Articles of Incorporation Florida Template by oqb20829

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									AGENCY FOR WORKFORCE INNOVATION
Office of Early Learning




        Early Learning Coalition Plan
          Guidance and Instruction
                 Workbook


                      A Publication of the
                Florida Office of Early Learning,
                Agency for Workforce Innovation

                         February 2006
                                 TABLE OF CONTENTS

INSTRUCTION AND GUIDANCE                                           Pg. 3

PART 1 COALITION IDENTIFICATION AND INFORMATION                    Pg. 6

PART 2 COMMUNITY PLAN

    Section 1     Vision                                           Pg. 7
    Section 2     Mission                                          Pg. 7
    Section 3     Community Needs Assessment                       Pg. 7
    Section 4     Coalition Priorities                             Pg. 8

PART 3 COALITION GOVERNANCE

    Section 1     Coalition Governance

           0.1    Board Membership                                 Pg. 9
           0.2    Bylaws and Articles of Incorporation             Pg. 9
           0.3    Board and Personnel Complaints                   Pg. 11

PART 4 PROGRAM ELEMENTS

    Section 1     Program Administration

           1.1    Support Services                                 Pg. 11
           1.2    Single Point of Entry and Unified Waiting List   Pg. 12
           1.3    Eligibility and Enrollment Process               Pg. 13
           1.4    VPK and School Readiness Verification of
                  Attendance Procedures                            Pg. 16
           1.5    Payment Rates                                    Pg. 17
           1.6    Sliding Fee Scale                                Pg. 17
           1.7    Extended Day and Extended Year Services to
                  Support Self-sufficiency                         Pg. 18
           1.8    Provider Eligibility                             Pg. 18
           1.9    Program and Service Evaluation                   Pg. 20
           1.10   Grievance Policies                               Pg. 22

    Section 2     Community Coordination

           2.1    School-age Child Care                            Pg. 23
           2.2    Coordination with Public Schools                 Pg. 23



                                             1
       2.3   Coordination with the Department of Children and Families        Pg. 23
       2.4   Coordinated Staff Development and Training                       Pg. 23
       2.5   Collaboration and Coordination of Services with Other Entities   Pg. 24

Section 3    Processes with Parents

       3.1   Consumer Education                                               Pg. 25
       3.2   Choice of Settings and VPK Provider Profiles                     Pg. 25
       3.3   Parent Access                                                    Pg. 26
       3.4   Parent Involvement and Skill-building                            Pg. 27
       3.5   Family Support Services                                          Pg. 27
       3.6   Unique Population Groups                                         Pg. 28

Section 4    Processes with Providers

       4.1   Health Screening                                                 Pg. 28
       4.2   Age-appropriate Screening and Assessment                         Pg. 29
       4.3   Developmentally Appropriate Curriculum                           Pg. 31
       4.4   Confidentiality of Records                                       Pg. 32

Section 5    Quality Activities and Services

       5.1   Quality Activities                                               Pg. 32
       5.2   Discretionary Funds Related to Early Learning
             Resource and Referral and School-age Care                        Pg. 33
       5.3   Discretionary Funds Activities Related to Infant
             and Toddler Early Learning                                       Pg. 33
       5.4   Discretionary Funds Related to Quality Expansion                 Pg. 34




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Intent       This guidance document is intended to be used in combination with the EARLY
             LEARNING COALITION PLAN TEMPLATE to provide direction in developing a
             coalition’s Early Learning Plan.

Submission   Coalitions must send an electronic version of the Plan document no later than the close of
of Early     business on the date indicated:
Learning
Plan                                 May 1, 2006 for all unmerged coalitions
                          September 1, 2006 for all coalitions merged after January 2005

             Send an electronic version of the Coalition Plan to the person named below. In addition,
             one (1) original Plan document and four (4) copies must be sent to the Office of Early
             Learning and must be post marked no later than the date referenced above. The original and
             copies must be mailed to:
                                              Office of Early Learning
                                 Attention: Anne Cahn, Program Services Manager
                                         107 E. Madison Street, MSC # 140
                                                   P.O. Box 7416
                                            Tallahassee, FL 32399-4143
                                             Anne.Cahn@awi.state.fl.us
                                       cc: Michele.DiMonaco@awi.state.fl.us

Plan         Plans must be written in 12-point font, on landscaped, letter-sized paper, using:
Format
                                The OEL Plan Template for all coalitions with the May 1, 2006 turn-in
                                 date.

                                The WEB-BASED OEL Plan Template for all coalitions with the
                                 September 1, 2006 turn-in date.

             Please do not use spiral binding or large three-ring binders. Secure each copy with a clip-
             fastener.

             Within the Plan Template, all responses to questions posed must be completed in the fields
             provided.

             Coalitions must complete the Table of Contents section provided in the Plan Template.

Check        Some responses require coalitions to “check” a box. To check the appropriate box, click on
Boxes        the box next to the response that best answers the question posed.

Responses    Plan elements that require a “describe how” response need to include a step-by-step process
             that demonstrates implementation of the element. Components such as timelines,
             deliverables, and service locations are to be included in providing a response.



                                                        3
              A “No” response does not absolve a coalition’s responsibility of adhering to Federal and
              State laws.

Response      States how the criteria in a specific element will be assessed.
Assessment
                                 Information Only – the document is in place and there is no judgment
                                  made on content for the plan approval process

                                 Demonstration – assesses application of the content for the element in
                                  the plan approval process

                                 Evaluation – includes an assessment of the content for any and all
                                  submissions in the plan approval process

Plan          The Office of Early Learning will require coalitions to provide evidence of program
Validation    compliance to all affirmative responses in the plan during program monitoring.

Attach-       The directions for labeling attachments are as follows:
ments                1) State the element number such as 1.1.1
                     2) Follow the element with an alpha such as 1.1.1 A
                     3) Continue with an alpha if more than one attachment is needed such as 1.1.1 B
Hyperlinks    This document contains hyperlinks to assist in the retrieval of pertinent documents when
              using a computer with internet capabilities. To access a document, hold the computer’s
              cursor over the hyperlink (denoted in blue font) and simultaneously left click while
              depressing the Ctrl key.

Perfor-       The Agency for Workforce Innovation (AWI) will develop and adopt performance
mance         standards and outcome measures for school readiness programs (s. 411.01(4)(d)8.). These
Standards     are contained within this program guidance (referred to as criteria) and will assist coalitions
and           in meeting minimum standards established by AWI and the OEL.
Outcome
Measures      Note: Not every element contains a performance standard and outcome measure.

Current       Elements requiring identification of objectives also require a description of how the
Situation,    coalition is addressing all aspects of the element. The objective or objectives developed by
Objective,    the coalition may address one or more aspects of the element. In other words, coalitions
Activities,   should be developing objectives and tracking outcomes for at least one goal area of the
and           objective.
Outcome
              If more than one objective is developed, clearly align “Objective,” “Activities,” and
              “Outcomes” for each objective (see example below).

