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California Department of Education Request for Applications Fiscal Year 2020–21 Quality Counts California Workforce Pathways Grant Administered by the Early Learning and Care Division California Department of Education 1430 N Street, Suite 3410 Sacramento, CA 95814-5901 https://www.cde.ca.gov/fg/fo/af/ May 2020 1

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Page 1: RFA-20: QCC ELC Workforce Pathways Grant (CA … · Web viewGeneral Education and/or attain a Child Development Teacher or Master Teacher Permit Providing tuition and/or scholarship

California Department of EducationRequest for Applications

Fiscal Year 2020–21

Quality Counts California Workforce Pathways Grant

Administered by the

Early Learning and Care Division

California Department of Education

1430 N Street, Suite 3410

Sacramento, CA 95814-5901

https://www.cde.ca.gov/fg/fo/af/

May 2020

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Inquiries

Direct all Quality Counts California Workforce Pathways Grant Request for Application (RFA) inquiries and correspondence to:

Quality Counts California Workforce Pathways Grant

Early Learning and Care DivisionCalifornia Department of Education

1430 N Street, Suite 3410Sacramento, CA 95814-5901

Submit all RFA questions via email to the Quality Counts California Workforce Pathways Grant email box at [email protected].

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Table of Contents

California Department of Education Request for Applications Fiscal Year 2019–20 1Quality Counts California Workforce Pathways Grant 1Inquiries 2I. Overview 6

A. Introduction 6B. Background 7

B1. Background on Recent State Investments and Quality Improvement Efforts7

B2. Background on the Early Learning and Care Workforce 7C. Authority 8

II. Program Description 8A. Grant Information 9B. Eligibility Requirements 9C. Goals 10D. Required Areas of Service 11E. Allowable Activities and Costs 13

E1. Direct Financial Workforce Supports 14E2. Non-Financial Workforce Supports and Infrastructure/System Supports 15E3. Guidance for Establishing Meaningful Direct Financial Workforce Supports

16F. Non-Allowable Activities and Costs 17G. Administrative Indirect Cost Rate 20

III. Accountability, Responsibilities, and Requirements 21A. State Responsibilities 21B. Local Consortia Lead Agency Requirements and Responsibilities 21

B1. Required Consortium Participants 21B2. Program Implementation Requirements 21B3. Target Populations Served 22B4. Fiscal Requirements 23B5. Quality Improvement Requirements 24B6. Outreach and Communication Requirements 26B7. Evaluation and Reporting Requirements 26B8. Data Reporting and Collection Requirements 26

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IV. Application Procedures and Processes 26A. Application Timeline 27B. Application Process 27C. Technical Assistance 28D. Application Review 28E. Grant Award Notification 29F. Assurances, Certifications, Terms, and Conditions 30

F1. General Assurances and Certifications 30F2. Grant Specific Assurances Certifications 30

V. QCC Workforce Pathways Grant Application 30A. Lead Agency 30B. Partner Signatures (Form A) 31C. QCC Workforce Pathways Plan (Form B) 32

Contact Information: 32A. Assessing the Local Workforce Needs and Determining Goals. 33

FFN caregivers 34FCC providers 35Center-based or School-based workforce 36

B. Governance - Convening and Strengthening Partnerships 38C. Recruitment and Outreach 39

FFN caregivers 39Family Child Care providers 40Center-based and School-based workforce 41

D. QCC Workforce Pathways Grant: Strategies and Targets 42FFN caregivers 46FCC providers 46

E. Monitoring and Evaluation 48D. Budget and Budget Narrative (Form C) 48

Appendices 49Appendix A: Funding Allocations 49Appendix B: Background 52

A. On California’s Youngest Children 52B. On Children Served through Subsidized Child Care 52C. ELC Workforce Challenges and Needs 53

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Appendix C: Scoring Rubric Guidance 57A. Assessing the Local Workforce Needs and Determining Goals 57B. Governance - Convening and Strengthening Partnerships 59C. Recruitment and Outreach 61D. ELC Workforce Development Strategies, Maximizing Investments and Supports 61

D1. Briefly describe your local plan for addressing the required pathways: 61E. Monitoring and Evaluation 66

Appendix D: Key Terms 68Appendix E: CCDF CCDBG Health and Safety Training Requirements 80Appendix F: Application Checklist 82

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I. Overview

The California Department of Education (CDE) invites local qualifying agencies to apply for Quality Counts California (QCC) Workforce Pathways Grants (Workforce Pathways Grant). This Request for Applications (RFA) reflects the latest evolution of the QCC system and is meant to be developed in parallel to QCC Local Consortia and Partnership Grants.1

This QCC Workforce Pathways RFA, in combination with the unified QCC Local Consortia and Partnerships Grant RFA (QCC unified RFA), represents the first phase in building a more effective statewide Quality Improvement System (QIS) and Quality Rating and Improvement System (QRIS). As the state invests more in quality improvements, including workforce development, it will continue to align and build a stronger system.

