The grant recipient uses research-based and culturally appropriate curricula to support child outcomes. 1302.32(a)(1)(i); 1302.32(a)(1)(ii); 1302.32(a)(2); and 1302.35(d)(1)(i) Elements of this measure include but are not limited to how the grant recipient:

· Uses a research-based curriculum appropriate for all provided program options, and trains staff to support their understanding of the curricula

· Establishes a process for monitoring curriculum implementation

The grant recipient uses appropriate screening tools to refer children as indicated for evaluation. 1302.33(a)(1); 1302.33(a)(2); and 1302.33(a)(3) Elements of this measure include but are not limited to how the grant recipient:

· Performs developmental screenings for all children within the prescribed timeframes using research-based tools

· Uses a tracking and monitoring system to ensure that any developmental concerns identified through the screening are promptly addressed through referral or follow-up

· Conducts ongoing child assessments of children’s progress aligned with the Head Start Early Learning Outcomes Framework: Ages Birth to Five

The grant recipient staff identifies effective teaching strategies that are responsive to children’s needs. 1302.31(b)(2); 1302.33(b)(2); 1302.35(c)(4); and 1302.61(a) Elements of this measure include but are not limited to how the grant recipient:

· Supports staff to use teaching and home visiting practices that are responsive, communicative, language rich, and promote critical thinking and persistence

· Individualizes classroom practices to meet the needs of enrolled children, including dual language learners and children with disabilities

· Uses data from standardized observation tools to improve teaching and home visiting strategies

· Individualizes lesson plans and teaching strategies using child assessment data

The grant recipient develops engaging learning environments that promote healthy development for enrolled children. 1302.31(a) Elements of this measure include but are not limited to how the grant recipient:

· Individualizes classroom environments to meet the needs of enrolled children

· Uses data from standardized observation tools to improve the quality of learning environments

The grant recipient uses home visits and group socializations to promote parent engagement and extend children’s learning. 1302.35(b)(1) and 1302.35(e) Elements of this measure include but are not limited to how the grant recipient:

· Promotes parent’s role as the child’s teacher through intentional and focused home visit plans for home-based programs · Provides families with opportunities for meaningful shared experiences during group socializations for home-based programs · Offers parents and families the opportunity to help plan the group socialization

The grant recipient establishes a system of professional development to support delivery of quality education and child development services. 1302.92(b)(5) Elements of this measure include but are not limited to how the grant recipient:

· Establishes a comprehensive approach to professional development

The grant recipient uses a research-based coaching strategy for education staff to support staff to use effective teaching practices. 1302.92(c)(1) and 1302.92(c)(2) Elements of this measure include but are not limited to how the grant recipient:

· Identifies strengths and needs for all education staff, and selects participants for coaching

· Uses a research-based coaching strategy for identified staff

The grant recipient has qualified education staff. 1302.91(e)(1); 1302.91(e)(2); and 1302.91(e)(6) Elements of this measure include but are not limited to how the grant recipient:

· Monitors and maintains appropriate qualifications for staff

The grant recipient establishes intentional transition strategies for Head Start and Early Head Start children. Elements of this measure include but are not limited to how the grant recipient:

· Collaborates with receiving schools to support smooth transitions for children and families

· Incorporates strategies to support successful transitions to new learning environments

The Frog Street fidelity tool is completed 3 times a year (fall, winter & spring) by the education coordinator and used at a teaching tool to improve fidelity practices.

They also write a goal with the family specific to their child's needs and strengths. This goal is considered when planning activities for the classroom on the classroom individualization form.

This goal is updated at each conference and home visit throughout the year.