                      Current Situation - The present state of a program element; should be related to the
                       outcomes of the most recent plan.
                      Objective - Breaks down goals into measurable pieces, identifying your standards
                       for success and helping to quantify the achievement of a result (e.g., increase the


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        screening rate for children birth to age three in early learning programs; improve
        the time between positive screening results and receipt of follow-up services.)
       Ask these questions when developing objectives: Are our objectives realistic?
        How are we going to measure it?
        There may be a compelling reason to “maintain” current efforts rather than
        “increase” or “improve.” If sufficient evidence is provided in the community
        needs assessment, maintenance of effort is an acceptable approach. In such cases,
        the coalition remains responsible for identifying and tracking outcomes.
       Activities - Strategies, techniques, and/or services that will be used to meet
        objectives (e.g., 10 trainings on Ages and Stages will be provided; coordination
        and service tracking plan with FDLRS will be developed.)
       Outcome - Indicators that assess progress towards objective (e.g., the screening
        rate for children birth to three in early learning programs will increase from 50% to
        95%; the time between screening and receipt of follow-up evaluation (if needed)
        will decrease from an average of 60 days to an average of 45 days.)
       Coalitions are required to develop program outcomes rather than process
        outcomes. Program outcomes are benefits or changes for individuals or
        populations during or after participating in program activities.
       Coalitions may be using measurements to evaluate progress on three levels:
       o Progress toward impacting coalition-wide early childhood issues (e.g., increase
           in percentage of children that are ready for school.)

       o   Progress toward addressing target populations or needs (e.g., increase in number
           of early childhood programs offering odd-hour care near a particular
           employment site.)

       o   Progress toward meeting individual activity, program, or project goals (e.g.,
           increase in number of parents completing the Parents as Teachers program with
           documented skill increases.)

Outcomes should measure benefits for program participants during and after program
activities, such as:
         New knowledge;
         Increased skills;
         Improved conditions;
         Changed attitudes; and
         Modified behaviors




                                          5
EXAMPLE:
  Required           Current Situation                    Objectives                         Activities                     Expected Outcomes
   Element
 4.2.1 Age-    All children in licensed and        1.   Increase    screening    1.a.Incorporate         screening1. 1. 95% of children birth to
 appropriate   licensed-exempt           school         rate for infants and         requirements for infants and age five in licensed and
 screening     readiness programs that are              toddlers.                    toddlers     in      provider licensed-exempt school
               three and four years of age are                                       agreements with licensed and readiness            programs
               screened by their early learning                                      licensed-exempt programs.        receive      an       age-
               providers with the Ages and                                                                            appropriate screening.
               Stages Screening.                                                 1.b. Contact programs by 10/1 to
                                                                                     ensure screening has been
               Approximately 50% of children                                         completed.
               in licensed and licensed-
               exempt      school     readiness                                  1.c. Incorporate screening criteria
               programs that are birth to age                                        on monitoring checklist.
               three are screened by their early
               learning providers with the                                                                             2.     Agreement signed
               Ages and Stages Screening.          2.   Improve follow-up                                                   between FDLRS and
                                                        tracking for screening   2.a. Develop tracking system in            coalition for follow-up
               For those children with                  findings outside the         coordination with FDLRS.               tracking and services,
               findings       outside      the          developmental norm.                                                 and there is an average
               developmental norm, a referral                                    2.b. Assign responsibility for             of 45 days or less
               is made to FDLRS with follow-                                         tracking     to  Inclusion             between referral and
               up letters mailed in 60 days if                                       Coordinator.                           receipt of follow-up
               the coalition has not received                                                                               evaluation.
               any response from FDLRS.                                          2.c. Develop protocol for ensuring
                                                                                      follow-up evaluation has been
                                                                                      completed within 45 days.

                     The coalition shall use the above numbering system, if the coalition’s response contains
                     more than one objective.

Part 1-             Complete all applicable fields within the space provided. The OEL will use this information
Coalition           to send grant awards, grant adjustments, plan approvals, and disallowance notifications.
Identification
and                 Attest Statement: Signing the attest statement provides your coalition and OEL assurances
Information         on the accuracy of the information in the plan document as well as your commitment to the
                    proper administration of early learning programs.

Part 2-             Section 411.01(5)(c)1.g., F.S. requires a community plan to address the needs of all eligible
Com-                children. The coalition’s community plan must contain the elements listed in sections 1-4.
munity              (below)
Plan




                                                                             6
Section 1-   A vision statement describes a coalition’s futuristic picture of the ideal state of well-being
Vision       for children and families in the community.
Statement
             Consider these conditions when developing your vision statement:

                     Draw on the beliefs and environment of the organization.
                     Describe what you want to see in the future.
                     Be specific to each organization.
                     Be positive and inspiring.
                     Do not assume that the system will have the same framework as it does today.
                     Be open to dramatic modifications to current organization, methodology, teaching
                      techniques, facilities, etc.

             An example of a vision statement would be: “To be the leader in ensuring all children in
             (Any County) enter school ready and eager to learn.”

             Response Assessment: Information Only

Section 2-   A mission statement answers the question: “Why does the organization (coalition) exist?” It
Mission      is a statement of purpose and function. A mission statement:
Statement
                     Draws on your belief statements;
                     Must be future oriented and portray your organization as it will be, as if it already
                      exists;
                     Must focus on one common purpose;
                     Must be specific to the organization, not generic; and
                     Must be a short statement, not more than one or two sentences.

             An example of a mission statement would be "By providing quality programs and services,
             we empower parents to become caring, competent, responsible citizens who value their
             child’s education and see it as a lifelong process."

             Response Assessment: Information Only


Section 3-   A community assessment is basically a description of a community and its people. The
Com-         purpose is to identify the needs of a community in order to provide services appropriate to
munity       early learning and care needs.
Needs
Assessment   Data collection does not need to be extensive but should be adequate to identify needs and
             priorities to support planning decisions.

             Criteria:

             The community assessment cannot be more than three years old and must include the


                                                       7
             collection and analysis of the following information about the coalition’s service area:

                         The demographic make-up of eligible children/families and unique populations,
                          including their estimated number, geographic location, and racial and ethnic
                          composition;
                         Other child development and early learning programs that are serving eligible
                          children, including public and private programs, and the approximate number of
                          eligible children served by each;
                         Data regarding the education, health, nutrition, and social service needs of eligible
                          children and their families, including children with disabilities and special needs;
                          and
                         Resources in the community that could be used to address the needs of children
                          and their families, including assessments of their availability and accessibility.
                 
             Coalitions are strongly urged to work collaboratively with community partners to
             develop the community needs assessment. In many cases community partners (e.g.,
             Head Start, Healthy Start, Children’s Services Councils) have similar requirements
             for needs assessments.

             Response Assessment: Evaluation


Section 4-   Identify coalition priorities through information gained from completing the community
Coalition    needs assessment. Provide a brief description of the priority, which community need is
Priorities   addressed, and where in the Plan (element) this priority is addressed. Coalitions may add
             additional fields to the table provided to address all priorities.

             An example of this is shown in Figure 1.1 below:
              Priority                 Description                   Priority Addresses this Community          Element Where the Priority is
                                                                                    Need                                Addressed
                          Collaborate with providers to            Lack of extended day / extended year   1.7
                 1        increase the number of extended day /   services
                          extended year early learning and care
                          providers.
             Figure 1.1 Coalition Priorities

             Response Assessment: Information Only




                                                                          8
Part 3        Coalition Governance
Section 1     Board Operation
0.1.1         Section 411.01(5)(a)4-7, F.S., establishes requirements for coalition board membership. The
Board         following policies clarify the requirements for board membership:
Member-
ship                  OEL File # 206.01 - Early learning coalition membership;
                      OEL File # 206.02 - Appointment of private-sector business members to early
                       learning coalitions;
                      OEL File # 206.03 - Substantial financial interest in early learning programs; and
                      OEL File # 206.04 - Appointment to early learning coalitions of representatives of
                       programs for children with disabilities

              Criteria:

              Check “Yes” if the coalition adheres to the statutory and program instruction requirements,
              along with the following:

                      Board members are drawn from and are representative of all counties served by the
                       coalition;
                      Board decision-making is conducted with a quorum (s. 411.01(5)(a)8, F.S.); and
                      All board and committee meetings are noticed and conducted in accordance with
                       s. 286.011, F.S., documentation and notification requirements, including written
                       meeting minutes.

              If the coalition does not completely adhere to the statutory requirements and program
              instruction check “No” and describe how the coalition will conform to the requirements.

              Coalitions are required to use the Coalition Membership Form when submitting a copy of
              the board membership as an attachment. This form is designed to correlate to the
              requirements outlined in statutes and OEL program instructions.

