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2014 Tax Forms

For current enrolled families, submit request to your Center Director and she can supply the information within two business days.  For families of centers no longer under the Fundamentals operation, please submit request to  Requests will be processed within two business days.
 **For School Readiness Tax Credit Forms – original forms are required and will have to be mailed.  Please include mailing address in the request and name of students for which you are submitting request. 

New Campus Opening August 5th

On August 5, 2013 Fundamentals Early Learning Center will open a new campus at 14311 Wax Road, Central, LA. This new campus is almost 9,000sq’, serves infants, toddlers, prek-3, prek-4, and extended care for children in kindergarten – 12 years of age at all Central Schools. Among the terrific staff is a certified prek teacher, two teachers who possess an associate’s degree in early childhood education, and other teachers who are on their way to becoming certified with college education specifically in early care and education of young children.
The hours of operation will be from 6:30 am to 6:00 pm, Monday – Friday. Enrollment is going on now, but space is limited as new enrollments happen daily.
The campus also features a custom outdoor playground with pour in play soft surface, shaded play space, indoor sand pit, entry slide for kids to slide into the lobby, sanitary diaper changing stations which were designed to allow for maximum supervision, live webcams, secure entry, and a fresh & clean environment.

Now Serving Shenandoah & Wedgewood Elementary

The Baton Rouge Campus, (Firewood Drive, off O’Neal) is now providing extended care for before school and after school to children enrolled at Shenandoah and Wedgewood Elementary Schools and are between 5 years and 12 years of age. Call 225.218.4506 for prices and availability!! We will also offer Holiday Care & Summer Camp!!

Proud Partner In 1 of 13 Pilots Statewide

Our work towards increased access to quality care across ages birth to 5 years, improved quality for all children served, and deeper partnerships with public school systems will now have a systematic approach for growth and finesse.
The comprehensive team of entities represented in the pilots should bring a level of collaboration among the stakeholders unlike any effort in recent history. Fundamentals is proud to be an industry leader in the early care and education space.

Quality Rating Process NOW UNDERWAY

We have officially begun a new round of star rating assessments. We are hopeful to have all campuses star rated no less than 3 of 5 stars by November 1, 2015. For more information, you can visit and find out the benefits to sending your child to a star rated school.

Student Reading Ability in LA Report

Click here to download the report.


For more infromation, download the PDF by clicking here...and filling out the short form and bringing it in to your nearest location.

Kindergarten Readiness is defined by the Louisiana Department of Education.

To ensure that all Louisiana’s children enter kindergarten ready to learn, this definition focuses on “readiness in the child” across the domains of child development as identified in the Louisiana Standards for Programs Serving Four-Year-Old Children.

At the beginning of Kindergarten, it is expected that children will demonstrate:

  • Cognitive abilities, which include knowledge and skills in:
    • early literacy such as phonological awareness, print concepts, alphabetic understanding, vocabulary, listening comprehension, and emergent writing
    • basic numeracy concepts such as rote counting and number awareness, sorting, classifying, comparing, patterning, and spatial relationships

      Note: For the purpose of measuring the Louisiana Department of Education’s Critical Goal One, knowledge and skills and in 1) early literacy  and 2) basic numeracy concepts described above will be assessed with a standardized instrument administered by the child’s kindergarten teacher.  All other components will be assessed and documented through classroom observation.

  • Basic science concepts such as making observations, exploring the world using their senses, and using appropriate scientific vocabulary related to topics.
  • Basic social studies concepts such as self-awareness and their relationship to family and community, and an awareness of money and time.
  • Response to and participation in music, movement, visual and dramatic arts experiences and activities.
  • Abilities, either assisted or unassisted, that show an awareness of health, hygiene, and environmental hazards, in addition to gross and fine motor skills.
  • Social and emotional competencies including self-regulation, self-identity, self-reliance, respect for others, and interpersonal skills.
  • Approaches to learning such as reasoning and problem-solving, engagement, persistence, and eagerness to learn.

New Information Regarding CCAP

Letter to CCAP Recipients – click to download & read the new letter to CCAP Recipients.

The Department of Children and Family Services (DCFS) continues to look for ways to serve as many children and families as possible with the funds available. Due to budget limitations, it has become necessary for DCFS to make a change to the income limits for the Child Care Assistance Program (CCAP), and to make a change to its policy for payment for absences. These changes were announced in a June 18, 2012, news release:

Notice of Change in CCAP Client Eligibility
Effective August 1, 2012, the income limits will be reduced for parents/guardians receiving Low-Income Child Care (CCAP). The income limit for the family is used to determine eligibility for CCAP and what percentage DCFS will make payments. This means that the amount of state and federal funds being paid to you by CCAP on behalf of the family may decrease and the parent/guardian’s co-payment may increase. Some families may no longer be eligible for CCAP. You may continue to charge the same rate but in most cases a larger amount will be due from the parent/guardian.

This change does not affect the amount DCFS pays for children in a Family Independence Temporary Assistance Program (FITAP) or Child Welfare case.

Notice of Change Regarding Absences
Effective August 1, 2012, absences for children in CCAP or Child Welfare will no longer be paid at the same level. Up to two (2) absences per month may be paid for each CCAP child enrolled in your care based on the authorization. The payment process will continue with weekly payments issued for care provided and absence payments made the following month. Providers have the option to charge parents of children enrolled in CCAP for any absences above what is covered by DCFS.

Parents are receiving a notice about this change and will be notified if their co-payment has changed. Please remind parents/guardians to always notify their worker if their household’s income has decreased, as this may offset this change for them and their CCAP may be less affected.

It is critical that you, as the provider, ensure that each child is properly checked in and out EACH time care begins and ends. This ensures timely and correct payment from DCFS, and using the Remittance Advice, you are able to determine the amount due from the parent/guardian.

Please remind parents of their responsibility to check in and out using Tracking of Time Services (TOTS) daily. Parents should designate up to three Household Designees (HD) so there is always a HD who can complete the electronic check-in and check-out on the day that care is provided. Previous check in and out should be avoided.

Notice of Change in Foster Parent Co-Payments
In response to requests from foster parents, they will be allowed to choose a provider that charges more than the maximum DCFS payment and enter into a voluntary agreement to pay the difference in the DCFS payment (100% of the state maximum rate) and the amount the provider actually charges. The foster parent voluntarily agrees to the additional expense and this agreement in no way involves DCFS. This change is effective July 1, 2012.