A. Introduction

A child’s early years are the most critical for forming a strong foundation for their future development and learning. Research demonstrates that professionals working with children from birth through age eight (8) play a crucial role in helping young children develop physically, socially, and emotionally and their work should be grounded in shared knowledge, skills, and abilities.

The preeminent report on the Early Learning and Care (ELC) Workforce, Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation by the Institute of Medicine and National Research Council notes:

Children are already learning at birth, and they develop and learn at a rapid pace in their early years, when the environments, supports, and relationships they experience have profound effects. Their development is not only rapid but also cumulative. Children’s health, development, and early learning provide a foundation on which later learning—and lifelong progress—is constructed. Young children thrive when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and responsive to their individual progress. Thus, the adults who provide for their care and education bear a great responsibility.2

1 QCC Local Consortia and Partnership Grants unify funds from First 5 California (F5CA) IMPACT (Improve and Maximize Programs so All Children Thrive) 2020 funding, the CDE QCC Block Grant, California State Preschool Program (CSPP) QRIS Block Grant and Preschool Development Grant–Renewal Funds.

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The purpose of the QCC Workforce Pathways Grant is to support increased learning and healthy development of California’s young children by increasing the number of qualified ELC professionals and increasing the educational credentials, knowledge, and competencies of existing ELC professionals across the state.

This grant will support local, regional, or local and regional quality improvement partnerships, consistent with the QCC local consortia, to expand the number of qualified ELC professionals and increase the educational credentials of existing ELC professionals across the state.

In applying to this RFA, local, regional, or local and regional quality improvement partnerships will develop a one (1)-year QCC Workforce Pathways Plan that aligns with the QCC Local Consortia and Partnership Grants unified quality improvement approach. This grant should work in tandem with the unified QCC Local Consortia and Partnerships Grant.

B. Background

B1. Background on Recent State Investments and Quality Improvement Efforts

As defined by QCC, and revised by California’s recent Preschool Development Grant Needs Assessment, a quality ELC setting is one that provides a safe and healthy learning environment in which ELC professionals are supported in acquiring or increasing their knowledge and skills to promote positive relationships, interactions, and activities that enhance all children’s growth and development to prepare them for success in school and life.

2 Institute of Medicine & National Research Council (2015).

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Figure 1: Quality Counts California Structure

Research shows that the ELC workforce is an essential ingredient in quality learning experiences for children.3 Realizing the promised impacts of quality early learning opportunities for children requires a well-prepared, well-supported, and diverse early childhood workforce. Working through local quality improvement system plans, California seeks to create equitable pathways to preparation, career development, and career advancement for educators and caregivers across all ELC settings.

B2. Background on the Early Learning and Care Workforce

Children’s potential is at the maximum when they have high quality ELC experiences. Research demonstrates one of the most critical elements of ELC quality is the quality of the early childhood workforce. High quality early educators have the knowledge and skills to provide engaging, culturally, and linguistically responsive learning experiences for all children and are appropriately compensated for their expertise.

The availability of a high quality ELC workforce has been an ongoing challenge in California and nationwide. This challenge is further exacerbated by the current COVID-19 pandemic and the impact that the pandemic will have on the economy, in general, and on vulnerable

3 Center on the Developing Child (n.d.). The science of early brain development can inform investments in early childhood. Harvard University. Retrieved from: https://developingchild.harvard.edu/resources/inbrief-the-science-of-early-childhood-development/

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child care programs who have been forced to close their doors to abide by public health guidelines.