              Response Assessment: Evaluation

0.2.1         Section 411.01(5)(d)4.i., F.S., requires that a coalition submit articles of incorporation and
Bylaws and    bylaws if the coalition is organized as a corporation. OEL File # 206.10 Early learning
Articles of   coalition articles of incorporation and bylaws clarifies the requirements for articles of
Incor-        incorporation and bylaws.
poration
              Criteria:

              Check “Yes” if the coalition adheres to statutory requirements, program instruction, and
              the following:



                                                        9
       The articles of incorporation and bylaws containing the minimum requirements
        established in s. 617.0202 and 617.0206, F.S.;
       Written policies or bylaws clearly delineate the responsibilities of the coalition
        board, its committees, and the executive director;
       New board members receive orientation training, including the roles and
        responsibilities of the board and executive director and sunshine law requirements;
       Board members follow a written code of ethics s. 411.01(5)(a)10, F.S.;
       Bylaws and/or operating procedures clearly define the differences in
        responsibilities of voting and non-voting board and committee members;
       Policies or bylaws that clearly delineate members’ roles in the participation in
        discussion and decisions involving early education or related services, including
        discussions about the effectiveness and quality of programs and services. (These
        roles relate to non-voting, voting and committee members who provide early
        education or related services);
       Bylaws include a parliamentary authority reference (e.g. Robert’s Rules of Order,
        Sturgis Standard Code of Parliamentary Procedure);
       All references to Florida The Partnership for School Readiness are replaced with
        Agency for Workforce Innovation, Office of early learning;
       The corporate name begins with “Early learning Coalition of” and then reflect the
        county or counties served or a name reflective of the coalition’s region;
       The counties that the coalition serves are reflected in the bylaws;
       The purpose, intent, goals, or values contained in the bylaws and articles of
        incorporation reflect the addition of the legislative charge for voluntary
        prekindergarten;
       Any reference to membership, regarding board composition, terms, and voting is in
        accordance with law and policy;
       There is a general statement that the articles of incorporation and bylaws are a part
        of the coalition’s plan and any amendments to them constitute an amendment to
        the plan;
       Articles of incorporation or bylaws contain the following references: s. 112.313, s.
        112.3135, and s. 112.3143, F.S.; and
       Amending bylaws or articles of incorporation must follow the procedures outlined
        in OEL File # 206.10.

Copies of the bylaws, articles of incorporation, and organizational chart must be
included as an attachment. If the coalition does not completely adhere to statutory
requirements or program instruction check “No.”

Response Assessment: Evaluation of bylaws and articles of Incorporation
                     Organizational chart will be for Information Only




                                         10
0.3.1        If the coalition has a process in place to address board and personnel complaints, check
Board and    “Yes.” If the coalition does not have a process in place to address board and personnel
Personnel    issues, check “No” and describe how the coalition will develop a process.
Complaints
             Response Assessment: Demonstration

Part 4       Program Elements
Section 1    Program Administration
1.1.1        Section 411.01(5)(d)4.g., F.S., requires coalitions to provide systems support services.
Support      Systems support services include an early learning resource and referral service according
Services     to the Standard Levels of Service, an eligibility determination service, a service to train
             providers, a parent support and involvement service, and a Warm-Line to provide advice to
             child care personnel concerning strategies, curriculum, and environmental adaptations that
             allow a child to derive maximum benefit from the child care experience (s. 402.3018(2),
             F.S.)

             Criteria:
             If the coalition maintains overall control of systems support services, even when they are
             provided by other entity(ies), and ensures at a minimum that the coalition and other
             entity(ies) meet the following standards:

                    The coalition has written policies that clearly delineate the responsibilities of the
                     contract manager or its designee to enforce the contract terms and conditions in
                     compliance with procurement procedures in s. 287.057(15), F.S.;
                    The coalition has written operating procedures specifying the contract management
                     system, including, but not limited to the review and approval of the contract
                     documents, amendments and invoices s. 287.057(19), F.S.;
                    All coalition contracts’ and sub-contracts’ provisions comply with s. 287.058, F.S.
                     and the coalition’s Grant Terms and Conditions;
                    The contract manager’s file is maintained for a period of five years following
                     contract closeout or resolution of pending action (e.g., legal, audit, etc.), whichever
                     is later under the Grant Terms and Conditions;
                    For every approved contract, an authorized signatory has signed the required
                     documents as required by the Grant Terms and Conditions;
                    The contract file contains all documentation and information regarding the
                     contract;
                    The contract manager, or its designee has the authority to procure for commodities
                     and services in compliance with s. 287.057(15), F.S.;
                    The contract manager maintains thorough documentation of the coalition’s
                     procurement process and policies as required in ch. 287, F.S. and OMB circular A-
                     122; and




                                                       11
                    Procurement files contain all procurement documentation required by s. 287.057,
                     F.S.
            Check “Yes”.
            If the coalition does not completely adhere to statutory requirements check “No.”

            Complete the table in the plan template to indicate whether the coalition, or another entity(ies)
            through contractual agreement with the coalition, provides system support services.

            Response Assessment: Evaluation

1.2         Single Point of Entry and Unified Wait List – In order to answer “Yes” to any of the
            below elements the coalition at a minimum must ensure:

                    It has acquired (either directly as coalition staff or indirectly through contract) the
                     services of an information technology (IT) security officer or system administrator
                     (s. 119.07, F.S.);
                    Appropriate measures are in place to ensure the validity, accuracy, and
                     completeness of all school readiness data, especially those in EFS; and
                    Electronic and hard copy information is protected against destruction or
                     modification, and unauthorized disclosure or use.

1.2.1       Coalitions are required to use the statewide single point of entry and unified wait list system
Unified     established by AWI (s. 411.01(5)(c)1.e.,F.S.). Rules established by the OEL require
Wait List   coalitions to utilize a waiting list as a management tool for filling available early learning
            slots.

            The Single Point of Entry system allows parents to apply for school readiness programs at
            various locations in person, via telephone, or through an internet website. (s.
            411.01(5)(c)1.e., F.S.)

            The Unified Wait List is a system used to track eligible children waiting for enrollment in
            school readiness programs. (s. 411.01(5) (c)1.e., F.S.)

            By checking “Yes,” the coalition attests to appropriately using the statewide single point of
            entry and unified wait list system established by AWI. If a coalition does not appropriately
            use the statewide single point of entry and unified wait list system established by AWI,
            check “No” and describe how the coalition will conform to the requirement.

            Response Assessment: Evaluation




                                                       12
1.2.2         The application process for a child participating in the VPK Program must be completed
VPK-Single    and submitted through the single point of entry. (s. 1002.53(4)(a), F.S.)
Point of
Entry         By checking “Yes,” the coalition attests that parents apply for early learning services
              through the single point of entry. If the coalition uses other points of entry, check “No” and
              describe how the coalition will conform to the single point of entry requirement.

              Response Assessment: Evaluation

1.3           Eligibility and Enrollment Process
1.3.1         Eligibility priority requirements for participation in early learning programs are addressed
Eligibility   in s. 411.01(6), F.S., and that:
Priority
              Criteria:

              At a minimum, the coalition must:

                      Have appropriate eligibility determination documentation in the client file pursuant
                       to OEL File # 504.01;

                       o   Required documentation to verify proof of age;
                       o   When applicable, a current Florida Department of Children and Families
                           (DCF) or Work-source Child Care Application and Authorization referral;
                           and
                       o   A current Eligibility and Enrollment application form is complete and accurate
                           for the following sections:

                                 Section I-Eligibility
                                 Section II-Eligibility Determination date and follow-up review
                                  information
                                 Section III-Parent/Guardian identifying information
                                 Section IV-Child (Children) Requiring Care

                                  Billing group has been determined by specific code definitions and/or
                                   referrals
                                  Parent fee and full-time/part-time rate

                                 Section V-Purpose for Care
                                 Section VI-Signatures-Required signatures completed. (BG1-13, foster
                                  child, or BG1-14R, relative care, may not have a parent signature due to
                                  circumstances surrounding the child’s removal from home.)

