires commitment from standards developers and from early childhood professional associations, to create ongoing dialogue about early learning standards and their implications. • Early learning standards remain relevant and research based by using a systematic, interactive process for regular review and revision. The advancing knowledge base in education and child development, as well as changing community, state, and national priorities, require that standards be regularly re-examined with processes like those used in the standards' initial development. In addition, as K-12 standards are revised and revisited, standards for children below kindergarten age should be part of the process, so that expectations align meaningfully across the age and grade spectrum. 3. EARLY LEARNING STANDARDS GAIN THEIR EFFECTIVENESS THROUGH IMPLEMENTATION AND ASSESSMENT PRACTICES THAT SUPPORT ALL CHILDREN'S DEVELOPMENT IN ETHICAL, APPROPRIATE WAYS Perhaps the greatest difficulty in creating early learning standards is to establish valid, effective, ethically grounded systems of implementation, assessment, and accountability. In their joint position statement on curriculum and assessment, NAEYC and NAECS/SDE offer detailed guidelines for the positive uses of child assessment, screening, and accountability systems. NAEYC's code of ethical conduct provides further professional guidance. The recommendations below build on these position statements with specific focus on assessments that are linked to early learning standards. • Effective early learning standards require equally effective curriculum, classroom practices, and teaching strategies that connect with young children's interests and abilities, and that promote positive development and learning. Early learning standards describe the "what"-the content of learning and the outcomes to be expected-but they seldom describe the "how." While research does not support one best approach to teaching young children, it consistently emphasizes the need for curriculum, educational practices, and teaching strategies that respond to children's needs and characteristics. Language-rich interactions and relationships with adults and peers; challenging, well-planned curriculum offering depth, focus, choice, engagement, investigation, and representation; teachers' active promotion of concept and skill development in meaningful contexts; adaptations for children with disabilities and other special needs; an integrated approach to teaching and learning-these are just some of the components of the rich curriculum and repertoire of teaching strategies that are essential to young children's learning. • Tools for assessing young children's progress must be clearly connected to important learning represented in the standards; must be technically, developmentally, and culturally valid; and must yield comprehensive, useful information. Assessment is an essential component of effective early childhood education, and the development of appropriate assessments has long been a priority in the field. Appropriate assessment begins with a comprehensive understanding of what is to be assessed-in this case, the content and desired outcomes expressed in early learning standards. Broad, significant content cannot be assessed with narrow instruments. Beyond the important requirements of technical adequacy (reliability and validity), assessments must also be developmentally valid, including observations by knowledgeable adults in real-life early childhood contexts, with multiple, varied opportunities for assessment over time. Of special importance when developing standards-related assessments are the needs of culturally diverse children and children with disabilities. In addition, the information yielded by these assessments must be useful to practitioners and families. A number of states have intentionally addressed these critical assessment issues when developing their early learning standards. Assessments that are developed or adopted to use with early learning standards should follow the same principles that have been articulated in the joint position statement of NAEYC and NAECS/SDE on Curriculum and Assessment and by other professional groups such as the Commission on Instructionally Supportive Assessment convened by the American Association of School Administrators, the National Association of Elementary School Principals, the National Association of Secondary School Principals, the National Education Association, and the National Middle School Association, the National Education Goals Panel, the American Educational Research Association (AERA), the American Psychological Association (APA), the National Council on Measurement in Education, and the National Association of School Psychologists (NASP). Using instruments that were designed for older children to assess younger children's learning is unacceptable. Pulling poorly conceived assessments off the shelf to meet an immediate need, when these assessments do not align meaningfully with the standards or with young children's characteristics, contradicts these expert recommendations. Such