4.5 Supply Building

Building a supply of high-quality child care that meets the needs and preferences of parents participating in CCDF is necessary to meet CCDF’s core purposes. Lead Agencies must support parent choice by providing some portion of direct services via grants or contracts, including at a minimum for children in underserved geographic areas, infants and toddlers, and children with disabilities. 4.5.1 Child care services available through grants or contracts Does the Lead Agency provide direct child care services through grants or contracts for child care slots? [ ] Yes, statewide. Describe how the Lead Agency ensures that parents who enroll with a provider who has a grant or contract have choices when selecting a provider: [ ] Yes, in some jurisdictions, but not statewide. Describe how many jurisdictions use grants or contracts for child care slots and how the Lead Agency ensures that parents who enroll with a provider who has a grant or contract have choices when selecting a provider: [x] No. If no, describe any Lead Agency plans to provide direct child care services through grants and contracts for child care slots: Rhode Island is planning on submitting a waiver for this final rule change and is currently working on operationalizing a pilot program for making child care services available through contracted slots. If no, skip to question 4.5.2. i. If yes, identify the populations of children served through grants or contracts for child care slots (check all that apply). For each population selected, identify the number of slots allocated through grants or contracts for direct service of children receiving CCDF. [ ] Children with disabilities. Number of slots allocated through grants or contracts: [ ] Infants and toddlers. Number of slots allocated through grants or contracts: [ ] Children in underserved geographic areas. Number of slots allocated through grants or contracts: [ ] Children needing non-traditional hour care. Number of slots allocated through grants or contracts: [ ] School-age children. Number of slots allocated through grants or contracts: [ ] Children experiencing homelessness. Number of slots allocated through grants or contracts: [ ] Children in urban areas. Percent of CCDF children served in an average month: [ ] Children in rural areas. Percent of CCDF children served in an average month: [ ] Other populations. If checked, describe: ii. If yes, how are rates for slots funded by grants and contracts determined by the Lead Agency? 4.5.2 Care in the child’s home (in-home care) The Lead Agency must allow for in-home care (i.e., care provided in the child’s own home) but may limit its use. Will the Lead Agency limit the use of in-home care in any way? [x] Yes. [ ] No. If yes, what limits will the Lead Agency set on the use of in-home care? Check all that apply. i. [ ] Restricted based on the minimum number of children in the care of the in- home provider to meet the Fair Labor Standards Act (minimum wage) requirements. Describe: ii. [x] Restricted based on the in-home provider meeting a minimum age requirement. Describe: Lead Agency policy requires a license-exempt (relative, in- home) provider to be at least 21 years of age. iii. [ ] Restricted based on the hours of care (i.e., certain number of hours, non- traditional work hours). Describe: iv. [x] Restricted to care by relatives. (A relative provider must be at least 18 years of age based on the definition of eligible child care provider.) Describe: License exempt care is limited to relatives of an acceptable degree defined as an eligible child's aunt, uncle, grandparent, great grandparent, great aunt, great uncle, or adult sibling age twenty-one (21) or older. The relative providing care, including a sibling, must live in a separate residence from the child receiving care. v. [ ] Restricted to care for children with special needs or a medical condition. Describe: vi. [ ] Restricted to in-home providers that meet additional health and safety requirements beyond those required by CCDF. Describe: vii. [ ] Other. Describe: 4.5.3 Shortages in the supply of child care Lead Agencies must identify shortages in the supply of child care providers that meet parents’ needs and preferences. What child care shortages has the Lead Agency identified in the State or Territory, and what is the plan to address the child care shortages? a. In infant and toddler programs: i. Data sources used to identify shortages: The Lead Agency uses a number of data sources to identify shortages for infant toddler programs and are continuing to look for more ways to clearly identify the shortages, specifically at this level. As a baseline, DHS uses dynamic geographic maps that calculate estimated supply and estimated demand for child care across the state to identify shortages by capacity and by quality. On an ongoing basis, DHS uses the Early Childhood Care and Education Scorecard ￿ a key Preschool Development Grant investment for Rhode Island and a product of the EOHHS Ecosystem ￿ to identify shortages for infant/toddler care. The Scorecard utilizes subsidy data and child-level data to analyze utilization, enrollment, and other trends among children utilizing the CCAP program. A public dashboard of this data is available on the DHS website. ii. Method of tracking progress: (1) Comparing the number of licensed infant/toddler seats to the estimated demand for infant/toddler care; (2) Percentage of infants/toddlers eligible for a CCAP voucher who are actively utilizing their CCAP voucher. iii. What is the plan to