                      The coalition ensures that other critical information is accurate and up-to date:

                       o   Each child’s legal name and identification number (Social Security Number or


                                                        13
             an EFS pseudo number) have been appropriately entered and completed;
        o The notice of eligibility determination (or redetermination) is current;
        o Eligibility determination is timely (i.e., completed within 10 days for
             protective service/workforce children referral date and within the referral’s
             documented authorization of care date), or exceptions are documented;
        o The notice of termination (if applicable) is current and complete;
        o Documentation to clearly delineate the termination of services, reason, and
             effective date;
        o Case notes generated using the EFS system (or eligibility specialist’s notes)
             reflecting current eligibility process and/or status;
        o Complete parent information, including identification verified with a copy of
             official ID;
        o Verification of Employment and Family Income Form, except for families
             providing written referrals by DCF or Workforce Development; and
        o Written waiver or reduction of fees is documented and placed in the client’s
             file.
       If applicable, the coalition has written policies and procedures to ensure that newly
        enrolling, non-priority children receive school readiness services only after all
        identified priority children have been served.
       Coalitions have policies and procedures in place to assist eligible families with
        determining their needs and identifying community resources during the event of a
        disaster.

Other provisions addressing eligibility requirements for participation in early learning
programs are addressed in Rules:

       60BB-4.200 - General Eligibility Provisions.
       60BB-4.201 -Eligibility for Children at Risk of Abuse or Neglect.

       60BB-4.202 - Eligibility for Children at Risk of Welfare Dependency.
       60BB-4.203 - Eligibility for Children in Working Families Who’s Income Does
        Not Exceed 150 Percent of the Federal Poverty Level.
       60BB-4.204 - Eligibility for Three-and Four-year-old Children Who May Not be
        Economically Disadvantaged But Who Have Been Served in a Specific Part-time
        or Combination of Part-time Exceptional Education Programs With Required
        Special Services, Aids, or Equipment, and Were Previously Reported for Funding
        Part Time With the Florida Education Finance Program as Exceptional Students.
       60BB-4.205 - Economically Disadvantaged Children, Children with Disabilities,
        and Children at Risk of Future School Failure, From Birth to Four (4) Years of
        Age, Who are Served at Home Through Home Visitor Programs and Intensive
        Parent Education Programs Such as the Florida First Start Program.
       60BB-4.206 - Eligibility for Children Who Meet Federal and State Requirements
        for Eligibility for the Migrant Preschool Program but Who do not Meet the Criteria


                                         14
                       of Economically Disadvantaged.
                      60BB-4.207 - Eligibility for Children in the Relative Caregiver Program.
                      60BB-4.209 - Re-determination of Eligibility for Financial Assistance.


               By checking “Yes,” the coalition attests to adhering to eligibility priorities established in
              statute, rule and policy. If a coalition does not completely adhere to eligibility priorities
              established in statute, rule, and policy, check “No” and describe how the coalition will
              conform to the requirement.

              Response Assessment: Evaluation

1.3.2         In order to meet early learning and care community needs and after giving priority for
Eligibility   service to any priority eligibility categories established by the Legislature, a coalition’s plan
Priority      may include a prioritization of the remaining eligibility categories included in s. 411.01(6),
Categories    F.S.

              If the coalition has established additional eligibility priorities, check “Yes” and include the
              priorities as an attachment. If the coalition has not established additional eligibility
              priorities, check “No.”

              Criteria for priorities must link to the coalition’s community needs assessment (see Part 2-
              Section 4.)

              Response Assessment: Demonstration

1.3.3         60BB-8.200 Determining child eligibility for the VPK program defines the requirements for
VPK           eligibility documentation in the VPK program.
Deter-
mination of   Criteria:
Eligibility
              Check “Yes” if     the coalition adheres to the requirements of this program instruction
              including:

                      The coalition does not limit the number of children enrolled in the VPK program
                       (allowing for s. 402.301-402.319, F.S.)
                      The coalition ensures that parents receive eligibility certificates at the parent
                       consultation pursuant to OEL File # 510.02.

              If the coalition does not completely adhere to the requirements of this program instruction,
              check “No” and describe how the coalition will conform to the requirement.

              Response Assessment: Evaluation




                                                         15
1.3.4          60BB-8.200 Enrollment of children in the VPK program defines the requirements for
Enroll-        enrollment in the VPK program.
ment in
VPK            Criteria:

               Check “Yes” if the coalition has developed these procedures including:

                     Establishing a process for registering and enrolling children in VPK whether
                      through direct services or through a contract;
                     Requiring that a file be maintained for each child receiving VPK services and
                      minimum must contain:

                      o    Parent application ( Form AWI-VPK 01)
                      o    Certificate of Eligibility (Form AWI-VPK 02) – documenting provider ID
                           number
                      o    Age eligibility documentation
                      o    Documentation of where the child resides

                      Ensuring that a parent consultation has taken place for each child enrolling in VPK
                       pursuant to OEL File # 510.02.

               Check “Yes,” and include these procedures as an attachment. If the coalition has not
               completely developed these procedures, check “No” and describe how the coalition will
               conform to this requirement.

               Response Assessment: Demonstration

1.4.1          Attendance reporting requirements for the VPK Program are stipulated in s. 1002.71(6)(b),
VPK            F.S. OEL File # 510.04 Documenting and certifying student attendance in the VPK
Verification   program provides direction on recording daily attendance of children in the VPK Program.
of
Attendance     Criteria:
Procedures
               Check “Yes” if the coalition adheres to the requirements addressed in statute and program
               instruction including written procedures that address:

                      Ensures the validity, accuracy, and completeness of all child and provider data;
                      Pays providers in accordance with the uniform attendance policy as required in
                       OEL File # 510.03;
                      Except as allowed by s. 1002.71(4), F.S., the coalition verifies that no child
                       receives funding for more than one full-time equivalent student (FTE) as specified
                       in s. 1002.71(2), F.S.;
                      Requires that the VPK provider gives the parent the attendance and provider’s



                                                       16
                     policies when the parent enrolls with that provider;
                    Ensures that the parent of each VPK child has verified his/her child’s attendance
                     monthly and has completed a certificate of parent choice; (Form AWI-VPK-03S)
                     or (Form AWI-VPK-03L);
                    Procedures are in place to review the original attendance forms against the certified
                     child attendance in accordance with OEL File # 510.04;
                    Verifies that the provider is not paid for student absences beyond the allowed
                     number (15% or 20% of program day) in accordance with OEL File # 510.03; and
                    Requires that a provider submit documentation specifying reasons for removing a
                     child from the VPK program. OEL File # 510.029


            If the coalition does not completely adhere to the requirements addressed in statute and
            program instruction, check “No” and describe how the coalition will conform to the
            requirement.

            Response Assessment: Evaluation

1.5.1       Coalitions are required to establish payment rates that encompass all programs funded by
Payment     the coalition, take into consideration the most current market rate survey, and must include
Rates       the projected number of children to be served. Program instructions OEL File # 400.02
            Market-rate survey provides additional directions on establishing payment rates.

            Attach a copy of the coalition’s payment rates that meets all the requirements addressed
            in statute and program instructions.

            Response Assessment: Evaluation

1.6.1       45 CFR 98.42 requires that the coalition’s sliding fee scale is based on income and size of
Sliding     the family and may be based on other factors (60BB 4.400) as appropriate.
Fee Scale
            Program instruction, OEL File # 400.01 Federal poverty guidelines, provides additional
            directions on establishing a sliding fee scale.

