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: The Lead Agency received notification of this non-compliance in Cycle 1 monitoring with notification received on December 13, 2021. Additional time is needed to come into compliance. Regulations were implemented for child care centers and preschools on 8/2/2024, however a compliance evidence review is pending with the Office of Child Care, where compliance must be verified. Kansas will need additional time to ensure school age regulations are adopted to ensure correct application requirements as the agency responsible for the health and safety oversight is promulgating regulations to ensure compliance. Due to the complexity of the state process, the additional time is warranted. Kansas has adopted an interim policy of tracking required 4 of the 16 annual hours in health and safety topics. This is shared with the lead agency monthly. Child care centers and preschools regulations: KAR 28-4-428a(e)(3) In each licensure year, each program director shall complete 16 clock-hours of professional development training. Four of the 16 clock-hours shall include the subject areas specified in paragraphs (b)(2)(A), (b)(2)(C) through (J), or subsection (c) and six of the 16 clock-hours shall be in program administration, management, or a related topic. KAR 28-4-428a(e)(4) In each licensure year, each staff member counted in the staff-child ratio and each volunteer counted in the staff-child ratio shall complete 16 clock-hours of professional development training based on the staff member’s or volunteer’s job responsibilities and the training needs identified by the program director. Four of the 16 clock-hours shall include the subject areas specified in paragraphs (b)(2)(A), (b)(2)(C) through (J), or subsection (c). KAR 28-4-428a(e)(5). In each licensure year, each staff member counted in the staff-child ratio and each volunteer counted in the staff-child ratio caring for infants shall complete four of the 16 clock-hours of professional development training in an infant-specific subject. CCDF school age providers are required to obtain 4 hours of ongoing health and safety training annually within the 16 hours relating to recognizing the signs of child abuse or neglect, knowledge on the prevention of child maltreatment, shaken baby syndrome and abusive head trauma, and the reporting of suspected child abuse or neglect; safe sleep practices and sudden infant death syndrome; recognizing when a child is ill and prevention and control of infectious diseases, including immunizations; prevention of and response to emergencies due to food and allergic reactions; building and premises safety, including identification of and protection from hazards that could cause bodily injury, including electrical hazards, bodies of water, and vehicular traffic; emergency preparedness and response planning for emergencies resulting from a natural disaster or a human-caused event, including violence at a facility; handling and storage of hazardous materials and the appropriate disposal of bio-contaminants, including blood and other bodily fluids or waste; precautions when transporting children, if transportation is provided; medication administration training or child/pediatric first aid and pediatric cardiopulmonary resuscitation. During annual inspections, Kansas Department of Health and Environment licensing specialists verify if is this is not completed. A consultation is provided to the licensed facility on the Notice of Survey. This report is shared monthly with the lead agency who internally monitors all CCDF facilities. This requirement will be drafted as a regulation in the updated out of school time regulations. b. License-exempt child care centers: The lead agency does not have any license-exempt eligible CCDF providers. c. Licensed family child care homes: The Lead Agency received notification of this non- compliance in Cycle 1 monitoring with notification received on December 13, 2021. Additional time is needed to come into compliance. Regulations were implemented for family child care homes on 8/2/2024, however a compliance evidence review is pending with the Office of Child Care, where compliance must be verified. The current regulations in place are as follows: KAR 28-4-114a(d)(2) In each licensure year, each provider shall complete 16 clock-hours of professional development training. Four of the 16 clock-hours shall include the subject areas specified in paragraphs (b)(3)(A), (b)(3)(C) through (J), or subsection (c). d. License-exempt family child care homes: The lead agency does not have any license- exempt eligible CCDF providers. e. Regulated or registered in-home child care: Kansas does not have any regulated or registered in-home child care providers. 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). All training and professional development through CCDF funded Child Care Workforce Professional Development and Infant-Toddler Specialist Network agreements are accessible to all child care providers, anyone planning to become a provider, or anyone who has interest in childhood education. There are no limitations to who may take the trainings or participate in ongoing professional development. 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 Child Care Workforce Professional Development agreement provides comprehensive professional development conducted online, live virtual, and in-person training on an on-going basis that include the following courses; Cultural Responsiveness, English Language Learners, Children with Disabilities, and technical assistance appropriate for all providers of all age groups. The Child Care Workforce Professional Development agreement ensures alignment with the current Kansas Core Competencies and provides a progression of professional development that supports individuals pursuing credentials, certificates, and postsecondary education. This agreement must reflect current research and best practices related to the skills necessary for the child care workforce to meet the developmental needs of participating children and engage families, which may include culturally and linguistically appropriate practices. This agreement ensures support in