California has a critical shortage of highly skilled early educators and providers, which is an impediment to expanding ELC programs while maintaining or improving quality. The impact of COVID-19 will likely exacerbate this shortage. California has previously invested in improving educational opportunities, retention, and compensation for the ELC workforce. In 2000, Assembly Bill (AB) 212 authorized funds available through the General Fund to support childcare development staff retention activities conducted by the Local Planning Councils (LPCs) throughout California. CDE took over funding the majority of AB 212 through the Child Care and Development Fund’s (CCDF) Quality Improvement (QI) fund in 2012–13. These funds were aimed at retaining quality staff who have experience working directly with children in state-subsidized, California Code of Regulations, Title 5 (5CCR) ELC programs. The funds were used to provide services such as: increased staff wages and benefits, tutoring and mentorship programs, financial aid, career counseling, and professional development. The CDE is transitioning what was AB 212 funding into the QCC Workforce Pathways Grant to create greater alignment with the QCC system and expand the reach of these funds beyond CDE-contracted programs to ensure more equitable access to these supports by providers at every level of the state’s mixed-delivery system. Also, to ensure greater equity, the QCC Workforce Pathways Grant expands the prior use of these funds to include Tribal Child Care programs.

C. Authority

The CDE is authorized to administer the QCC Workforce Pathways Grant through Code of Federal Regulations, Title 45, (45 CFR) Section 98. The Child Care and Developments Fund (CCDF) Lead Agency must expend funds from each fiscal year's allotment on quality activities to carry out at least one of the following quality activities to improve the quality of child care services for all children: (1) Supporting the training, professional development, and postsecondary education of the child care workforce as part of a progression of professional development through activities such as those included in 45 CFR Section 98.44.

II. Program Description

The QCC Workforce Pathways Grant is designed to align with the QCC professional development system and to focus on local workforce needs across all care setting types.

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A. Grant Information

The QCC Workforce Pathways Grant seeks to expand the number of qualified ELC professionals and increase the educational credentials of existing ELC professionals. The state is committed to moving towards more equitable funding allocations. The CDE will transition, over a number of years, towards an allocation model for the QCC Workforce Pathways Grants based on: (1) the need for ELC professionals by county/region, (2) the cost of living in the county/region, and (3) the number of children under 13 with families under 85 percent of State Median Income.

This application covers the grant period beginning July 1, 2020, and ending June 30, 2021. A total of approximately $11,000,000 is available. This amount has been distributed among local consortia and multi-county consortia that apply for funding by submitting a QCC Workforce Development Plan. This grant is also available to the Tribal Child Care Association of California (TCCAC). However, it is important for QCC applicants to understand that TCCAC funding, although available, does not provide resources to all 109 federally recognized tribes in California. Therefore, QCC applicants shall make every effort to partner and include local tribes and tribal organizations in funding that supports all children in your area.

Applicants must demonstrate the ability to meet the requirements in this RFA.

B. Eligibility Requirements

The QCC Workforce Pathways Grant will be administered to local, regional, or local and regional quality improvement partnerships, consistent with QCC. The current administrator of stipend program funding (in most cases the Local Childcare Planning Councils [LPCs]) have first right of refusal to submit an application for the QCC Workforce Pathways Grant. If the current stipend program administrator declines or the county does not currently receive workforce stipend funds, the lead agency identified in the QCC Local Consortia and Partnership Grant application shall be prioritized to serve as lead agency for the QCC Workforce Pathways Grant. The lead applicants must, at a minimum, be a participating local consortia member with the capacity to administer and implement the QCC Workforce Pathways Grant. From henceforward— in this RFA—local, regional, or local and regional quality improvement partnerships shall be referred to as “the applicant partnership” or “the grantee”.

Through their applications, the applicant partnership will be required to provide evidence of the lead applicant’s existing capacity to administer and implement the submitted QCC Workforce Pathways Grant.

● Only one application will be accepted per county or multi-county consortium.

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● Counties are eligible to submit an application for the QCC Workforce Pathways Grant as a single county even if they submitted a QCC unified application within a consortia partnership (counties will need to provide rationale for this decision in the application).

● Counties are encouraged to submit a QCC Workforce Pathways Grant application as part of the same consortia partnership as the QCC unified application.

● The State Superintendent of Public Instruction (SSPI) recognizes that local coordination and capacity is needed to meet the educational needs of Early Learning and Care (ELC) professionals and to administer funding for education expenses. Multi-county partnerships are encouraged, particularly among rural/smaller population counties. A single entity may serve as the Lead Agency for a group of counties.4 The consortium members must collaborate to submit one application. The multi-county consortium Lead Agency must obtain all consortium partner signatures required in the application from each participating county.