            If the coalition uses factors in addition to income and the size of family to determine the
            cost of care check “Yes,” and describe any additional factors used. If the coalition does not
            use additional factors to determine the cost of care, check “No.” Attach a copy of the
            Coalition’s sliding fee scale.

            Response Assessment: Evaluation




                                                      17
1.7.1         Section 411.01(5)(c)1.b.,F.S., requires that school readiness programs must provide
Extended-     extended-day and extended-year services to the maximum extent possible to meet the needs
Day           of parents who work.
and
Extended-     Criteria:
Year
Services      At a minimum, the coalition must:
to Support
Self-                 Describe how it will provide, coordinate, and increase the availability of
sufficiency            extended day and extended year services; and
                      Provide a measurable Objective(s) that directly correlates to extended-day and
                       extended-year services, along with Current Situation, Activities, and
                       Outcome(s) that assess whether the objective was achieved.


              Response Assessment: Evaluation

1.8.1         Section 1002.55(3), F.S., and Form AWI-VPK 10 STATEWIDE PROVIDER
Provider      REGISTRATION APPLICATION addresses criteria for provider eligibility for
Eligibility   participation in the VPK program. Coalitions are required to adhere and verify these
              requirements before deeming a provider eligible to provide the VPK program.

              Criteria:

              If the coalition adheres to provider eligibility verification requirements including:

                      Establishing a system for processing provider applications that includes written
                       policies and procedures:

                       o   A completed provider application (Form AWI-VPK 10).
                       o   Class registration application (Form AWI-VPK 11) with information for each
                           VPK Class.

                      Ensuring that private prekindergarten providers are eligible and appropriately
                       registered with the coalition. The coalition has documentation that each provider or
                       school has executed a provider agreement as required in OEL File # 508.04;

                       o   Is accredited by an accrediting association that is a member of the National
                           Council for Private School Accreditation (http://www.ncpsa.org), the
                           Commission on International and Trans-Regional Accreditation
                           (http://www.citaschools.org), or the Florida Association of Academic
                           Nonpublic Schools (http://www.faans.org);
                       o   Holds a current Gold Seal Quality Care designation; or
                       o   Is a licensed child care provider and demonstrates to the early learning
                           coalition that the provider meets the VPK program requirements, including,


                                                         18
        but not limited to, credentials and background screenings of instructors,
        minimum and maximum class sizes, director credentials, and developmentally
        appropriate curriculum.

   Complies with curriculum requirements set out in s. 1002.67(2), F.S. (DOE
    establishes a list of acceptable curricula for providers on probation);
   Uses the curriculum that was indicated on Form (AWI-VPK 10);

   Ensuring that each amendment to the provider agreement (Form AWI-VPK 20 is
    provided in writing, dated, signed by both the coalition and the provider or school
    and approved by AWI as required in OEL File # 508.04;
   Ensuring that a provider’s school year VPK program meets the requirements listed
    below (OEL File # 520.01 and 520.02):

    o   Offers at least 540 instructional hours.
    o   Maintains VPK classes with at least 4 children and no more than 18 children
        (however, providers may not exceed their licensed capacity).
    o   Has a prekindergarten director credential (or a child care director credential, if
        completed before October 1, 2006).
    o   Has a developmentally appropriate curriculum.
    o   Has, for each VPK class, at least one VPK instructor who:

            Holds, at a minimum, a Child Development Associate (CDA) credential
             issued by the National Credentialing Program or a credential approved by
             the Department of Children and Families as being equivalent to or
             greater than the national credential; AND who completes a 5-hour
             emergent literacy training course (or the Department of Children and
             Families' 5-hour training in early literacy and language development, if
             completed before April 1, 2005); or

            Holds one of the following educational credentials:

              A bachelor's or higher degree in early childhood education,
               prekindergarten or primary education, preschool education, or family
               and consumer science;
              A bachelor's or higher degree in elementary education, if the
               prekindergarten instructor has been certified to teach children any age
               from birth through 6th grade, regardless of whether the instructor's
               educator certificate is current;
              An associate's or higher degree in child development;
              An associate's or higher degree in an unrelated field, at least 6 credit
               hours in early childhood education or child development, and at least
               480 hours of experience in teaching or providing child care services
               for children any age from birth through 8 years of age; or


                                     19
                   An educational credential approved by the Department of Education
                    as being equivalent to or greater than an educational credential
                    described above.

        o    Has, for each VPK class of 11 or more children, at least one additional
             instructor who is not required to have a CDA credential or complete an
             emergent literacy training course.
        o    Employs instructors of good moral character.
        o    Completes background screening (Level 2 screening in s. 435.04, F.S.) for all
             instructors.

       Ensuring that a provider’s summer VPK program meets the requirements listed
        below:

        o    Offers at least 300 instructional hours;
        o    Offers the program between May 1 and the start of the school year in August
             or September;
        o    Delivers the program to children no earlier than the summer before the school
             year for which the children are eligible to enter kindergarten;
        o    Maintains VPK classes with at least 4 children and no more than 10 children
             (however, providers may not exceed their licensed capacity);
        o    Has a developmentally appropriate curriculum; and
        o    Has, for each VPK class, an instructor who holds a valid Florida Educator
             Certificate or has one of the following credentials:

               A bachelor's or higher degree in early childhood education,
                prekindergarten or primary education, preschool education or family and
                consumer science; or
               A bachelor's or higher degree in elementary education, if the
                prekingergarten instructor has been certified to teach children any age
                from birth through 6th grade, regardless of whether the instructor's
                educator certificate is current.

       Requiring that a provider has executed a provider agreement (Form AWI-VPK 20)
        before the provider is paid for services.

check “Yes,” and describe the process. If the coalition does not completely adhere to
provider eligibility verification requirements, check “No,” and describe how the coalition
will conform to the requirement.

Response Assessment: Demonstration




                                        20
1.9.1         Section 1002.75(2)(e), F.S. verifying the compliance of private voluntary prekindergarten
VPK           providers and removing providers from eligibility to deliver the program due to non-
Program       compliance or misconduct as provided in s. 1002.67, F.S.
and Service
Evaluation    Criteria:

              The coalition has a monitoring process to ensure that providers are (1) maintaining required
              documentation on children and staff, (2) fulfilling their obligations as outlined in their
              provider agreement, and (3) implementing effective VPK programs. This process includes:

                     A provider monitoring schedule;
                     Verification that the provider allows the monitor reasonable access to records;
                     Documentation that the provider is aware of the monitoring findings and is given
                      an opportunity to respond and take corrective action; and
                     Monitoring reports that include findings and recommendations to ensure
                      compliance and timely improvement of program effectiveness.

              The coalition requires every provider to certify that the curriculum used addresses each of
              the VPK performance standards adopted by DOE as certified on Form AWI-VPK 10.

              If the coalition has a monitoring process for all VPK providers check “Yes” and provide a
              sample of that monitoring process as an attachment. If the coalition does not have a
              monitoring tool or process for all VPK providers, check “No” and describe how the
              coalition will conform to the requirement.

              Response Assessment: Evaluation

1.9.2         Coalitions are required to evaluate the effectiveness of the school readiness programs. (s.
School        411.01(5)(g), F.S.):
Readiness
Program       Criteria:
and Service
Evaluation           The board and executive director have input into the development of essential
                      programmatic elements contained in the coalition’s early learning plan, including
                      child assessment activities, curriculum issues for providers, sub-contractor
                      recipients and monitoring processes, family support services, service priorities,
                      professional development for providers, and quality initiatives.
                     The board reviews progress toward its outcome at least annually, and, if necessary,
                      amends its priorities and coalition plan to reflect changes in community assessment
                      needs, child/family needs, or board direction.
                     The board annually assesses the progress the coalition has made toward achieving
                      the objectives, initiatives, and outcomes.