assessments yield developmentally, educationally, and culturally meaningless information. Assessments that are appropriate for young children, including classroom-based assessments, are available in all domains of development and learning and for a variety of specific assessment purposes. Professionals need not and cannot compromise assessment quality. • Information gained from assessments of young children's progress with respect to standards must be used to benefit children. Assessment and accountability systems should be used to improve practices and services and should not be used to rank, sort, or penalize young children. Professional associations are unanimous in stating that, whenever learning is assessed and whenever assessment results are reported, children must benefit from that assessment. These benefits can and should include improvements in curriculum and teaching practices, better developmental outcomes, greater engagement in learning, and access to special interventions and supports for those children who are having difficulty. The misuse of assessment and accountability systems has the potential to do significant educational and developmental harm to vulnerable young children. Children's failure to meet standards cannot be used to deny them services, to exclude them from beneficial learning opportunities, or to categorize them on the basis of a single test score. For example, families should not be advised to keep a child out of kindergarten because a single test shows that their child has not met certain standards. Such misuses of standards-related assessments violate professional codes of ethical conduct. 4. EFFECTIVE EARLY LEARNING STANDARDS REQUIRE A FOUNDATION OF SUPPORT FOR EARLY CHILDHOOD PROGRAMS, PROFESSIONALS, AND FAMILIES Even the best standards for young children's learning will be ineffective unless early childhood programs themselves meet high standards, and unless programs, professionals, and families are strongly supported. • Research-based standards for early childhood programs, and adequate resources to support high-quality programs, build environments where early learning standards can be implemented effectively. Research has identified the kinds of early environments and relationships that promote positive outcomes for children. Using this knowledge, national accreditation systems such as that of NAEYC define and assess early childhood program quality. In creating a system of standards for early education, a few states have begun by developing program standards before turning to content or performance standards for young children, believing that clear expectations and supports for program quality are an essential first step. • Significant expansion of professional development is essential if all early childhood teachers and administrators are to gain the knowledge, skills, and dispositions needed to implement early learning standards. Well-educated, knowledgeable and caring teachers are the key to positive outcomes for children. Efforts to create early learning standards must be accompanied by in-depth professional development, coaching, and mentoring for teachers, administrators, and teacher educators-not just about the standards themselves but about the appropriate curriculum, teaching strategies, relationships, and assessment tools that together make up a systematic approach to improving outcomes for all children. • Early learning standards will have the most positive effects if families-key partners in young children's learning-are provided with respectful communication and support. Families' hopes and expectations play a critically important role in early development. Families and other community members also provide many of the experiences and relationships needed for young children's success. Any effort to develop and implement shared expectations or standards for early learning will be more successful if families are well supported as part of the process. CONCLUSION This position statement is subtitled "Creating the Conditions for Success." In describing the four conditions under which effective early learning standards can be developed and implemented, NAEYC and NAECS/SDE set forth significant challenges to states, professional groups, and the early childhood field. Important, developmentally appropriate content and outcomes; informed, inclusive processes for standards development and review; standards implementation and assessment practices that promote positive development; strong supports for early childhood programs, professionals, and families-each of these requires substantial commitment of effort and resources. Shortcuts are tempting. Yet when these conditions are met, early learning standards will contribute to a more focused, responsive, and effective system of education for all young children. APPENDIX DEVELOPING A JOINT POSITION STATEMENT FROM NAEYC AND NAECS/SDE: BACKGROUND AND PROCESSES Background. In July 2000, NAEYC's Governing Board voted to give focused attention to early learning standards as a high priority issue for the organization. Following Board discussions and