C. Goals

The goals of the QCC Workforce Pathways Grant are to increase the qualifications and effectiveness of the ELC workforce by:

● Increasing the skills and competencies and the ability to provide culturally and linguistically responsive high-quality interactions with young children

● Increase the number of ELC professionals that have completed CCDF health and safety and child development training requirements

● Increasing the number of licensed ELC professionals in childcare deserts

● Increasing the number of ELC professionals with degrees in the field of early childhood education

● Increasing the number of ELC professionals with Child Development Permits from the California Commission on Teacher Credentialing (CTC)

● Increasing the number of license-exempt Family, Friend, and Neighbor (FFN) providers that become licensed5

4 If utilizing a multi-county consortia, equity for workforce participation and supports across all the counties participating in the consortia must be demonstrated in the application and in subsequent annual data and performance reports.5 For efforts related to license-exempt FFN, QCC Workforce Pathways grantees will need to partner with the local Resource and Referral agency and the Child Care Initiative Project.

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● As part of a comprehensive Quality Improvement plan, identify strategies to:

○ Improve systems to increase the number, qualifications, and competencies of ELC professionals within a continuous improvement system.

○ Strengthen ELC workforce development partnerships between community agencies, ELC providers, and institutions of higher education, to increase the number, qualifications, and competencies of ELC professionals.

Consideration should be given to workforce supports that are effective, have an evidence-base, and can be scaled over time.

D. Required Areas of Service

The applicant partnership will advance these goals by developing a one-year QCC Workforce Pathways Plan that differentiates supports based on local ELC workforce needs. The following components are required areas of service:

o Workforce Advising: Ensure all members of the workforce receiving support through the QCC Workforce Pathways Grant meet with an advisor to develop a Professional Development (PD), Professional Growth, or Education Plan.6 The advisor will ensure that members of the workforce participating in the QCC Workforce Pathways Grant have an attainable plan to complete a course of study that effectively and efficiently meets their education goals. These advisory duties could be completed by existing advisors (e.g., at university or community college settings) or at the local level with efforts that may include: Providing frequent (e.g., monthly) and ongoing support that uses a case management approach and supports each educator throughout their educational trajectory and professional development and set clear professional learning and continuous quality improvement goals

○ Assisting students to meet requirements to advance up the Child Development Permit Matrix

○ Ensuring that all participants who engage in college courses utilize higher education advising on pathways and course sequencing in alignment with California Community Colleges Guided Pathways efforts. For more information regarding Guided Pathways efforts at

6 QCC Workforce Pathways PD plans must include a section to establish personal goals and objectives. If using a standard form that does not capture those components, an addendum will need to be added.

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California Community Colleges, please see the Guided Pathways website at https://cccgp.cccco.edu/.

○ Advising that connects the workforce to all available financial supports to appropriate college personnel (e.g., Free Application for Federal Student Aid (FAFSA), California College Promise Grant, formerly known as the Board of Governors (BOG) Fee Waiver, local funding, etc.)

○ Facilitating student transfers from Associate of Arts (AA) to Bachelor of Arts (BA) programs

○ Providing higher education advising on general education coursework that is best suited to the ELC workforce7

● Professional Development: Support ELC professionals to complete professional development that allows them to move along the Career Lattice. Examples include:

○ Supporting FFNs and Family Child Care Home (FCCH) staff to meet CCDF health and safety and child development training requirements

○ Providing tuition, fee payments, or stipends for center-based and family child care staff to complete ongoing professional development for the Child Development Permit

○ If credit-bearing offerings are not accessible, offering specific non-unit bearing professional learning opportunities based on local needs and linked to the QCC unified quality improvement approach as appropriate (e.g., offering trainings on trauma-informed care in areas recently impacted by wildfire or related to COVID-19, offering training on supporting Dual Language Learners (DLLs) in communities where DLLs make up a large population, inclusion of children with disabilities and implicit bias trainings)

● Higher Education: Support ELC professionals to complete unit-bearing coursework and advance along a degree pathway. Examples include:

○ Supporting members of the workforce to earn 24 units of Early Childhood Education/Child Development (ECE/CD) + 16 units of General Education and/or attain a Child Development Teacher or Master Teacher Permit

7 Proactive advising, sometimes called "intrusive" advising, is the idea that rather than waiting for students to come looking for advising, advisors have regular check-ins with students based on their levels of need. This can be differentiated in terms of frequency, type of check-in (e.g., email or meeting), and the topics in which a student receives advising.