address the child care shortages using family child care homes The Lead Agency strongly believes that Family Child Care homes are a key strategy to address child care capacity shortages, including for infants and toddlers. DHS utilized State Fiscal Recovery Funds from the American Rescue Plan Act to invest in FCC start-up grants. These grants yielded more than 100 newly licensed FCC providers for our state, a 10% increase in FCC capacity statewide to make up for the large number of retirements we have in an aging family child care workforce. We are continuing to strengthen the FCC portion of the mixed-delivery system by engaging FCCs in opportunities such as RI Pre-K, and we are implementing new technical assistance to meet FCC’s unique needs. We partner closely with SEIU 1199 and ESF (Education and Support Fund) to provide support and resources to FCCs to ensure that we are sustaining and improving the quality of the current capacity in our system, as well as continuing to grow capacity. DHS is utilizing the PDG B-5 Planning grant to conduct a comprehensive infant/toddler child care capacity strategic plan. Our goal for this strategic planning process ￿ which commenced in Q2 2024 ￿ is to provide actionable recommendations and strategies to address infant/toddler child care shortages. This will inform our strategy with FCCs more broadly. iv. What is the plan to address the child care shortages using child care centers? DHS is utilizing the PDG B-5 Planning grant to conduct a comprehensive infant/toddler child care capacity strategic plan. Our goal for this strategic planning process ￿ which commenced in Q2 2024 ￿ is to provide actionable recommendations and strategies to address infant/toddler child care shortages. This will inform our strategy with centers. b. In different regions of the State or Territory: i. Data sources used to identify shortages: DHS uses a number of data sources to identify shortages by region. As a baseline, DHS uses dynamic geographic maps that calculate estimated supply and estimated demand for child care across the state to identify shortages by capacity and by quality. These maps are at the census block level, allowing DHS to review capacity shortages at a statewide, regional, municipal, and neighborhood level. On an ongoing basis, DHS uses the Early Childhood Care and Education Scorecard ￿ a key Preschool Development Grant investment for Rhode Island and a product of the EOHHS Ecosystem ￿ to identify shortages for care by region. The Scorecard utilizes subsidy data and child- level data to analyze supply and demand, and can provide heatmaps. ii. Method of tracking progress: Heatmaps of supply and demand by region iii. What is the plan to address the child care shortages using family child care homes? DHS strongly believes that Family Child Care homes are a key strategy to address child care capacity shortages. DHS utilized State Fiscal Recovery Funds from the American Rescue Plan Act to invest in FCC start-up grants. These grants yielded more than 100 newly licensed FCC providers for our state, a 10% increase in FCC capacity statewide. We are continuing to strengthen the FCC portion of the mixed-delivery system by engaging FCCs in opportunities such as RI Pre-K, and we are implementing new technical assistance to meet FCC’s unique needs. We partner closely with SEIU 1199 and ESF (Education and Support Fund) to provide support and resources to FCCs to ensure that we are sustaining and improving the quality of the current capacity in our system, as well as continuing to grow capacity. Many FCC providers in RI are clustered in the urban core communities. DHS will continue to recruit new FCC providers statewide, especially in regions where workforce may require third shift or weekend care options iv. What is the plan to address the child care shortages using child care centers? DHS has utilized Preschool Development Grant funding as well as Congressional Directed award funds to invest in facilities planning grants for centers, with a focus on areas that have demonstrated shortages. Rhode Island passed a $15M bond to support early learning facilities in 2021, and all of that funding is committed, creating a pipeline of new and improved facilities that will come online in the next few years. DHS will continue to provide targeted technical assistance to centers across the state, with a focus on regions that are experiencing shortages, to support new or expanding centers. c. In care for special populations: i. Data sources used to identify shortages: DHS uses a number of data sources to identify shortages for special populations. As a baseline, DHS uses dynamic geographic maps that calculate estimated supply and estimated demand for child care across the state to identify shortages by capacity and by quality. This map includes overlays of special populations, such as single-parent, multilingual learner households, and low-income households. On an ongoing basis, DHS uses the Early Childhood Care and Education Scorecard ￿ a key Preschool Development Grant investment for Rhode Island and a product of the EOHHS Ecosystem ￿ to identify shortages for care for special populations. The Scorecard utilizes subsidy data and child-level data from a range of sources to analyze utilization, enrollment, and other trends among children who have different identities and life experiences. This allows for ongoing review of equitable access to child care by special population. ii. Method of tracking progress: Review of the ECCE Scorecard data, which can provide