                                                       21
                    Instructional staff who have completed the training course as required in s.
                     402.305(2)(d)1., as well as staff who have additional training or credentials as
                     required by the Agency for Workforce Innovation. The plan must provide a
                     method for assuring the qualifications of all personnel in all program settings.
                     (s. 411.01(5)(d)4.c., F.S.)
                    Coalitions will conduct regular program evaluations of providers to assess
                     performance of:

                     o   Licensure status
                     o   Healthy and safe environments
                     o   Developmental screening practices
                     o   Assessment practices
                     o   Teacher-child ratio

                    All coalition staff who monitor school readiness providers receive consistent
                     training in:

                     o   Developmentally appropriate curriculum and practice
                     o   Developmental screening
                     o   Assessment

            At a minimum the coalition must:
                   Describe how it evaluates the programs and services it provides.
                   Provide a measurable Objective(s) that directly correlates to evaluating the
                    effectiveness of school readiness programs, along with Current Situation,
                    Activities, and Outcome(s) that assess whether the objective was achieved.

            Response Assessment: Evaluation

1.10.1      If the coalition has grievance policies or procedures addressing parents, providers, and
Grievance   coalition staff, has human resource policies that cite relevant law which guide personnel
Policies    decisions (e.g., hiring, firing, employee evaluation and compensation), ensures that a trained
            eligibility specialist conducts a consultation with each eligible family, which includes the
            review of complaint and grievance procedures, and the coalition notifies parents of the
            change in status of any services and of their rights to appeal check “Yes.” And include an
            attachment of those policies and procedures.

            If the coalition does not have grievance policies or procedures addressing parents,
            providers, or coalition staff check, “No” and describe how the coalition will develop these
            policies and procedures in order to conform to this requirement.

            Response Assessment: Information Only



                                                      22
Section 2      Community Coordination
2.1.1          45CFR 98.20 (a)(1)(ii) If the coalition coordinates with other community agencies to
School         address the need for school-age care, check “Yes” and describe the coalition’s partner
Age Care       agencies and the services provided. If the coalition does not completely coordinate with
               other community agencies to address the need for school-age care, check “No” and describe
               how it will conform to this requirement.

               Response Assessment: Demonstration
2.2.1          Section 1002.53(4)(c), F.S., s.411.221(4),F.S. requires coalitions to coordinate with school
Coordination   districts in the development of procedures for children to access all early learning programs
with Public    delivered by public schools.
School
Districts      If the coalition adheres to the requirements of coordinating with school districts, check
               “Yes.” If the coalition does not completely adhere to the requirements of coordinating with
               school districts, check “No” and describe how it will conform to this requirement.

               Response Assessment: Demonstration

2.3.1          Section 1002.67(3)(d), F.S., s. 411.01(2)(c), F.S. requires that coalitions, AWI, and the
Coordination   Department of Education coordinate with the Child Care Services Program Office of the
with the       Department of Children and Family Services (DCF) to minimize interagency duplication of
Department     activities for monitoring providers for compliance with requirements of all early learning
of Children    programs, including how CCR&R coordinates with DCF according to the Standard Levels
and Families   of Service.

               If the coalition coordinates with DCF, check “Yes” and explain your coordination efforts. If
               the coalition does not coordinate with these entities, check “No” and describe how the
               coalition will conform to this requirement.

               Response Assessment: Demonstration

2.4.1          Section 411.01(5)(c)1.c., F.S., requires coordinated staff development and teaching
Co-            opportunities for early learning providers.
ordinated
Staff          Section 1002.65(2), F.S., states that to improve educational outcomes, the Legislature
Develop-       intends that all voluntary prekindergarten instructors will continue to improve their skills
ment and       and preparation through education and training so that the aspirational goals will be
Training       achieved according to statute.

               Criteria:

               At a minimum for chart A, the coalition must:

                       Describe how it will ensure the provision of coordinated staff development and


                                                        23
                       training of coalition or service provider staff, including helping school readiness
                       and VPK providers meet educational goals; and
                      Provide a measurable Objective(s) that directly correlates to ensuring the
                       provision of coordinated staff development and training along with Current
                       Situation, Activities, and Outcome(s) that assess whether the objective was
                       achieved.

              For chart B please submit information as it correlates to the coalition’s staff development
              and training plan.

              Response Assessment: Demonstration

2.5           Collaboration and Coordination of Services with Other Entities.
2.5.1         Section 411.01 (2)(c), F.S., requires that early learning programs build on existing services
Co-           and work in cooperation with other programs. The coalition demonstrates collaboration with
ordination    local licensing agencies, community organizations and entities to support unique
with Local    populations, children at-risk, with children disabilities and special health care needs.
Entities
              Coalitions may answer both “Yes” and “No” as a response to this question.

              If the coalition coordinates with any or all the entities listed in the Plan Template, check
              “Yes” and list each entity and describe the coalition’s process for soliciting input along with
              the activities that result. If the coalition does not coordinate with any of the entities listed
              in this section, check “No,” and describe what agencies are not consulted with and why.

              Response Assessment: Demonstration

2.5.2         Coalitions are encouraged to foster private partnerships which promote private-sector
Co-           involvement in meeting early learning and care needs. (45CFR98.16(d))
ordination
of Services   Criteria:
Public-
Private       At a minimum, the coalition must:
Partner-
ships                 Describe activities to encourage public-private partnerships that promote
                       private-sector involvement in meeting early learning needs; and
                      Provide a measurable Objective(s) that directly correlates to activities that
                       encourage public-private partnerships which promote private-sector involvement
                       in meeting early learning needs, along with Current Situation, Activities, and
                       Outcome(s) that assess whether the objective was achieved.

              Response Assessment: Demonstration




                                                         24
2.5.3       Coalition efforts and activities to meet match requirements:
Match
Require-    Criteria:
ments
                    The coalition requires contracted service providers receiving contributions from
                     governmental entities or special purpose units to document matches.

                    The coalition has developed and implemented strategies to maximize revenue or
                     services from private, state and federal grants, or other alternative funding sources.

            At a minimum, the coalition must:

                    Describe activities to encourage the receipt of State match requirements; and
                    Provide a measurable Objective(s) that directly correlates to activities that
                     encourage public-private partnerships that promote private-sector involvement in
                     meeting early learning needs, along with Current Situation, Activities, and
                     Outcome(s) that assess whether the objective was achieved.

            Response Assessment: Information Only

Section 3   Processes with Parents
3.1.1       Section 411.01(5)(c)2.g., F.S., requires coalitions to provide a resource and referral
Consumer    network that must comply with the Standard Levels of Service to assist parents in making an
Education   informed choice.

            45 CFR Part 98 Sec. 98.33 Consumer education

            If the coalition adheres to statutory requirements and the Standard Levels of Service, check
            “Yes.” If the coalition does not completely adhere to statutory requirements and the
            Standard Levels of Service, check “No” and describe how the coalition will conform to
            these requirements.

            Response Assessment: Evaluation

3.2         Choice of Settings
3.2.1       Section 411.01(5)(d)4.b., F.S., requires that parents are offered a choice of settings in
Parent      legally operating programs that must comply with the Standard Levels of Service. Section
Choice      411.01(7)(a), F.S., requires parental choice through a certificate.

            45 CFR 98.1 (2) Goals and purposes and 45 CFR 98.30 Parental choice pertain to federal
            requirements addressing choice.

            Criteria:



                                                      25
            Check “Yes” if the coalition adheres to statutory requirements including:

                    The coalition and its contractors have a process which ensures that parents are
                     allowed a choice of child care providers and informed about a variety of provider
                     settings and locations available in licensed, non-licensed, registered, religious-
                     exempt or school-based programs.

             If the coalition does not completely adhere to the statutory requirements, check “No” and
            describe how the coalition will conform to these requirements.

