Mississippi Administrative Code › Title 18 - HUMAN SERVICES › Part 5 - Division of Early Child Care and Development › Chapter 1 - Child Care and Development Fund (CCDF) Plan for Mississippi › Subpart 3 - HEALTH AND SAFETY AND QUALITY IMPROVEMENT ACTIVITIES › Section 18-5-1-3.2 - Establishing Voluntary Early Learning Guidelines (Component #2)

Current through June 25, 2024
For purposes of this section, voluntary early learning
					 guidelines (also referred to as early learning and development standards)
					 include the expectations for what children should know (content) and be able to
					 do (skills) at different levels of development. These standards provide
					 guidelines, articulate developmental milestones, and set expectations for the
					 healthy growth and development of young children. The term
early
					 learning guidelines
(ELGs) refers to age-appropriate developmental
					 learning guidelines for infants and toddlers and school-age children. These
					 early learning guidelines are voluntary because States/Territories are not
					 required to develop such guidelines or implement them in a specified
					 manner.
3.2.1
Has the
				  State/Territory developed voluntary early learning guidelines for children?
				  Check any early learning guidelines the State/Territory has
				  developed.
* Birth-to-three
* Three-to-five
[] Five years and older
[] None.
Skip to 3.2.6.
If yes, insert web addresses, where possible:
Birth to Three:
www.earlychildhood.msstate.edu
;
Three to Five: www.mde.k12.ms.us [File Link Not
					 Available]
Which State/Territory agency is the lead for the early
					 learning guidelines?
Birth to Three: Mississippi Office of Head Start
					 Collaboration;
Three to Five: Mississippi Department of Education
3.2.2
Do the early learning guidelines
				  cover a range of domains across physical, cognitive, and social and emotional
				  development?
Check all that apply for each age group as applicable in
					 the chart below. Because States vary in their domain names and which domains to
					 include, we have used the domains identified in the Head Start Child
					 Development and Early Learning Framework for reference purposes.
Domains
Birth-to-Three ELGs
Three-to-Five ELGs
Five and Older ELGs
Physical development and health
*
*
[]
Social and emotional development
*
*
[]
Approaches to learning
[]
[]
[]
Logic and reasoning (e.g., problem- solving)
[]
*
[]
Language development
*
*
[]
Literacy knowledge and skills
*
*
[]
Mathematics knowledge and skills
*
*
[]
Science knowledge and skills
*
*
[]
Creative arts expression (e.g., music, art, drama)
[]
[]
[]
Social studies knowledge and skills
[]
[]
[]
English language development (for dual language
							 learners)
[]
[]
[]
List any domains not covered in the above___
[]
[]
[]
Other. Describe____
[]
[]
[]
3.2.3
To whom are the early learning guidelines disseminated and in what
				  manner?
Check all audiences and methods that your State/Territory
					 has chosen to use in the chart below.
Information Dissemination
Voluntary Training
Mandatory Training
Parents in the child care subsidy system
*
[]
[]
Parents using child care more broadly
*
[]
[]
Practitioners in child care centers
*
*
[]
Providers in family child care homes
*
*
[]
Practitioners in Head Start
*
*
[]
Practitioners in Early Head Start
*
*
[]
Practitioners in public Pre-K program
*
*
[]
Practitioners in elementary schools
*
[]
[]
Other. List _____
[]
[]
[]
3.2.4
Are voluntary early learning guidelines incorporated into other parts of
				  the child care system?
Check which ways, if any, the State/Territory incorporates
					 its early learning guidelines into other parts of the child care system.
[] To define the content of training required to meet
					 licensing requirements
* To define the content of training required for program
					 quality improvement standards (e.g., QRIS standards)
[] To define the content of training required for the
					 career lattice or professional credential
[] To require programs in licensing standards to develop
					 curriculum/learning activities based on the voluntary ELGs
[] To require programs in quality improvement standards to
					 develop curriculum/learning activities based on the voluntary ELGs
[] To develop State-/Territory -approved curricula
[] Other. List______
[] None.
3.2.5
Are voluntary early learning guidelines and development standards aligned
				  with into other parts of the child care system?
Check the standards, if any, with which the State/Territory
					 aligns its early learning guidelines.
* Cross-walked to align with Head Start Child Development
					 and Early
[] Learning Framework
* Cross-walked to align with K-12 content standards
[] Cross-walked to align with State/Territory pre-k
					 standards
[] Cross-walked with accreditation standards
[] Other. List______
[] None.
3.2.6
Describe how your State/Territory uses ongoing assessments and measures
				  of school readiness assessment using the following series of questions.
In this section, assessment is framed with two distinct
					 purposes/tools - 1) ongoing assessment of children's progress within the
					 classroom to improve and individualize instruction (this corresponds to 3.2.6a)
					 and 2) assessments conducted within pre-kindergarten and/or at kindergarten
					 entry to inform policymakers about the school readiness of children across the
					 State on a broad range of domains, used to guide program initiatives (this
					 corresponds to 3.2.6b).
In the description for each Yes response, please include a)
					 who administers, and b) how often assessments are conducted, and c) what
					 assessment tools are used.
a) Are
				  programs required to conduct ongoing assessments of children's progress of
				  children using valid, reliable and age-appropriate tools aligned with the early
				  learning guidelines or other child standards?
[] Yes. Describe______
a-1) If yes, are programs encouraged to use
				  information from ongoing assessments to improve practice and individual
				  children's needs?
[] Yes. Describe___
[] No
[] Other. Describe
______
a-2) If yes, is information on child's
				  progress reported to parents?
[] Yes. Describe______
[] No
[] Other. Describe______
* No
[] Other. Describe_______