dialogue at several conference sessions, NAEYC's Governing Board decided to develop a position statement articulating principles or criteria for developing, adopting, and using early learning standards. NAEYC's long history of collaboration with the National Association of Early Childhood Specialists in State Departments of Education quickly led to a decision by both organizations to create a joint position statement. Developing the position statement. The processes used to develop the position statement have been collaborative, beginning with the establishment of a joint working group and an invitation to multiple stakeholder organizations and experts to help identify the key issues that the position statement should address. Conference sessions and e-mail distribution to the organizations' members, other groups, and individuals with special expertise were used to seek feedback on drafts of the position statement. After further input and revisions, NAEYC's Governing Board and the membership of NAECS/SDE voted to approve the position statement on November 19, 2002. 1 National Association for the Education of Young Children (1998). NAEYC code of ethical conduct and statement of commitment (Revised 1997). Washington, DC: Author. 2 National Association for Nursery Education (1929). Minimum essentials for nursery school education. Chicago, IL: Author. 3National Association for the Education of Young Children. (1998). Accreditation criteria and procedures of the National Association for the Education of Young ChildrenM. Washington, DC: Author. 4 National Association for the Education of Young Children. (2001). NAEYC standards for early childhood professional preparation. 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(1998). Children of 2010. Washington, DC: NAEYC. 16 Odom, S.L., & Diamond, K.E. (1998). Inclusion of young children with special needs in early childhood education: The research base. Early Childhood Research Quarterly, 13, 3-26. Shonkoff, J., & Meisels, S. (Eds.), (2000). Handbook of early childhood intervention (2nd Ed.). New York: Cambridge University Press. 17 Hatch, J. A. (2002). Accountability shovedown: Resisting the standards movement in early childhood education. Phi Delta Kappan, 83, 457-462. 18 Elmore, R. (2002). Bridging the gap between standards and achievement: Report on the imperative for professional development in education. Washington, DC: Albert Shanker Institute. 19 Schmoker, M. & Marzano, R.J. (1999 March). Realizing the promise of standards-based education. Educational Leadership, 56(6), 17-21. Bredekamp, S. (In press). Standards for preschool and kindergarten mathematics education. In D.H. Clements, J. Sarama, & A-M. 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Burns, & Griffin, P. (Eds.). Washington, DC: National Academy Press. 24 Bowman, B.T., Donovan, S., & Burns, M.S. (Eds). (2001). Eager to learn: Educating our preschoolers. Washington, DC: National Academy Press. 25 Shonkoff, J.P., & Phillips, D.A. (Eds.) (2000). From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academy Press. 26 Peth-Pierce, R. (2001). A good beginning: Sending America's children to school with the social and emotional competence they need to succeed. Monograph based on two papers commissioned by the Child Mental Health Foundations and Agencies Network (FAN). Chapel Hill, NC: University of North Carolina. Raver, C. (2002). Emotions matter: Making the case for the role of young children's emotional development for early school readiness. SRCD Social Policy Report, 16 (3). Ann Arbor, MI: Society for Research in Child Development. 27 Neuman, S.B., Copple, C., & Bredekamp, S. (2000). Learning to read and write: Developmentally appropriate practices for young children. Washington, DC: NAEYC. National Council of Teachers of Mathematics and National Association for the Education of Young Children (2002). Early childhood mathematics: Promoting good beginnings. Washington, DC: NAEYC. 28 Elmore, R. (2002). Bridging the gap between standards and achievement: Report on the imperative for professional development in education. Washington, DC: Albert Shanker Institute. 29 Shonkoff, J.P., & Phillips, D.A. (Eds.) (2000). From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academy Press. 30 Raver, C. (2002). Emotions matter: Making the case for the role of young children's emotional development for early school readiness. SRCD Social Policy Report, 16 (3). Ann Arbor, MI: Society for Research in Child Development. 31West, J., & Denton, K. (2002). Early Childhood Longitudinal Study-K. 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Special Issue. Early Childhood Research Quarterly, 13 (1). 35 Bowman, B.T., Donovan, S., & Burns, M.S. (Eds). (2001). Eager to learn: Educating our preschoolers. Washington, DC: National Academy Press. National Research Council. (1998). Preventing reading difficulties in young children. Snow, C.E., Burns, M.S. Burns, & Griffin, P. (Eds.). Washington, DC: National Academy Press. National Research Council. (1998b). Educating language-minority children. Committee on Developing a Research Agenda on the Education of Limited English Proficient and Bilingual Students. D. August and K Hakuta (Eds), Board on Children, Youth, and Families. Commission on Behavioral and Social Sciences Education. Washington, DC: National Academy Press. Shonkoff, J.P., & Phillips, D.A. (Eds.). (2000). From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academy Press. 