            Response Assessment: Evaluation

3.2.2       Section 1002.53(5), F.S., requires a coalition to provide parents applying for the VPK
VPK         Program with a profile of every private prekindergarten provider within the service delivery
Provider    area.
Profiles
            Criteria:

            Check “Yes” if the coalition is using the VPK administrative portal on the Child Care
            Licensing Information System (CCLIS) including:
                   Ensuring that parents can choose from every school year/summer prekindergarten
                    private provider and public school VPK program; and
                   Establishing written procedures that allow for parent access and ensures that
                    parents receive written procedural safeguards upon the child’s entry into the
                    program which include at a minimum:
                         o Provider attendance policies
                         o Provider discipline policies
                         o Notification that provider cannot charge fees for the VPK program
                         o Notification that enrollment in additional services with a provider cannot
                             be a condition for VPK enrollment

            If the coalition does not completely adhere to this requirement, check “No” and describe
            how the coalition is currently meeting the requirement to provide parents with provider
            profiles.

            Response Assessment: Demonstration

3.3.1       45 CFR Part 98.31 states that unlimited access by the custodial parent or guardian to
School      children while in the care of a provider, whether receiving or not receiving financial
Readiness   assistance through the Child Care and Development Fund, is an enforceable requirement of
Parent      s. 402.305, 402.313, 402.3131, F.S.; 65C-20 and 65C-22 Florida Administrative Code.
Access      Coalitions must establish procedures that allow for unlimited parental access.

            If the coalition adheres to this requirement check “Yes.” If the coalition does not completely


                                                      26
           adhere to this requirement, check “No” and describe how the coalition will conform to this
           requirement.

           Response Assessment: Evaluation



3.4        Parent Involvement and Skill Building
3.4.1      Section 411.01(4)(o), F.S., requires that AWI work with coalitions to increase parents'
Parent     training for and involvement in their children's preschool education. Section
Training   411.01(5)(d)4.g., F.S., requires that systems support services, including parent support and
and        involvement services be provided by coalitions.
Involve-
ment       Criteria:

           At a minimum, the coalition must:
                Include a plan for educating parents on using the Florida Birth to Three Learning
                  and Developmental Standards and the Florida School Readiness Standards for
                  Three and Five Year-Old Children, along with Florida Department of Education
                  VPK Education Standards for four year-old children;
                 Describe how the coalition ensures the provision of parent involvement and
                  skill building and the opportunity to receive training on learning standards
                  for children birth to age 5; and
                 Provide a measurable Objective(s) that directly correlates to parent involvement
                  and skill building, along with Current Situation, Activities, and Outcome(s) that
                  assess whether the objective was achieved.
           Response Assessment: Evaluation

3.4.2      Section 411.01(4)(o), F.S., s. 411.01(13)(c)1a, F.S. requires that AWI work with coalitions
Family     to provide family literacy activities and programs.
Literacy
Oppor-     Criteria:
tunities
           At a minimum, the coalition must:

                 Include a plan for administering local literacy training opportunities and programs
                  including referrals to Even Start, HIPPY, and collaborations with Head Start.
                 Describe how the coalition ensures the provision of family literacy opportunities
                  and
                 Provide a measurable Objective(s) that directly correlates to family literacy
                  opportunities, along with Current Situation, Activities, and Outcome(s) that
                  assess whether the objective was achieved.
           Response Assessment: Evaluation



                                                    27
3.5.1        Section 411.01(5)(c)1.d., F.S., requires that there be expanded access to community services
Family       and resources for families to help achieve economic self-sufficiency.
Support
Services     One goal of the CCDF is to assist states in providing early learning to parents trying to
             achieve independence from public assistance. (45 CFR 98.1(4))

             Criteria:

             At a minimum, the coalition must:

                     Describe how the coalition ensures the provision of family support services to
                      help achieve self-sufficiency; and
                     Provide a measurable Objective(s) that directly correlates to family support
                      services to help achieve self-sufficiency, along with Current Situation, Activities,
                      and Outcome(s) that assesses whether the objective was achieved.

                Response Assessment: Evaluation

3.6.1        Section 411.01(5)(d)4.j, F.S., requires coalitions to have strategies to meet the needs of
Unique       unique populations, such as migrant workers that must comply with the Standard Levels of
Population   Service.
Groups
             45 CFR 98.44 Priority for child care services
             45 CFR 98.50(a) Child care services

             Criteria:

             At a minimum, the coalition must:
                    Consider unique populations including:
                       o Seasonal Populations
                       o Teen parents
                       o Children with Special Needs and Disabilities
                       o Children in Foster Care
                       o Homeless Children
                       o English Speakers of Other Languages (ESOL)

                     Describe how the coalition ensures that support services are provided to
                      families from unique population groups; and
                     Provide a measurable Objective(s) that directly correlates to support services to
                      families from unique populations and the community needs assessment, along with
                      Current Situation, Activities, and Outcome(s) that assess whether the objective
                      was achieved.

             Response Assessment: Evaluation


                                                      28
Section 4    Processes with Providers
4.1.1
Health       Section 411.01(2)(a) The Legislature recognizes that school readiness programs increase
Screenings   children's chances of achieving future educational success and becoming productive
             members of society. It is the intent of the Legislature that the programs be developmentally
             appropriate, research-based, involve parents as their child's first teacher, serve as preventive
             measures for children at risk of future school failure, enhance the educational readiness of
             eligible children, and support family education. Each school readiness program shall
             provide the elements necessary to prepare at-risk children for school, including health
             screening and referral and an appropriate educational program. The coalition ensures that
             proper health screenings are conducted, referred and tracked.

             Criteria:

             At a minimum, the coalition must:

                    45 CFR 98.41(a)(1)i As part of their health and safety provisions in this area, States
                     and Territories shall assure that children receiving services under the CCDF are
                     age-appropriately immunized. Those health and safety provisions shall incorporate
                     (by reference or otherwise) the latest recommendation for childhood immunizations
                     of the respective State or territorial public health agency.

             If the coalition conducts health screenings and referrals or coordinates with other entities to
             accomplish these activities, check “Yes,” and 1) name the health screenings and referral
             method used on school readiness children and 2) what entity(ies) administers those. If the
             coalition does not conduct health screenings, check “No” and describe how the coalition
             will conform to these requirements.

             Response Assessment: Demonstration

4.1.2        The State of Florida denotes informal providers as any unregulated but legally operating
Informal     child care provided by a relative or non-relative in the child’s home or at another location.
Providers    (45 CFR 98.41) (s.411.01(5)(c)2.f., F.S.)

             If the coalition ensures that informal providers adhere to the statutory health and safety
             requirements and abuse and neglect screenings, check “Yes” and describe the requirements
             established by the coalition within the established health and safety categories. If the
             coalition does not completely adhere to the statutory requirements, check “No” and describe
             how the coalition will conform to the requirements.

             Response Assessment: Demonstration

4.2.         Providers shall conduct screening and assessment on all children in the School Readiness
Screening    program. (s. 411.01(5)(c)2.c., F.S.)
and


                                                        29
Assessment   A developmental screening is defined as a brief, relatively inexpensive, standardized
             procedure designed to quickly appraise a large number of children to find out which
             individuals should be referred for further assessment.

             A child assessment is defined as an ongoing, systematic process of finding out what the
             children in programs, both individually and as groups, know and can do in relation to their
             optimal development and to the goals of the program to assist teacher planning and program
             evaluation.
4.2.1        Section. 411.01(5)(c)2.c., F.S., requires that a coalition implement a comprehensive
Screening    program of school readiness services that contains an age-appropriate assessment
             (screening) of each child's development.

             Criteria:

             At a minimum, the coalition must:

                     Describe how the coalition ensures that all children birth to five years old in
                      school readiness programs receive age-appropriate developmental screening;
                      and
                     Provide a measurable Objective(s) that directly correlates to age appropriate
                      developmental screening, along with Current Situation, Activities, and
                      Outcome(s) that assess whether the objective was achieved.

