6.3 Ongoing Training and Professional Development

6.3.1 Required hours of ongoing training Provide the number of hours of ongoing training required annually for CCDF-eligible providers in the following settings: a. Licensed child care centers: California received a preliminary notice of non- compliance from Office of Child Care (OCC) on May 8, 2024, for this provision. The CDSS needs additional time to develop an implementation plan and may seek technical assistance from OCC. At least one director or teacher in each child care center must have sixteen (16) hours of health and safety training which must be renewed every two years. All child care center staff must take mandated reporter training annually which includes training on child maltreatment and shaken baby syndrome. b. License-exempt child care centers: California received a preliminary notice of non- compliance from Office of Child Care (OCC) on December 13, 2021, for this provision and needs additional time to meet the requirement. The CDSS has been meeting regularly with the federal TA team to draft health and safety standards for license- exempt providers. It is now focusing its efforts and the TA on developing training requirements and monitoring policies and practices for license-exempt providers. When completed, CDSS will initiate the legislative, regulatory, and budgetary and collective bargaining processes to formalize and implement the standards, training and monitoring policies and practices for the license-exempt providers. c. Licensed family child care homes: California received a preliminary notice of non- compliance from Office of Child Care (OCC) on May 8, 2024, for this provision. The CDSS needs additional time to develop an implementation plan and may seek technical assistance from OCC. All family child care home licensees must have sixteen (16) hours of health and safety training which must be renewed every two years. All adults working in the family child care home must take mandated reporter training annually which includes training on child maltreatment and shaken baby syndrome. d. License-exempt family child care homes: California received a preliminary notice of non- compliance from OCC on December 13, 2021, for this provision and needs additional time to meet the requirement. The CDSS has been meeting regularly with the federal TA team to draft health and safety standards for license-exempt providers. It is now focusing its efforts and the TA on developing training requirements and monitoring policies and practices for license-exempt providers. When completed, CDSS will initiate the legislative, regulatory, and budgetary and collective bargaining processes to formalize and implement the standards, training and monitoring policies and practices for the license-exempt providers. e. Regulated or registered in-home child care: N/A f. Non-regulated or registered in-home child care: N/A 6.3.2 Accessibility of professional development for Tribal organizations Describe how the Lead Agency’s training and professional development are accessible to providers supported through Indian tribes or Tribal organizations receiving CCDF funds (as applicable). The California Department of Social Services’ (CDSS’) partners with the Tribal Child Care Association of California (TCCAC). The TCCAC is the grantee of the Quality Counts California Workforce Pathways Grant and the QCC Block Grant. These Child Care and Development Block Grant services reach 80% of the federally recognized Tribes in California. The TCCAC provides services to families, children, and communities on Tribal land and in urban areas. In addition, the TCCAC provides professional support and technical assistance to Tribes with child care programs. Other efforts to include Tribal organizations include CDSS encouraging professional development contractors to partner with their local Tribal child care programs. The Child Care Development Fund-funded professional development programs are open and available to tribal programs, with direct targeted support provided to tribes through the California Coaching Companion and through the Program for Infant/Toddler Care with staff dedicated to supporting the participating Tribal providers. The California Infant and Early Childhood Mental Health Consultation (IECMHC) Network also has targeted support to Tribal programs beginning in 2024 through TCCAC to ensure Tribal programs receive information about the importance of early childhood mental health and are aware of the supports they can access through the IECMHC Network. The purpose of the California Early Childhood Mentor Program is to strengthen and sustain the child care and development workforce by recruiting, engaging, and elevating a broad representation of certified mentors through a selection committee to implement peer-to-peer, relationship-based mentoring to students, teachers, and administrators in early learning programs, leading to the direct impact of increasing quality care and education children and families receive. The Alternative Pathway Pilot will recruit mentors and support students and the workforce from Tribal, rural, and other underrepresented communities to enhance mentorship and leadership opportunities. Through this work, CDSS’ consults, collaborates, and coordinates with the Tribal community to create a plan to achieve access and provide support in the mentorship program for the Tribal organizations. Mentor training and the delivery of professional development activities are accessible through coordination and partnering with the Tribes to provide support. Further, CDSS meets with the TCCAC monthly to share important updates and provide technical assistance. This meeting also offers TCCAC to share their progress and challenges with CDSS as well as to help build and strengthen the relationship. The CDSS also prioritizes supporting TCCAC and their efforts by participating in TCCAC events. The TCCAC holds a roundtable three times per year. The TCCAC typically asks CDSS to focus on areas of interest to the Tribes they serve. This communication and teamwork helps to continue to strengthen the relationship that CDSS is focusing on with the TCCAC and Tribes across California. 6.3.3 Professional development appropriate for the diversity of children, families, and child care providers Describe how the Lead Agency’s training and professional development requirements reflect the diversity of children, families, and child care providers participating in CCDF. To the extent practicable, how does professional development include specialized training or credentials for providers who care for infants or school-age children; individuals with limited English proficiency; children who are bilingual; children with developmental delays or disabilities; and/or Native Americans, including Indians, as the term is defined in Section 900.6 in subpart B of the Indian Self-Determination and Education Assistance Act (including Alaska Natives) and Native Hawaiians? The California Department of Social Services uses the California Early Childhood Educator Competencies as a framework to support professional development. Professional development is created with competency areas that include child development and learning; culture, diversity, and equity; relationships, interactions, and guidance; family and community engagement; dual-language development; observation, screening, assessment, and documentation; special needs and inclusion; learning environment and curriculum; health and safety, and nutrition; leadership in early childhood education; professionalism; and administration and supervision to support children birth through age thirteen; and support for workforce progression up the career lattice. 6.3.4 Child developmental screening Describe how all providers receive, through training and professional development, information about: (1) existing resources and services the State/Territory can make available in conducting developmental screenings and providing referrals to services when appropriate for children who receive assistance under this part, including the coordinated use of the Early and Periodic Screening, Diagnosis, and Treatment program (42 U.S.C. 1396 et seq.) and developmental screening services available under section 619 and part C of the Individuals with Disabilities Education Act (20 U.S.C. 1419, 1431 et seq.); and (2) how child care providers may utilize these resources and services to obtain developmental screenings for children who receive assistance and who may be at risk for cognitive or other developmental delays, which may include social, emotional, physical, or linguistic delays: Through optional trainings provided by the Beginning Together program, providers learn what to do when concerns arise and what resources are available in the state for screening and early identification of developmental issues. Providers are given information about the MAP (Making Access Possible) to Inclusion and Belonging website funded by the lead agency, which provides a clearinghouse of information regarding supporting children with disabilities or potential delays. One resource that is specifically highlighted for all providers during trainings is the county-specific resources on the MAP website, which lists the agencies in each county of the state that provide referrals, screening, and services for children with disabilities or delays. Through this resource and training, providers can find agencies in their local area to whom they can reach out for developmental screening. The MAP website also hosts annual webinars and quarterly newsletters to make providers aware of these resources. Additionally, providers voluntarily participating in the California’s Quality Rating and Improvement System take training on the Ages and Stages Questionnaire, which is a tool used upon a child’s entry into a child care program accurately to screen developmental and social – emotional milestones for children birth through age six. The tool is specifically designed to pinpoint developmental progress and catch delays in young children, paving the way for meaningful next steps in learning, intervention, or monitoring.