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○ Providing tuition and/or scholarship support to members of the ELC workforce for completing an AA or BA degree

○ Providing tuition and fees directly to institutions of higher education to delivery unit-bearing coursework to ELC professionals

○ Facilitating a cohort of ELC professionals to complete unit-bearing coursework

○ Offering credit-bearing coursework at alternative times and locations to meet the needs of working students

○ Building connections between higher education and community-based programs (e.g., locating coursework in community-based programs, etc.) including alignment with current efforts for increased student success, such as the California Community Colleges Guided Pathways program

○ Implementing apprenticeship models

○ Supporting development of and participation of professionals in applied general education courses (e.g., Math for elementary school teachers)

E. Allowable Activities and Costs

QCC Workforce Pathways Grant funds must be used to supplement, and not supplant, existing state or local workforce development resources.

All QCC Workforce Pathways applicant partnerships must comply with the Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards, found at the Code of Federal Regulations, Title 2 (2 CFR) Part 200 (the Uniform Guidance) in managing the grant.

In addition, the principles and standards specified in the most current California School Accounting Manual and in the CDE Audit Guide apply to this grant. The California School Accounting Manual is found at https://www.cde.ca.gov/fg/ac/sa/documents/csam2019complete.pdf. The CDE Audit Guide is found at https://www.cde.ca.gov/fg/au/pm/documents/auditguide2015.pdf.

Any cost items that are deemed non-allowable in whole or part (whether based on the cost item’s nature or amount), which may occur based on a review of applicant budgets, grantee expenditure reports, or through a grant audit, will be disallowed.

Generally, grant funds may only be used to meet the QCC Workforce Pathways Grant’s goals outlined in Section C above, and to further a successful applicant’s approved QCC workforce development plan. QCC

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workforce pathways plans may include: (1) direct financial workforce supports, (2) non-financial workforce supports and infrastructure/system supports (which are described in more detail below). Direct financial workforce supports must account for at least 60 percent of the annual budget. For smaller counties with fewer ELC workforce participants and who may face an administrative challenge may to meet the 60% requirement, they should contact the CDE to discuss an individual plan as part of the applicants RFA submission. See below for a description of allowable direct financial workforce supports and non-financial workforce supports, infrastructure, and system supports.

Where appropriate, and requiring approval by CDE, grantees may enter into subcontracts with one or more County Offices of Education (COEs), local educational agencies (LEAs), institutions of higher education, not-for-profit educational service providers, QCC consortia members, or community-based organizations to aid in carrying out the grantee’s workforce pathways plan. However, the lead agency remains legally responsible for all program, administrative, evaluation, and fiscal requirements of the RFA. If a lead agency subcontracts with another agency, any communication regarding implementation of the RFA must occur through the lead agency.

Grantees must retain all records relating to QCC Workforce Pathways Grant development supports (including, but not limited to, evaluation data, application, budget and reimbursement documents, Annual Performance Reports [APRs], etc.) and submit them to CDE upon request and as provided for herein.

E1. Direct Financial Workforce Supports

Direct Financial Workforce Supports will include the following:

Direct stipends/compensation/incentives to ELC professionals and recruits for completing milestones within the required activities outlined in the request for applications. Direct financial workforce supports will account for at least 60 percent of the annual budget. For smaller counties with fewer ELC workforce participants and who may face an administrative challenge to meet the 60 percent requirement, they should contact the CDE to discuss an individual plan as part of the applicants RFA submission. See below for a description of allowable direct financial workforce supports and non-financial workforce supports, infrastructure, and system supports.

These include costs for the following:

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○ Moving up on the California ECE Career Lattice (degree attainment, acquisition of a child development permit, General Educational Development [GED] attainment, etc.)

○ Completion of coursework on a degree pathway

○ Becoming licensed

○ Costs associated with completing trainings or coursework (childcare costs, transportation, costs of textbooks, tuition etc.)

○ Participation in/completion of apprenticeship programs or cohort models

○ Completing trainings/ECE coursework specific to local needs

● Financial aid, scholarships, and/or financial support for costs associated with unit-based classes (tuition, fees, books, etc.)

