Early Childhood Services

Road to Child Outcomes (RTCO) 

Dear RTCO Providers,

We would like to inform you that the FCI Resource Library services will end effective June 25, 2018.  We hope you will be able to plan around this date accordingly. Please know, it has been a wonderful journey over the years serving you and the community.


Thank you for always supporting FCI and the Road to Child Outcomes in efforts to provide a bright future for our children.



Road to Child Outcomes Initiative provides supports to Legally Operating Providers in the North Cluster of the County, specifically the following zip codes: 33060, 33064, 33069, 33441, 33066 and 33073, and meet the following criteria:

  1. Located in the above identified cluster communities serving a majority of School Readiness Children
  2. Located in the above identified cluster communities participating in Quality Counts.

This initiative systematically integrates quality within the Early Care and Education Community; building on national best practices and adapting evidenced based exemplary practices focused on the Child, Family, and Teacher and Learning Environment, in order to realize maximum outcomes for children in identified communities.

Major Program Goals    

1.  Child Focus

Within designated/approved Early Education Facilities, provide oversight of Road to Child Outcomes Initiative  activities including referral, evaluation, and longitudinal tracking/monitoring between developmental screening, classroom instruction, child developmental assessments, and kindergarten readiness.

a.  Ensure that each Early Education Facility or Child Care Center conducts regular assessments of all School Readiness children birth to five (not yet in kindergarten), especially those requiring additional developmental support(s), using a nationally researched based, comprehensive early childhood, electronic child assessment, with the results used to inform instruction. 

b.  Ensure that each Early Education Facility provide the appropriate screens and assessments and work with “Master Teacher Teams”, as the term is defined in the Road to Child Outcomes Contract between the ELC and the Contract Service Provider, to ensure children are receiving the education instruction and supports necessary to maximize their development.  The children’s development will be measured by an approved nationally researched based, comprehensive early childhood, electronic child assessment system.  

2. Family Focus

Provide family engagement and support services to families of children participating in the Road to Child Outcomes Initiative consistent with the Center for Social Policy – Strengthening Families Approach that will provide additional tools, opportunities, and information to parents to help empower parents to advocate on behalf of their child, as well as to be an active part of their child’s development as the child’s “first teacher” and partner with their child’s early care and education facility.  The requirements for complying with the Center for Social Policy – Strengthening Families Approach can be found here.  

a.  The family engagement services shall involve both a family and their child’s early education facility.

b.  The family engagement services provided will be consistent with the educational curriculum and developmental experiences the child is experiencing in his or her classroom.

c.  The family engagement services will strive to provide expanded positive life experiences for parents that they can share with their children.

3. Teacher and Learning Environment Focus

Provide services designed to attain and support implementation of quality standards in early learning programs.

a.  Establish “Master Teacher Teams” whose primary role will be to visit classrooms and coach teachers using reflective practice to improve instruction. 

a.  Ensure “Master Teacher Teams” administer program evaluation instruments to measure practices in preschool classrooms (e.g., CLASS™, ERS®, TSG®); plan and present training opportunities to improve programmatic areas; provide follow-up support individualized to the level of teacher development; and plan procedures for performance based assessments to ensure reliable collection of child outcome information through portfolio review meetings and professional development.

Council of Accreditation