36 National Association for the Education of Young Children & National Association of Early Childhood Specialists in State Departments of Education. 1991. Guidelines for appropriate curriculum content and assessment in programs serving children ages 3 through 8. Young Children 46 (3): 21-38. National Association of Early Childhood Specialists in State Departments of Education. (2000). Still unacceptable trends in kindergarten entry and placement. Springfield, IL: Author. National Association of Elementary School Principals. (1990). Early childhood education: Standards for quality programs for young children. Alexandria, VA: Author. National Association of State Boards of Education. (1988). Right from the start. Report of the National Task Force on School Readiness. Alexandria, VA: Author. 37 Pianta, R. C., & Cox, M. J. (1999). The transition to kindergarten. Baltimore, MD: Paul H. Brookes. 38 National Association for Elementary School Principals (2001). Leading learning communities: What principals should know and be able to do. Alexandria, VA: Author. 39 National Association for the Education of Young Children & National Association of Early Childhood Specialists in State Departments of Education. 1991. Guidelines for appropriate curriculum content and assessment in programs serving children ages 3 through 8. Young Children 46 (3): 21-38. 40 National Association for the Education of Young Children (1998). NAEYC code of ethical conduct and statement of commitment (Revised 1997). Washington, DC: Author. 41 Bowman, B.T., Donovan, S., & Burns, M.S. (Eds). (2001). Eager to learn: Educating our preschoolers. Washington, DC: National Academy Press. 42 Bredekamp, S., & Copple, C. (Eds.) (1997). Developmentally appropriate practice in early childhood programs (Revised ed.). Washington, DC: NAEYC. National Association for the Education of Young Children & National Association of Early Childhood Specialists in State Departments of Education. 1991. Guidelines for appropriate curriculum content and assessment in programs serving children ages 3 through 8. Young Children 46 (3): 21-38. Bredekamp, S., & Rosegrant, T. (Eds.) (1995). Reaching potentials: Transforming early childhood curriculum and assessment. Volume 2. Washington, DC: NAEYC. 43 Meisels, S., & Atkins-Burnett, S. (2002). The elements of early childhood assessment. In J. P. Shonkoff & S. J. Meisels (Eds.) Handbook of early childhood intervention (pp. 231-257). New York: Cambridge University Press. 44 National Association for the Education of Young Children & National Association of Early Childhood Specialists in State Departments of Education. 1991. Guidelines for appropriate curriculum content and assessment in programs serving children ages 3 through 8. 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Position statement on early childhood assessment. Bethesda, MD: Author. 49 Shepard, L., Kagan, S.L., & Wurtz, E. (1998). Principles and recommendations for early childhood assessments. Washington, DC: National Education Goals Panel. 50 National Association for the Education of Young Children (1998). NAEYC code of ethical conduct and statement of commitment (Revised 1997). Washington, DC: Author. 51 Bowman, B.T., Donovan, S., & Burns, M.S. (Eds). (2001). Eager to learn: Educating our preschoolers. Washington, DC: National Academy Press. Campbell, F. A., Ramey, C. T., Pungello, E. P., Sparling, J., & Miller-Johnson, S. (In press). Early childhood education: Young adult outcomes from the Abecedarian Project. Applied Developmental Science. Peisner-Feinberg, E.S., and others. 1999. The children of the cost, quality, and outcomes study go to school. Executive summary. Chapel Hill: University of North Carolina, Chapel Hill. 52 National Association for the Education of Young Children. (1998). 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Washington DC 20036 (202) 232-8777 || (800) 424-2460 || webmaster@naeyc.org Early Education Experts Issue Guidelines for Assessment and Curriculum New Recommendations for Programs for Children from Birth through Age 8 Chicago, November 6, 2003 - The nation's two leading early childhood education organizations have issued new guidelines for assessment and curriculum in programs for young children, as well as for evaluation of those programs. The position statement approved this week by the National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE), builds on information from the leading early childhood experts and the latest research in child development and learning. The position statement is designed to be a guide for teachers and programs for children from birth through 8 years - including child care, preschool, kindergarten and elementary school - as well as for policymakers, school administrators, and