● Payment of costs/fees associated with registering for a Child Development Permit or California Department of Social Services (CDSS) Childcare License.

E2. Non-Financial Workforce Supports and Infrastructure/System Supports

● Non-financial workforce supports and infrastructure or system supports will account for no more than 40 percent of the annual budget. For smaller counties with fewer ELC workforce participants and who may face an administrative challenge to meet the 40 percent requirement, they should contact the CDE to discuss an individual plan as part of the applicants RFA submission. See below for a description of allowable direct financial workforce supports and non-financial workforce supports, infrastructure, and system supports.

These include costs for the following:

● Supports that facilitate access to trainings and credit-baring classes that help participants acquire necessary skills to obtain a Child Development Permit, Degree, CDSS childcare license, or move along the Career Lattice according to their professional development plan, such as translators for bilingual classes and trainings, provision of childcare during trainings, etc.

● Funding professional development/training opportunities linked to required workforce pathways, and optional workforce pathways as applicable

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● Program infrastructure related to cohort models or apprenticeships

● Costs associated with co-locating classes/trainings in convenient locations, holding classes/trainings in community-based settings, and/or convening classes/trainings at convenient times for working students (e.g., evenings and weekends)

● Substitutes

● Supports for English language learners, such as linked classes (English as a Second Language with Child Development), curriculum and texts in languages other than English, and other multilingual educational and career support including tutoring, homework assistance, translation, etc.

● Laptops or computers on loan to members of the workforce participating in cohorts, apprenticeship models, or other specialized higher education activities

● Hiring or funding a local or regional ELC Workforce Pathways Plan Coordinator

● Building partnerships between community-based organizations, providers, and institutes of higher education to ensure that coursework and professional development meets the needs of current and aspiring educators working in state-subsidized direct contract and voucher programs

● Overhead and administration that supports implementation of the QCC Workforce Pathways Plan through coordination, training and technical assistance, advising, recruitment, and other day-to-day operations

E3. Guidance for Establishing Meaningful Direct Financial Workforce Supports

As noted by the Center for the Study of Childcare Employment,

“Educational supports for low-paid early childhood teachers are essential, as they help to prevent or reduce the financial burden associated with continued education, such as tuition, books, or taking unpaid time off work in order to pursue professional development.”8

8 Whitebook, Marcy, Caitlin McLean, Lea JE Austin, and Bethany Edwards. "Early Childhood Workforce Index 2018." Center for the Study of Child Care Employment, University of California at Berkeley (2018). pp. 94.

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The SSPI recognizes that best meeting the educational needs of the ELC workforce requires coverage of a range of traditional and non-traditional educational expenses. This includes direct financial workforce supports that are “meaningful” to members of the workforce, in as much as they provide enough incentive to participate in professional development and higher education activities. Applicant partnerships are required to set levels of “meaningful direct financial workforce supports”. The state offers the following guiding principles that local consortia or consortia partnerships can use to establish meaningful Direct Financial Workforce supports:

● “Access stipends” should cover costs associated with accessing higher education or professional development (i.e., the cost of transportation, parking, childcare, etc.)

● Higher education pathways should include “completion stipends” for completing a specific number of units within a designed timeframe to reward completing higher levels of education

● Tuition and fee support should be closely aligned to actual higher education costs in the county or region

● Members of the workforce should not be required to take on debt to achieve higher levels of education

● Multiple forms of direct financial workforce support should be combined to offer appropriate incentives for attaining higher levels of education or professional development (e.g., Tuition and fees + access stipends + completion bonuses)

● The level of direct financial workforce supports should be associated with the amount of time and effort needed to complete the workforce pathway (e.g., Direct financial workforce supports for completing an Associates of Arts (AA) or Bachelors of Arts (BA) degree should be considerably higher than direct financial workforce supports for completing a topic-specific training)

● The applicant partnership should use evidence when setting meaningful workforce support (e.g., cost of living information, fees at local colleges and universities, gas prices, etc.)

● The applicant partnership should look to effective models when setting meaningful workforce support (e.g., the Teacher Education and Compensation Helps (T.E.A.C.H.) program, WAGE$, former Comprehensive Approaches to Raising Educational Standards (CARES) Plus, etc.)