             Response Assessment: Evaluation

4.2.2        Section 411.01(5)(c)2.d., F.S., requires that early learning programs administer a pretest to
Assessment   children when they enter the program and administer a posttest (assessment) to children
             when they leave the program.

             The coalition must demonstrate how it implements a pre- and post-test instrument for a
             statistically significant sample of children receiving School Readiness services.

             Criteria:

             At a minimum, the coalition must:

                     Describe how the coalition ensures that children in school readiness programs are
                      administered a pretest and posttest (child assessment) while in the program;
                     The pretest and posttest child assessment should be designed to provide data and
                      information that informs classroom practices and curriculum;
                     “Pre” should be interpreted as the beginning of the child’s program year, and
                      “post” should be interpreted as the end of the child’s program year. For example, a
                      child entering the program in September might receive a child assessment pretest
                      in October and a child assessment posttest in May. A child entering a program in
                      January might receive the child assessment pretest in February and the child


                                                      30
                     assessment posttest in August;
                    Coalitions are not required to conduct child assessment pretests and posttests on
                     every child. Coalitions are required to conduct assessments on children within
                     each age group, birth to age five; and
                    Provide a measurable Objective that directly correlates to how programs
                     administered an assessment (pre- and post-test), along with Current Situation,
                     Activities, and Outcome that assess whether the objective was achieved.

            Response Assessment: Evaluation


4.3         Developmentally Appropriate Curriculum
4.3.1       Section 411.01(5)(c)2.a., F.S., requires that early learning programs utilize a
Develop-    developmentally appropriate curricula designed to enhance the age-appropriate progress of
mentally    children that include:
Appro-
priate      Criteria:
Curricula
            At a minimum, the coalition must:

                    Have a system in place to identify and monitor developmentally appropriate
                     curricula; and
                    Have a process in place for a provider to submit a developmentally appropriate
                     curriculum to the coalition for evaluation and/or recommendation.

            If the coalition adheres to statutory requirements, check “Yes,” and

                    Provide a description of the process used to identify and evaluate curricula;
                    Provide a copy of the method used to evaluate curricula, if one is used;
                    Provide a copy of the list of curricula the coalition has evaluated and posted for
                     provider information, selection, and use;
                    Provide a process for involving providers in the use of developmentally
                     appropriate curricula; and
                    Provide a process for involving and training parents to be involved in
                     developmentally appropriate curricula and practice.

            If the coalition does not completely adhere to statutory requirements, check “No” and
            describe how the coalition will conform to the requirement.

            Response Assessment: The criteria will be for Evaluation.
                                 The attachments will be for Demonstration.

4.3.2       Section 411.01(5)(c) 2.b., F.S., requires that early learning programs contain a character
Character   development program to develop basic values.
Develop-    Criteria:


                                                      31
ment
Program      At a minimum, the coalition must:

                    Have a system in place to identify and monitor a character development program ;
                     and
                    Have a process in place for a provider to submit a character development program
                     to the coalition for evaluation and/or recommendation.

             If the coalition adheres to statutory requirements, check “Yes” and provide a description of
             the process used to evaluate programs and a list and description of the program(s) as an
             attachment. If the coalition does not completely adhere to statutory requirements, check
             “No” and describe how the coalition will conform to the requirement.

             Response Assessment: The criteria will be for Evaluation.
                                  The attachments will be for Demonstration.

4.3.3        Coalitions are responsible to ensure that all school readiness providers use developmentally
Assurance    appropriate curricula.
of
Develop-     Criteria:
mentally
Appropri-    At a minimum, the coalition must:
ate
Curricula           Describe how the coalition ensures that all school readiness providers use
                     developmentally appropriate curricula; and
                    Provide a measurable Objective(s) that directly correlates to school readiness
                     provider's use of developmentally appropriate curricula, along with Current
                     Situation, Activities, and Outcome(s) that assess whether the objective was
                     achieved.

             Response Assessment: Demonstration

4.4          The coalition must comply with the confidentiality provisions and record retention
Confiden-    requirements of Sections 119.021, 411.011, 1002.72, F.S., 1002.22(3)(d)(1-14), F.S.
tiality of
Records      Criteria:

             At a minimum, the coalition must:

                    The coalition executive director must have on file a completed, dated and signed
                     OEL Security Agreement Form for all personnel who access OEL data based on
                     the IM-LD-03-01.

             If the coalition adheres to the policy and statutory requirements, check “Yes.” If the
             coalition does not completely adhere to statutory requirements check “No,” and describe


                                                      32
                how the coalition will conform to these requirements.

                Response Assessment: Evaluation

Section 5       Quality Activities and Services
5.1             45 CFR 98.51 Activities to improve the quality of child care. The CCDF Plan requires that
Quality         not less than four percent of CCDF be set aside for activities to improve the availability and
Activities      quality of early learning.

                The coalition is required to describe activities implemented with quality enhancement funds
                in the chart provided and:

                Criteria:

                At a minimum, the coalition must:

                        Describe activities the coalition will implement to enhance the availability and
                         quality of early learning within the identified categories. NOTE: Coalitions are
                         not required to identify activities for every category; and
                        Provide a measurable Objective that directly correlates to quality activities the
                         coalition will implement with quality enhancement funds, along with Current
                         Situation, Activities, and Outcome that assess whether the objective was
                         achieved.

                Response Assessment: Evaluation

5.2             45 CFR 98.51(2)(i) identifies the activities to improve the quality of early learning services
Discretionary   and may include “operating directly or providing financial assistance to organizations
Funds           (including private non-profit organizations, public organizations, and units of general
Related to      purpose local government) for the development, establishment, expansion, operation, and
Early           coordination of resource and referral programs specifically related to early learning.”
Learning
Resource and    Criteria:
Referral and
School-age      At a minimum, the coalition must describe activities the coalition will implement to
Child Care      enhance the quality of early learning resource and referral and school-age early
                learning.

                Provide a measurable Objective(s) that directly correlates to discretionary funds related
                to early learning resource and referral and school-age early learning, along with
                Current Situation, Activities, and Outcome(s) that assess whether the objective was
                achieved.

                Response Assessment: Evaluation



                                                          33
5.3             45 CFR 98.51(2)(i) identifies the activities to improve the quality of early learning services
Discretionary   and may include “operating directly or providing financial assistance to organizations
Funds           (including private non-profit organizations, public organizations, and units of general
Activities      purpose local government) for the development, establishment, expansion, operation, and
Related to      coordination of resource and referral programs specifically related to infant and toddler
Infant and      early learning.”
Toddler
Early           Criteria:
Learning
                At a minimum, the coalition must:

                      Describe activities the coalition will implement to enhance the quality of infant
                       and toddler early learning; and
                      Provide a measurable Objective(s) that directly correlates to discretionary funds
                       activities related to infant and toddler early learning, along with Current
                       Situation, Activities, and Outcome(s) that assess whether the objective was
                       achieved.
                Response Assessment: Evaluation

5.4           ACYF-PI-CC-99-05 states that Inclusive Early Learning Activities include but are not
Discretionary limited to:
Funds
Related to            Professional development and compensation for programs including children with
Inclusive              disabilities and special health care needs
Early                 Grants to providers/local communities to increase program accessibility
Learning
                      Quality activities that support enhancement in inclusive environments
                      Ensuring support services are available for all children

                Criteria:

                At a minimum, the coalition must:

                        Describe activities the coalition will implement to enhance inclusive early
                         learning; and
                        Provide a measurable Objective(s) that directly correlates to discretionary funds
                         related to inclusive early learning, along with Current Situation, Activities, and
                         Outcome(s) that assess whether the objective was achieved.

                Response Assessment: Evaluation




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