utilization of CCAP by special population. iii. What is the plan to address the child care shortages using family child care homes? DHS strongly believes that Family Child Care homes are a key strategy to address child care capacity shortages for special populations, especially multilingual learners. DHS utilized State Fiscal Recovery Funds from the American Rescue Plan Act to invest in FCC start-up grants. These grants yielded more than 100 newly licensed FCC providers for our state, a 10% increase in FCC capacity statewide. We are continuing to strengthen the FCC portion of the mixed-delivery system by engaging FCCs in opportunities such as RI Pre-K, and we are implementing new technical assistance to meet FCC’s unique needs. We partner closely with SEIU 1199 and ESF (Education and Support Fund) to provide support and resources to FCCs to ensure that we are sustaining and improving the quality of the current capacity in our system, as well as continuing to grow capacity. iv. What is the plan to address the child care shortages using child care centers? DHS and partner agencies have invested strategically in technical assistance to ensure that centers are prepared to support the needs of special populations. This includes investments in the SUCCESS program to support mental health needs; investments in multilingual learner materials and training; and review of the Kids Connect program to better support children with disabilities in engaging in child care classrooms. There are ongoing conversations with the Department of Children, Youth, and Families regarding opportunities to better support children who are in child welfare. 4.5.4 Strategies to increase the supply of and improve quality of child care Lead Agencies must develop and implement strategies to increase the supply of and improve the quality of child care services. These strategies must address child care in underserved geographic areas; infants and toddlers; children with disabilities, as defined by the Lead Agency; and children who receive care during non-traditional hours. How does the Lead Agency identify any gaps in the supply and quality of child care services and what strategies are used to address those gaps for: a. Underserved geographic areas. Describe: DHS uses a number of data sources to identify shortages by region. As a baseline, DHS uses dynamic geographic maps that calculate estimated supply and estimated demand for child care across the state to identify shortages by capacity and by quality. These maps are at the census block level, allowing DHS to review capacity shortages at a statewide, regional, municipal, and neighborhood level. On an ongoing basis, DHS uses the Early Childhood Care and Education Scorecard ￿ a key Preschool Development Grant investment for Rhode Island and a product of the EOHHS Ecosystem ￿ to identify shortages for care by region. The Scorecard utilizes subsidy data and child-level data to analyze supply and demand, and can provide heatmaps. The Lead Agency contracts with the SEIU Education and Support Fund to provide professional development and technical assistance to Family Child Care Providers. Part of this work includes Educator-Led Communities of Care (ELCC), an educator-led family child care network where peer leaders lead FCC cohorts in two urban zip codes identified as underserved areas. The cohorts’ mission is to build community, advocacy skills and business capacity within the FCC Community in these areas. b. Infants and toddlers. Describe: The Lead Agency is utilizing the PDG B-5 Planning grant to conduct a comprehensive infant/toddler child care capacity strategic plan. Our goal for this strategic planning process ￿ which commenced in Q2 2024 ￿ is to provide actionable recommendations and strategies to address infant/toddler child care shortages. Currently, we are doing more specific work related to supporting the supply and quality of infant and toddler programs including very specific technical assistance and LearnERS cohorts that are for infant and toddler teachers to work with them on increasing quality in their programming. c. Children with disabilities. Describe: On an ongoing basis, DHS uses the Early Childhood Care and Education Scorecard ￿ a key Preschool Development Grant investment for Rhode Island and a product of the EOHHS Ecosystem ￿ to identify shortages for care for special populations. The Scorecard utilizes subsidy data and child-level data from a range of sources to analyze utilization, enrollment, and other trends among children who have different identities and life experiences. This allows for ongoing review of equitable access to child care by special population. DHS supports quality programming for children with disabilities through both the State￿s QRIS as well as contracted vendors. The QRIS, through various aspects of it￿s framework, assesses for quality programming related to children with disabilities. This includes gathering information and evidence of how programs share information with families regarding developmental screenings and services available as a result of these screenings. It also requests information on how programs are welcoming and supportive of both lead educational agencies and Early Intervention/behavioral supports providing direct services to children during their operating hours. Additionally, DHS contracts with the SUCCESS program through Bradley Hospital (a leader in childhood and adolescent mental health). SUCCESS is a free service that pairs early learning programs with Early Childhood Mental Health