F. Non-Allowable Activities and Costs

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All funding from the QCC Workforce Pathways Grant will be expended solely for programs, services, and other direct expenses addressing the education and professional development of program participants through stipends, reimbursements, education and professional development support as described in this RFA.

Funds provided under this grant may not be used for the following purposes:

Supplanting of existing funding and efforts

Serving Transitional Kindergarten (TK) teachers or other credentialed teachers employed to teach in TK–12 classrooms

Serving ELC settings or the ELC workforce in ELC settings that do not accept some form of California early learning subsidy either through a direct contracted program (California State Preschool Program (CSPP), General Child Care (CCTR), Migrant Child Care (CMIG), or Care for Children with Severe Disabilities (CHAN), through a voucher subsidy (Alternative Payment Program (CAPP), Family Child Care Home Education Networks (CFCC), Migrant Alternative Payment Program (CMAP), and CalWORKs Stages 1, 2, and 3 (C1AP, C2AP, and C3AP), or is a Tribal Child Care program.

Hourly wage/salary increases

Stipends that are not associated with the completion of professional development or higher education milestones

Living expenses benefits such as affordable housing, housing stipends, or commuting benefits for transportation not associated with QCC Workforce Pathways Grant

Program operating costs such as insurance, expenses such as substitutes for illness, paid release time, environmental and material improvements, field trips, participant attendance at conferences, paid internships that are not part of an apprenticeship model, etc.

General ELC site-based coaching that is not affiliated with a course/training or apprenticeship model (site-based coaching is included as part of the QCC unified plan and funding through those funding structures)

Public relations campaigns/media/communications around “professionalizing” and “elevating” the workforce and/or in the contractor’s interest

Direct service of early learning and care (e.g., funding of slots)

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Acquisition of furniture (e.g., bookcases, chairs, desks, file cabinets, tables) unless an integral part of an equipment workstation or to provide reasonable accommodations to students with disabilities

Consumables (e.g., food services, refreshments, alcoholic beverages, banquets, meals, diapers)

Purchase of buildings

Personal electronic devices (devices can be loaned to students but not given to students permanently)

Purchase of promotional favors, items or memorabilia, such as bumper stickers, pencils, pens, T- shirts, gifts and souvenirs

Bad debts, including losses (whether actual or estimated) arising from uncollectible accounts and other claims, related collection costs, and related legal costs

Costs of advertising and public relations designed solely to promote the governmental unit, lead agency, or partners, promotional items or memorabilia including gifts and souvenirs

Entertainment, including amusement, diversion, and social activities and any expenses directly associated with such costs

Goods or services for personal use of the Lead Agency and partners employees regardless of whether the cost is reported as taxable income to the employees.

Legal costs incurred in defense of any civil or criminal fraud proceeding; legal expenses for prosecution of claims against the State of California

Lobbying costs, whether direct or indirect

Political activities

Organized fund-raising, including financial campaigns, solicitation of gifts and bequests, and similar expenses incurred to raise capital or obtain contributions

Out-of-state travel without prior approval, all travel costs that exceed state rates, and travel to states included in AB 1887’s travel prohibition list found on the Department of Justice’s Prohibition On State-Funded And State-Sponsored Travel to States with Discriminatory Laws web page at https://oag.ca.gov/ab1887.

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Materials and supplies for participating sites not tied to site improvement plan

Current year agreement funds to pay prior or future year obligations

Capital assets such as equipment, land, buildings, vehicles, etc. Unallowable costs include all costs required to make the item serviceable (e.g., taxes, freight, installation costs, site preparation costs, etc.)

Facilities renovation, improvements, and repairs

Idle facilities or idle capacity except to the extent they are necessary to meet fluctuations in workload, or necessary when acquired and are now idle because of: (1) changes in program requirements, (2) efforts to achieve more economical operations, (3) reorganization, (4) termination, or (5) other causes that could not have been reasonably foreseen

Additionally, funds may not be used for the development of new trainings, courses, or professional development content or the purchase of new technology unless the expense is submitted and approved by the CDE to be a necessary and reasonable expense for the implementation of the local QCC Workforce Development Plan (i.e., altering existing content to make it credit bearing, or better meet the needs of the ELC community.) Pre-approval is required along with demonstrated need.

By accepting this grant, grantees are also bound by General Assurances and Certifications required for grants supported by state or federal funds in 2019–20. These are outlined on the CDE General Assurances 2019–20 web page at https://www.cde.ca.gov/fg/fo/fm/generalassurances2019.asp.

