6.1 Supporting the Child Care Workforce

Lead Agencies have broad flexibility to implement policies and practices to support the child care workforce. 6.1.1 Strategies to improve recruitment, retention, compensation, and well-being a. Identify any Lead Agency activities related to strengthening workforce recruitment and retention of child care providers. Check all that apply: i. [x] Providing program-level grants to support investments in staff compensation. ii. [x] Providing bonuses or stipends paid directly to staff, like sign-on or retention bonuses. iii. [ ] Connecting family child care providers and center-based child care staff to health insurance or supporting premiums in the Marketplace. iv. [ ] Subsidizing family child care provider and center-based child care staff retirement benefits. v. [ ] Providing paid sick, personal, and parental leave for family child care providers and center-based child care staff. vi. [ ] Providing student loan debt relief or loan repayment for family child care providers and center-based child care staff. vii. [x] Providing scholarships or tuition support for center-based child care staff and family child care providers. viii. [x] Other. Describe: The Empower to Educate program provides foundational training, mentoring, professional development advising and job placement services to people who are interested in entering the early childhood field. This program is implemented through the Child Care Aware CCR&R system. b. Describe any Lead Agency ongoing efforts and future plans to assess and improve the compensation of the child care workforce in the State or Territory, including increasing wages, bonuses, and stipends. In 2023, the Minnesota Legislature directed the department to develop a provider wage scale, including recommended wages that are equivalent to elementary school teachers with similar credentials and experience, and how to use provider wage scales in the subsidy rate-setting process. A report is due to the legislature in January 2025, which will include regional variation, cost of living adjustments, recommendations for levels of benefits and inclusion of competency achieved outside of formal education. Any future plans will be at least partially determined by the availability of additional state funding and legislative directives. The next step to implementing our wage scale efforts in Minnesota will involve evaluating options and establishing a method for the assessment of an early childhood educator’s professional’s knowledge and competency for placement on the wage scale. Minnesota will engage an outside vendor to explore options and present recommendations around establishing a competency evaluation. The exploration process will involve interviews, focus groups, research and connection with peer states, and the testing of different systems. In addition to identification of a process for assessing comparable competencies, a crucial next step with Minnesota’s work on wage scales and pay equity is to ensure robust communication about this work with communities statewide. Once the legislative report and wage scale is submitted, Minnesota’s communications infrastructure will be leveraged to create a multimedia communications plan for the wage scale and comparable competencies work that presents relevant justification, context, and implementation possibilities c. Describe any Lead Agency ongoing efforts and future plans to expand access to benefits, including health insurance, paid sick, personal, and parental leave, and retirement benefits. The Great Start Compensation Support Payment Program was signed into law in May 2023, providing state funds designed to support the child care industry and educators. Building off the Child Care Stabilization Grant Program, which ended in June 2023, this permanent program issues monthly payments to eligible child care programs to fund increases in compensation and benefits for early educators. One hundred percent of the funds received by child care programs must be used to fund increased wages or to offer new or expanded benefits as part of an overall compensation package for educators. The program’s first annual report was submitted to the legislature in January 2024, and annual reports will continue to be submitted annually per state statute. Additionally, our legislative report on the wage scale and comparable competencies will include recommended levels of compensation and benefits which are equivalent to elementary teachers with similar credentials and experience. Any future plans will be at least partially determined by the availability of additional state funding and legislative directives, and a fully implemented wage scale would increase early childhood educator’s access to benefits through increased direct compensation and/or increased subsidy rates to cover the cost of those benefits. d. Describe any Lead Agency ongoing efforts and future plans to support the mental health and well-being of the child care workforce. Mental Health Consultation (MHC) is available to licensed child care programs and FFN providers across the state. MHC includes a combination of training, skill building and reflective support (active listening, exploration of the provider’s beliefs and feelings, and problem solving) to promote the social and emotional health and wellbeing of not only young children and their families but the providers themselves. As providers experience support through consultation, they have greater capacity to regulate and relate in healthy ways with the children they serve. IECMH participants have reported that because of their participation, they made changes in their care practices, felt better able to support children and families, and better able to cope with stress. The department also funds the Center for Inclusive Child Care (CICC) to provide coaching services including support, training, and resources to promote the well-being and support for child care programs across Minnesota. CICC coaches focus on a strengths-based, positive approach in partnership with educators to establish goals for themselves, their program and the children and