Consultants to support the social, emotional, and behavioral health needs of identified children. This collaboration ensures children have access to a safe and supportive learning environment d. Children who receive care during non-traditional hours. Describe: On an ongoing basis, DHS uses the Early Childhood Care and Education Scorecard ￿ a key Preschool Development Grant investment for Rhode Island and a product of the EOHHS Ecosystem ￿ to identify shortages for care for special populations. The Scorecard utilizes subsidy data and child-level data from a range of sources to analyze utilization, enrollment, and other trends among children who have different identities and life experiences. This allows for ongoing review of equitable access to child care by special population, including non- traditional hours. We use this data to support funding new things to support the families that need it most. As an example of an activity we are doing to address the shortage of non-traditional hours, we are working with our FCC vendors and contractors and re- evaluating our FCC orientation and articulating the need for non-traditional hours of care for family child care, using the scorecard information to provide further context about where the need is the highest and recruiting new FCC's from that market. e. Other. Specify what population is being focused on to increase supply or improve quality. Describe: 4.5.5 Prioritization of investments in areas of concentrated poverty and unemployment Lead Agencies must prioritize investments for increasing access to high-quality child care and development services for children of families in areas that have significant concentrations of poverty and unemployment and do not currently have sufficient numbers of such programs. Describe how the Lead Agency prioritizes increasing access to high-quality child care and development services for children of families in areas that have significant concentrations of poverty and unemployment and that do not have access to high-quality programs. In a March 2021 special election, Rhode Islanders overwhelmingly voted in support of the Early Childhood Care and Education (ECCE) Capital Fund, providing more than thirteen million dollars ($13,000,000) in grant funding for physical improvements to existing child care spaces and for the development of new licensed early childhood care and education facilities. During the first wave of the project, 51 applications were received, totaling over $25 million in requested funds. After a thorough decision-making process, $8,821,917.62 was awarded to 15 unique applicants. During wave 2, $4,279,582.38 was awarded ten (10) unique applicants, resulting in a total of $13,201,500 in awards for both waves. Requirements for receiving the grant funds included demonstrating a need for the project proposed, demonstrating how the project would benefit low-income children and the surrounding community, a financial need for assistance in the form of grant funding for the project to be feasible, and local support for the project. As of March 2024, nine (9) of the 25 total projects have been completed and the remaining projects are due to be completed by December, 2024. 5 Health and Safety of Child Care Settings Child care health and safety standards and enforcement practices are essential to protect the health and safety of children while out of their parents’ care. CCDF provides a minimum threshold for child care health and safety policies and practices but leaves authority to Lead Agencies to design standards that appropriately protect children’s safety and promote nurturing environments that support their healthy growth and development. Lead Agencies should set standards for ratios, group size limits, and provider qualifications that help ensure that the child care environment is conducive to safety and learning and enable caregivers to promote all domains of children’s development. CCDF health and safety standards help set clear expectations for CCDF providers, form the foundation for health and safety training for child care workers, and establish the baseline for monitoring to ensure compliance with health and safety requirements. These health and safety requirements apply to all providers serving children receiving CCDF services – whether the providers are licensed or license-exempt, must be appropriate to the provider setting and age of the children served, must include specific topics and training on those topics, and are subject to monitoring and enforcement procedures by the Lead Agency. CCDF-required annual monitoring and enforcement actions help ensure that CCDF providers are adopting and implementing health and safety requirements. Through child care licensing, Lead Agencies set minimum requirements, including health and safety requirements, that child care providers must meet to legally operate in that State or Territory. In some cases, CCDF health and safety requirements may be integrated within the licensing system for licensed providers and may be separate for CCDF providers who are license- exempt. This section addresses CCDF health and safety requirements, Lead Agency licensing requirements and exemptions, and comprehensive background checks. When responding to questions in this section, OCC recognizes that each Lead Agency identifies and defines its own categories of care. OCC does not expect Lead Agencies to change their definitions to fit the CCDF-defined categories of care. For these questions, provide responses that best match the CCDF categories of care.