7.1 Quality Activities Needs Assessment

7.1.1 Needs assessment process and findings a. Describe the Lead Agency needs assessment process for expending CCDF funds on activities to improve the quality of child care, including the frequency of assessment, how a range of parents and providers were consulted, and how their views are incorporated: Child Care Services (CCS) is committed to gathering feedback from stakeholders to inform projects and initiatives. Instead of relying on one assessment of stakeholders to inform quality expenditures, CCS uses a variety of methods, including surveys, focus, and advisory groups, to ensure that diverse perspectives from individuals working in center-based, school-age care, and family daycare programs are gathered throughout the plan period. The involvement of stakeholders such as ECE agencies, Child Care Licensing staff, child care providers, tribal coordinators, and the Head Start Collaboration Office ensures that the feedback is comprehensive and representative of the field. By continually engaging with stakeholders, CCS commits to continuously improving the quality of early childhood and school-age care. This approach allows CCS to adapt initiatives based on real-world feedback and the evolving needs of child care providers and families in their communities. Additional feedback will be solicited during the State Plan timeframe through providing stakeholder input activities such as focus groups and surveys as current quality initiatives are reviewed and revised and to gather feedback to direct the development of future quality activities. In addition to CCS data collection, the SD Early Childhood Enrichment (ECE) agencies conduct annual provider surveys to evaluate the quality of their services and gather input from the child care providers on logistical information such as preferred times, delivery methods and suggested training topic areas to inform development of annual training calendars. Ongoing information regarding the needs of the early childhood and school- age fields are collected through meetings with a variety of stakeholders. For example, staff from the ECE agencies and licensing meet on a regular basis to address local provider needs within their regional service area. Throughout the development of the State Plan, and throughout the State Plan period, meetings are held with the ECE’s and licensing, regulated child care providers, the Child & Family Services Inter-Agency workgroup, tribal CCDF coordinators, and Head Start program staff. b. Describe the findings of the assessment, including any findings related to needs of different populations and types of providers, and if any overarching goals for quality improvement were identified: Stakeholder feedback continues to highlight statewide issues such as a workforce shortage, need for additional grant funding opportunities, additional business training and technical assistance opportunities, and revision of the Pathways to Professional Development Career Lattice. In addition, during ECE and licensing staff meetings, safe sleep practices, program management and workforce recruitment and retention topics were identified as top priorities. Work in these areas will continue into this plan period related to implementation of the state Quality Recognition and Information System (QRIS), and components of the professional development framework such as core knowledge and competencies and launch of the revised career ladder. CCS and OLA will coordinate with the ECE System to implement business supports such as Strengthening Business Practices curriculum, SD ECE Resources Hub and the annual Early Childhood and School-Age Care Leadership Summit. Advisory groups such as one formed for the QRIS pilot also provide valuable feedback to inform system development. The SD QRIS Advisory Group consisted of individuals working in center-based, out of school time and family daycare. DSS plans to continue a provider advisory group for the QRIS and Career Ladder as those projects are fully implemented.