diversity, equity, and inclusion in early childhood care and education workforce by utilization of appropriate diverse professional development materials and approaches and a focused effort to increase workplace/workforce diversity through these efforts. This agreement requires collaboration to support training needs identified by CCDF funded programs, including The Infant-Toddler Specialist Network, afterschool programs, Child Care Consumer Education Resource and Referral, and Links to Quality. This agreement also requires demonstration of an internal process of continuous quality improvement, including self-assessment, measurement, review of outcomes and implementation of identified improvements, which includes a commitment to the collection of necessary data and using the data to inform decision making. The Infant-Toddler Specialist Network agreement also provides technical assistance, referrals for on-line and community based training opportunities that include Early Literacy, Culturally and Linguistic Responsive Care, Working with Children with Special Needs, Homeless Children, and Low-Income Children, specific to the needs of infant-toddler care and education professionals. The Infant-Toddler Specialist Network agreement requires collaboration and coordination with the Child Care Workforce Professional Development awardee and other agencies that develop and provide training to identify needs of Infant-Toddler caregivers/teachers/directors. This agreement also requires providing parents access to transparent and easy-to-understand consumer information on infant and toddler language, social-emotional, and both early literacy and numeracy cognitive development. Between these two agreements, there are a variety of trainings available to providers based on their individual needs and the needs of the children in their care. Courses that support providers working with children of families that are English-language learners include Building Skills in Two Languages and Beyond a Celebration: Exploring Culture in Practice. To support bilingual child care providers courses in Spanish are available online and live virtual. When possible, interpreters or the use of translation headsets are available for in-person training. Courses that support providers working with children with developmental delays include Early Intervention, Special Education Basics, Inclusive Care for Infants and Toddlers, and Inclusive Care for Preschoolers. Courses that support providers working with school-age children include Fostering Critical Thinking Skills After School and School Age Care: Guidance for Youth Development. ADA and accessibility review checklists and cultural awareness checklists are utilized during development to ensure content reflects the diversity of the workforce. Providers who participate in trainings through Child Care Workforce Professional Development or the Infant- Toddler Specialist Network can request additional information and/or technical assistance. Technical assistance is based on provider requests to meet the needs of their individual child care setting. Providers who receive subsidy must take an online course, Supporting Kansas Families: Department for Children and Families Child Care Assistance Program to learn the process and program requirements to become a Kansas Department for Children and Families provider for families eligible for child care assistance. An enhanced Child Care Assistance program rate may be available to providers serving children who have been professionally evaluated as having a special need including but not limited to a physical, mental health or emotional disability. Documentation of the child’s disability must be provided by a party other than the child care provider. If the child requires care above and beyond typical care for a child of that age, a completed form is required to authorize this rate. Instructions are given to the parent with a checklist of what would qualify as a special need. If this care requires a provider to hire additional staff, specialized training, or specialized support services, the provider will be reimbursed at an enhanced rate if approved. Enhanced rates are available to children in all subtypes of child care, all ages of children, all hours of approved child care and the individual child’s needs. A child may have a temporary or permanent disabilities that requires special care services by their child care provider to be considered for the enhanced rate. The child care provider must give the parent a signed statement indicating what exceptional services will be provided. The child care provider is also required to supply documentation of any current specialized training acquired or needed to care for the child. Documentation of training or a plan to acquire training must be included. The provider must be enrolled or in the process of becoming enrolled in the Child Care Assistance program. The provider will receive resources through the various agencies contracted with the Lead Agency. Support to providers will be given in the form of additional resources from the Lead Agency such as specialized trainings available, referrals to other agencies for TA, licensing specialist who work with the provider annually for their review process often have resources that are given to the provider at the time of initial or renewal. Each Region has resources for providers to access for specialized trainings and services unique to their situation. All requests for the Enhanced Rate for Special Care must be approved along with the required documentation of the child’s condition. 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 the Child Care Workforce Professional Development agreement and Infant-Toddler Specialist Network, training and technical assistance is available on typical child development, observation and assessment of children, communicating with families regarding developmental concerns, and inclusive care, including services and supports available for children with disabilities and their families. Training and technical assistance is also available on the use of screening tools, and the screening tools are made available to participating programs as funding is available.