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employer. Using American Rescue Plan Act (ARPA) funds, the Lead Agency has also expanded work with the Technical College System of Georgia (TCSG) to support Early childhood and education (ECE) credential attainment in adult education programs. Students in adult education are pursuing a credential while also earning a high school equivalency. The Lead Agency has partnered with TCSG to offer grants to technical colleges to embed either the Child Development Associate (CDA) or Technical Certificate of Credit (TCC) into adult learning programs. Through this effort, the Lead Agency has worked with the Council for Professional Recognition (the organization that oversees the CDA) to change policies from accepting only a GED to accepting any state-approved high school equivalency as a perquisite for earning the CDA. Data from the first round of grants will be used to inform program changes, and CCDF funds will be used to continue the program as appropriate. The Lead Agency is also exploring methods for embedding registered apprenticeships into the state’s professional development framework. b. Does the Lead Agency use additional elements? [ ] Yes. If yes, describe the element(s). Check all that apply. i. [ ] Continuing education unit trainings and credit-bearing professional development. Describe: ii. [ ] Engagement of training and professional development providers, including higher education, in aligning training and educational opportunities with the Lead Agency's framework. Describe: iii. [ ] Other. Describe: [x] No. 6.2.3 Impact of the Professional Development Framework Describe how the framework improves the quality, stability, and retention of caregivers, teachers, and directors and identify what data are available to assess the impact. a. Professional standards and competencies. For example, do the professional standards and competencies reflect the range of providers across role, child care setting, or age of children served? Georgia regularly reviews and, as necessary, updates its Workforce Knowledge and Competencies (WKCs) to ensure they align with best practices in early childhood. Guiding principles for each set of competencies include a focus on respect for and recognition of professionals working in early childhood. Georgia has WKCs for early learning and school age professionals; child care administrators and educational leaders; technical assistance providers and coaches; and trainers. b. Career pathways. For example, has the Lead Agency developed a wage ladder that provides progressively higher wages as early educators gain more experience and credentials? What types of child care settings and staff roles are addressed in career pathways, such as licensed centers and family child care homes? Any early childhood education professional who completes a profile in the Georgia Professional Development System (GaPDS) and submits an official transcript receives a career level. Georgia’s Career Levels are based on the highest level of education earned, beginning with a high school