the public. "Effective and appropriate assessment is a crucial step to improving early childhood education, but there are a lot of misconceptions about how assessment should work," said NAEYC President Jane Wiechel. "With all the calls for assessment of young children and early education programs, it's important to ensure that assessments are designed and applied properly. We need appropriate assessments and program evaluations to get information that will help us raise the quality of early education programs and improve early learning experiences for young children." The new guidelines update a position statement issued by the two organizations in 1991 and respond to a variety of changes that have occurred in early childhood education since then, including: • • • • Greater knowledge of the benefits of well-planned systems of curriculum and assessment; More focus on subject matter content in curriculum for children below kindergarten age; More children from culturally and linguistically diverse backgrounds, and more children with disabilities; and State mandates for programs to select curricula or curriculum models with specific characteristics, and to use assessments of young children as part of accountability systems. "There is much greater recognition today that the early years are learning years, and that means higher expectations, among parents, policymakers and others," said NAECS/SDE President Lindy Buch. "These guidelines are designed to help decision-makers develop appropriate curriculum for young children, and to connect curriculum to effective assessments and program evaluations." The joint position statement is not a prescription of a specific curriculum or strategy for assessment. Instead, it provides a series of recommendations and indicators of effectiveness in areas including curriculum, child assessment, screening, and program evaluation/accountability. The recommendations include: • • • • • • All assessment must lead to benefits for children, families and programs; Assessment instruments must meet accepted professional standards of validity and reliability; Assessment must respond to culturally and linguistically diverse communities and to the special needs of children with disabilities; Content and implementation of early childhood curriculum should be based on sound research and organizing principles about young children's learning and development; Curriculum goals should address both developmental and academic content; and Curriculum should be regularly reassessed regarding its effects on classroom practices and desired results for children. The National Association of Early Childhood Specialists in State Departments of Education is a national organization for state education agency staff members with major responsibilities in the field of early childhood education. The Association promotes quality services to young children and their families through improvement of instruction, curriculum, and administration of programs. The National Association for the Education of Young Children is the largest organization of early childhood educators and others dedicated to improving the quality of early education programs for children from birth through age 8. © National Association for the Education of Young Children—Promoting excellence in early childhood education 1509 16th St. N.W. Washington DC 20036 (202) 232-8777 || (800) 424-2460 || webmaster@naeyc.org Additional NAEYC Articles Early Childhood Curriculum, Assessment, and Program Evaluation Position Statement NAEYC http://www.naeyc.org/about/positions/pdf/CAPEexpand.pdf Promoting the Use of Content Standards: Recommendations for Teacher Educators View Point, NAEYC Journal http://www.journal.naeyc.org/...00303/PromotingStandards.pdf Responding to Linguistic and Cultural Diversity NAEYC Position Statement (full text) http://www.naeyc.org/about/positions/pdf/PSDIV98.PDF Arizona Resources There are many quality resources for children and families in Arizona and within your community. This is not an all inclusive list; this is a starting point. Arizona Department of Education, Early Childhood Education Unit www.ade.az.gov/earlychildhood Arizona Department of Health Services, Office of Child Care Licensure http://www.hs.state.az.us/ Arizona Child Care Resource and Referral http://arizonachildcare.org Arizona Child Care Association www.azcca.org Arizona’s Children Association http://www.arizonaschildren.org/links_topic.asp Arizona Early Intervention Program (DES/AzEIP) http://www.de.state.az.us/azeip ALLAzEIP@mail.de.state.az.us Arizona Promising Practices http://www.azpromisingpractices.com/archive.html Arizona School-Age Coalition http://www.azsac.org/ Association for Supportive Child Care (Apache, Coconino, Gila, Maricopa, Mohave, Navajo, Pinal or Yavapai counties) 480.449.1680 (Maricopa County) 1.800.905.4389 (outside Maricopa county) Tempe, AZ http://www.asccaz.org/ Child and Family Resources, Inc (Cochise, Graham, Greenlee, La Paz, Pima, Santa Cruz or Yuma counties) 520.323.4283 (Pima county) 1.800.905.4389 (outside Pima county) Tucson, AZ http://www.Childfamilyresources.org