families they serve. The coaches focus on what providers are doing well and provide reassurance and encouragement in the face of challenges. Through the coaching partnership educators have the opportunity to grow their knowledge and skills both personally and professionally. In addition, CICC’s Early Childhood Leadership Development model, which launched in October 2023, is available to center-based directors across Minnesota who want to build leadership capacity, improve program quality, create a community of support, and build confidence in their practice. The cohort model supports leaders to develop ongoing relationships of support with trusted professionals, lead with intentionality, enhance their management skills and supports trauma informed care. This new work has been well received by leaders in the early childhood community and the department will explore ways to expand resources and supports for leaders in the state. Professional development opportunities focused on mental wellness and well-being are available. Minnesota’s Preschool Development Grant funded the development of the Toolkit for Healing-Centered Practice (https://macmh.org/infant-and-early- childhood/resources-for-healing-centered-practice/ ) which is designed for professionals who work with children prenatal to age 6, their families, and those who care for them. It is a collection of online resources on stress and trauma-informed care and is tailored to meet different learner’s needs. Resources include webinars, fact sheets, resource lists, and training modules that can be accessed on demand. There are also Spanish, Hmong and Somali translations of documents available. The department has been offering the six-part training series called Trauma Responsive Care for Infants and Toddlers in Childcare since completing the multi-state Training of Trainers (TOT). One of these courses is specifically on the topic of provider self-care. The series will equip providers with deeper understanding and tools to respond appropriately in their settings to children and families that have endured trauma and to design their care facilities in ways to reduce re- traumatization which can reduce child behaviors and promote attachment and learning. This series was made available in English and Spanish. Minnesota plans to translate the materials to Somali in the coming year. The department will continue to evaluate the current professional development, coaching and consultation services to determine what gaps exist and what additional resources are needed to support the well-being of the early care and education workforce during 2025-2027. e. Describe any other strategies the Lead Agency is developing and/or implementing to support providers’ recruitment and retention of the child care workforce. The department is currently piloting an apprenticeship initiative in through the T.E.A.C.H. early childhood scholarships program which aims to increase the amount of skilled early childhood workers entering and progressing in the field. This project allows for workers to combine employment, on the job training, college coursework and personal mentor support while also providing support for businesses and mentors. Participants earn a nationally recognized apprenticeship certificate from the U.S. Department of Labor. The department has also developed an initiative called Empower to Educate which helps current and aspiring early childhood educators begin, advance and sustain their child care careers. This plan offers personal support from a workforce advisor, payments to assist with the completion of training requirements, job skills training, and mentorship assistance. 6.1.2 Strategies to support provider business practices a. Describe other strategies that the Lead Agency is developing and/or implementing to strengthen child care providers’ business management and administrative practices. The department has implemented a series of new strategies, complementing established programs, to strengthen child care providers’ business management and administrative practices. Long-standing programs include offering a comprehensive range of business supports specific to child care business models. These services encompass providers gaining essential business skills through any combination of Develop approved training, Minnesota’s Quality Improvement and Registry Tool, consultation, coaching, technical assistance, or one-on-one sessions, tailored to individual needs. These services cover a wide range of areas vital for effective business management including fiscal management, budgeting, recordkeeping practices, hiring and retaining staff, writing policies and procedures, community relationships and involvement, marketing and public relations, business plans and assessments, and start up or expansion supports. The first new strategy is the introduction of Shared Services Alliances (SSA), which support the department or Tribally licensed family child care programs, or individuals looking to become licensed. Minnesota currently has three alliances funded by the department. The SSA model facilitates cost and time savings by enabling the sharing of services among participants. Through these alliances, family child care programs gain access to a range of back office supports. These include specialized assistance in accounting and budget management to better serve the needs of small businesses, utilization of child care management software for streamlined program automation, and support in registering with the Secretary of State and obtaining an Employer Identification Number, which significantly enhances overall business management efficiency. These services are currently provided to all participants free of charge, further underscoring the department’s commitment to supporting the sustainable growth and success of child care provider’s business management and administrative practices across the state. Another innovative practice introduced is a technology grants program. Designed to reinforce business management practices within department or Tribally licensed child care programs, these grants offer access to