(B)(1) Developing and using statewide, high-quality Early Learning and Development Standards

The extent to which the State has in place, or has a High-Quality Plan to put in place in a timely fashion, high-quality Early Learning and Development Standards that are used in common by Early Learning and Development Programs and that--

  1. Include evidence that the Early Learning and Development Standards are developmentally, linguistically, and culturally appropriate across each age group of infants, toddlers, and preschoolers, and cover the Essential Domains of School Readiness; and
  2. Include evidence that the Early Learning and Development Standards are aligned with the State's K-3 academic standards in, at a minimum, early literacy and mathematics.
  3. Are incorporated in high-quality Program Standards, curricula, Comprehensive Assessment Systems, Workforce Knowledge and Competencies, and professional development activities.
  4. Include evidence that the State has supports in place to promote understanding and commitment to the Early Learning and Development Standards across Early Learning and Development Programs

Comments

PACER Center recommends the following:
State plans should include development of informational materials for families and other caregivers to help them understand the standards and how to support early learning in everyday routines and activities. Applications should state how State Part C agencies are working with Paretn Training and Information Centers and Community Parent Resource Centers to provide training and information to families of young children.

Heather Kilgore
Public Policy Director
PACER Center
(952) 838-9000

  • (B)(1)(b) After: “…aligned with the State’s K-3 academic standards in, at a minimum, early literacy and mathematics,” add “as well as other existing State standards for children’s outcomes, including non-academic outcomes”
  • (B)(1)(c) Add to the end of the sentence “which may be aligned with existing State standards, curricula, assessment systems, workforce knowledge and competencies and professional development activities related to children.”

When the elements and characteristics of the state licensing rules are of the highest quality, they will promote early learning and development. States should demonstrate alignment of licensing systems with their early learning frameworks.

CSSP and the Alliance recommend adding an additional criterion for States to demonstrate the extent to which they are developing and using Family Leadership and Support Standards, as follows:

“The extent to which the State has in place, or has a High-Quality Plan to put in place in a timely fashion, high-quality Family Leadership and Support Standards that are used in common by Early Learning and Development Programs and that--

(a) Include evidence that the Family Leadership and Support Standards are developmentally, linguistically, and culturally appropriate for all families; and

(b) Include evidence that the Family Leadership and Support Standards align to or will be used to inform development of the State’s K-3 Family Leadership and Support Standards.

(c) Are incorporated in high-quality Program Standards, curricula, Comprehensive Assessment Systems, Workforce Knowledge and Competencies, and professional development activities.

(d) Include evidence that the State has supports in place to promote understanding and commitment to the Family Leadership and Support Standards across Early Learning and Development Programs”

As we recommend elsewhere, States should be required to develop K-3 Family Leadership and Support Standards that align with those established for the Early Learning and Development system.

Signed,
Frank Farrow, Director, Center for the Study of Social Policy
Judy Langford, Senior Fellow and Director, Strengthening Families Initiative, Center for the Study of Social Policy
Teresa Rafael, Executive Director, National Alliance of Children's Trust and Prevention Funds