Children’s Action Alliance www.azchildren.org Child Find http://www.ade.az.gov/ess/ChildFind/CfHome/asp School Readiness Board (School Readiness Resources) http://www.azgovernor.gov/cyf/school_readiness/Resources.html Special Needs Screening To Assessment Resource www.ade.az.gov/earlychildhood/downloads/ScreeningtoAssessmentmanual.pdf Individual Education Plan Manual www.ade.az.gov/ess/AZTAS/iep.pdf An Administrator’s Guide to Preschool Inclusion www.fpg.unc.edu/products/product_detail.cfm?apubsID=198 Mountain Plains Regional Resource Center http://www.usu.edu/mprrc/infoserv/cop-PartB-LRE.cfm National Early Childhood Technical Assistance Center http://www.nectac.org/inclusion/keyresources/keyresources.asp Office of Special Education Programs (OSEP) http://www.ed.gov/about/offices/list/osers/osep/index.htm1?src=mr Wrightslaw www.wrightslaw.com Child Care About http://childcare.about.com/ After School Alliance http://www.afterschoolalliance.org Better Baby Care Campaign www.betterbabycare.org Child Care Exchange http://www.childcareexchange.com National Child Care Information Center http://nccic.org National Network for Child Care http://www.nncc.org Family/Parents Clearinghouse on Early Education and Parenting (Articles in English and Spanish) http://ceep.crc.uiuc.edu/poptopics.html Family Support America http://www.familysupportamerica.org/ Home Schooler Network http://www.homeschoolernetwork.com Kid Source On line http://www.Kidsource.com Net Family News (Links to Family Resources) http://netfamilynews.org/links.htm Parents Action for Children http://iamyourchild.org/ Parent Education Resources http://www.parent-education.com/index.html PBS Parents http://pbs.org/parents/ Pediatric Parenting http://www.keepkidshealthy.com/ PTA (National) http://www.pta.org Web Sites with Comprehensive Education Links Ask Evelyn http://www.askevelyn.com/links.htm Administration for Children and Families Head Start Bureau http://www2.acf.dhhs.gov/programs/hsb/ Discovery School http://school.discovery.com/schrockguide/index.html Earlychildhood.com http://www.earlychildhood.com/Links/index.cfm Early Childhood Education Web Guide http://www.ecewebguide.com/ Early Childhood Educators’ and Family Web Corner Http://users.stargate.net/~cokids/teacher.html Early Childhood Links http://www.earlychildhoodlinks.com/teachers/ Education Links http://education.bjbarton.com/links Education World http://www.education-world.com Federal Resources for Educational Excellence http://www.ed.gov/free/index.html Google Directory http://directory.google.com/alpha/Top/Reference/Education/Kthrough12/ National Center for Family Literacy http://www.famlit.org/ National Governors Association http://www.nga.org/center/ PBS Teacher Source http://www.pbs.org/teachersource/prek2.htm Pre-K Fun http://www.prekfun.com/ Preschool Education.com http://www.preschooleducation.com Teachers’ Top Sites http://www.americanteachers.com/topsites/index.php?a_m=1 The Activity Idea Place http://www.123child.com The Teacher’s Guide http://www.theteachersguide.com Yahoo Education Directory http://dir.yahoo.com/Education/ Multicultural Education Center for Research on Education, Diversity and Excellence http://www.crede.org Multicultural Education Resource Directory Oregon Department of Education (COMPREHENSIVE directory organized by resource topics with individual listings under each topic.) http://www.ode.state.or.us/teachlearn/specialty/multiculturaled/multieddirectory03.doc National Association for Multicultural Education http://nameorg.org/ Organizations Arizona Association for the Education of Young Children Affiliate Chapters of AzAEYC Central Arizona AEYC Southern Arizona AEYC Northern Arizona AEYC Yuma County AEYC Valley of the Sun AEYC http://www.azaeyc.org/ Association for Childhood Education International (ACEI) http://www.acei.org/ National Association for the Education of Young Children (NAEYC) http://www.naeyc.org/ National Black Child Development Institute (NBCDI) http://www.nbcdi.org/ Teacher Magazines Early Childhood Today www.scholastic.com/earlychildhoodtoday NAEYC Journal http://www.journal.naeyc.org/ Pre-K Now Newsletter http://www.preknow.org Teachers Guide http://www.theteachersguide.com/magazines.html Research Center for the Improvement of Early Reading Achievement http://www.ciera.org/links/index.html Council of Chief State School Officers http://www.ccsso.org Education Commission of the States http://www.ecs.org/html/links/ECSWeb_links.asp Education Planet http://www.educationplanet.com/search/Education/EarlyChildhoodeducation Education Resources Information Center http://www.eric.ed.gov National Institute of Early Education Research (NIEER) http://nieer.org National Center for Early Development and Learning http://www.fpg.unc.edu/~ncedl/pages/sites.cfm Regional Educational Laboratories http://www.relnetwork.org AZ Early Learning Standards 4-2005 Resources 1 PLAN FOR CCDF SERVICES IN ARIZONA FOR THE PERIOD 10/1/09 – 9/30/11 CHILD CARE AND DEVELOPMENT FUND PLAN FOR ARIZONA FFY 2010-2011 ATTACHMENT 5.2.3 MATERIALS DEVELOPED TO SUPPORT IMPLEMENTATION OF THE GUIDELINES