technology resources. The program places a priority on assisting programs with limited or no existing technology, especially those located in designated child care access equity areas. Eligible uses of the grants must be essential and directly contribute to improving child care business management and administration. This encompasses various items such as those that enhance connectivity, necessary equipment, software, as well as relevant training related to utilizing technology for business practices. Another new strategy is Child Care Wayfinder, Minnesota’s comprehensive ￿one stop shop￿ for starting, sustaining, or expanding child care programs. This program offers personalized, relationship-based support to child care programs at every stage of their business journey. Start up and Retention Navigators are strategically located across the state to provide local and statewide resources and referrals including those supporting business management and administrative practices. These Navigators collaborate with programs from beginning or during times of difficulty, guiding them towards vital resources and expert assistance when programs need it the most. They facilitate connections with business management professionals who can support programs with essential business skills or provide ongoing support to address challenges and enhance the program’s fiscal stability. In addition, a comprehensive range of business supports for licensed family child care, child care centers, or individuals looking to become licensed are available. These services encompass providers gaining essential business skills through any combination of approved training, consultation, coaching, technical assistance, or one-on- one sessions, tailored to individual needs. These services cover a wide range of areas vital for effective business management including fiscal management, business liability, budgeting, recordkeeping practices, hiring and retaining staff, writing policies and procedures including how to communicate policies to parents, community relationships and involvement, marketing and public relations, business plans and assessments, and ensuring compliance with employment and labor laws. Finally, the department will provide targeted support for child care programs receiving Minnesota’s Great Start Compensation Support Payments to reinforce business sustainability and optimize the use of these funds focused on increasing workforce compensation b. Check the topics addressed in the Lead Agency’s strategies for strengthening child care providers’ administrative business practices. Check all that apply: i. [x] Fiscal management. ii. [x] Budgeting. iii. [x] Recordkeeping. iv. [x] Hiring, developing, and retaining qualified staff. v. [x] Risk management. vi. [x] Community relationships. vii. [x] Marketing and public relations. viii. [x] Parent-provider communications. ix. [x] Use of technology in business administration. x. [x] Compliance with employment and labor laws. xi. [x] Other. Describe any other efforts to strengthen providers’ administrative business: Beginning January 2025, the department will target existing business supports to child care programs receiving Great Start Compensation Support Payments, reinforcing business sustainability and optimizing use of payments to maximize impact through business management supports. Child care programs also receive access to capital which includes consultation and training that focuses on business planning including how to prepare to access loans or other financing options, guidance around grant writing and how to access grants. 6.1.3 Strategies to support provider participation Lead Agencies must facilitate participation of child care providers and staff with limited English proficiency and disabilities in the child care subsidy system. Describe how the Lead Agency will facilitate this participation, including engagement with providers to identify barriers and specific strategies used to support their participation: a. Providers and staff with limited English proficiency: The department facilitates provider participation in the subsidy system, including providers with limited English proficiency, if they are chosen by a family or want to register as a CCAP provider. The department does not actively recruit providers but makes information available to all providers, via local county and tribal agencies, the department website and the Child Care Aware system that outlines how to register to become a provider ready to serve CCAP families. The department translates some CCAP materials into one or more languages and others include translation service resources when mailed. Local agencies may have staff or other methods to respond to providers with questions in other languages. There are resources available to child care providers who need help with interpretation. For example, one local agency, Think Small, provides some interpretation services in Hmong, Somali and Spanish through the Language Access Line at 888-291-9811. To support training outreach, the department partnered with the Think Small language line to ensure providers remain eligible to participate in CCAP. Required CCAP training for legal non-licensed providers is offered in multiple languages. An optional CCAP orientation training for all providers is available in English, Somali and Spanish. As funding allows annually, department-owned training system courses are translated to Spanish and Somali. In addition, training participants are able to request interpreters for in-person training events held in English. b. Providers and staff who have disabilities: The department does not recruit providers into the subsidy system, including providers with disabilities, but does facilitate their participation if they are chosen by a family or want to register as a CCAP provider. CCAP materials produced by the department meet accessibility standards and many include information about local ADA contacts for equal access. The Child Care Aware training delivery system has an ADA policy and procedure for anyone who requests an accommodation to attend in-person training events.