G. Administrative Indirect Cost Rate

● The lead agency must limit total administrative indirect costs to the rate approved by the CDE for the applicable fiscal year in which the funds are spent. For an approved listing of indirect cost rates (ICR) for local education agencies, visit the CDE Indirect Cost Rates web page at https://www.cde.ca.gov/fg/ac/ic/. If the lead agency does not have a previously approved ICR with the cognizant agency or CDE, then the agency must propose a rate of 10 percent or less of modified total direct costs, as supported by the agency’s approved ICR. Indirect costs can be applied to Infrastructure and System Supports and Non-Financial Workforce Supports which may not exceed 40%. For smaller counties with fewer ELC workforce participants and who may face an administrative challenge to meet the 40 percent requirement, they should contact the CDE to discuss an individual plan as part of the applicants RFA submission. See below for a description of allowable direct financial workforce supports and non-financial workforce supports, infrastructure, and system supports.

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III. Accountability, Responsibilities, and Requirements

A. State Responsibilities

The state will provide technical assistance and facilitate connections to the QCC system. Technical assistance may include but is not limited to the following:

● Support local consortia or multi-county consortia (applicants) to develop their QCC Workforce Pathways Grant

● Provide lists of and resources to support best and promising practices

● Convene and facilitate regional meetings for shared learning across local consortia or multi-county consortia during the grant period

● Support data and annual performance reports

B. Local Consortia Lead Agency Requirements and Responsibilities

Applicant partnerships must support local workforce development efforts that are targeted to local child development and workforce needs. Local QCC Workforce Pathways Grant Plans must build upon and leverage local workforce development assets. Local consortia or multi-county consortia must ensure these funds supplement and do not supplant other local and state ELC workforce development resources and supports.

B1. Required Consortium Participants

The applicant partnership can apply for the QCC Workforce Pathways Grant and submit a QCC Workforce Pathways Plan that is aligned with the QCC Local Consortia and Partnership Grants unified approach.

The applicant partnership is responsible for developing or maintaining a consortium consisting of organizations with the same goals and objectives to improve the quality of early learning. See Form A: Partner Signatures.

B2. Program Implementation Requirements

The applicant partnership must develop a QCC Workforce Pathways Plan that meets local needs and supports the ELC workforce across all settings. The plan must:

● Support equity for the ECE workforce by supporting ELC professionals across all settings (See Key Areas of Service)

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● Build upon and advance the applicant’s QCC unified quality improvement approach and support partnerships and infrastructure (within a county or region) that focus on systems-level work to measurably improve early learning and care settings

● Use data to demonstrate a baseline understanding of the current level of preparation and professional development of ELC professionals in local communities and the workforce’s ability to meet the needs of children in their community (if data is not available, outline the plan for collecting this data)

● Use research and data to justify workforce support strategies (i.e., workforce supports are evidence-based, training content is based on needs and population characteristics)

B3. Target Populations Served 

The applicant partnership must submit a plan that provides evidence of the need for ELC professionals by county origin and identifies the barriers to workforce improvement, advancement, and retention. The plan should provide workforce data, as possible, and data on community needs for ELC. The following data sources could be considered:

● Local Planning Council (LPC) needs assessments including the Early Learning Needs Assessment Tool (ELNAT) (http://elneedsassessment.org/)

● California Early Learning Needs Assessment Reports (CELNAR) (https://reports.elneedsassessment.org/ReportsHome.aspx)

● Information from the Workforce Registry

● State or national studies on the ELC workforce (i.e., Transforming the Workforce for Children Birth through Age Eight, the Center for the Study of Child Care Employment Workforce Index)

● Preschool Development Grant (PDG) Needs Assessment

● Strong Start Index (https://strongstartindex.org/)

● Early Development Instrument (EDI) (https://edi.offordcentre.com/)

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● Other locally identified tools or reports (e.g., local Head Start program Needs Assessment, other kindergarten readiness assessments)

The applicant partnership must develop a plan that will provide differentiated supports for the ELC workforce across all care settings including home-based, licensed and license-exempt family, friend, and neighbor, and center-based, licensed and license-exempt, as well as including all of the state’s subsidized early learning and care system.9 ELC systems include the following: California State Preschool Program (CSPP), General Child Care (CCTR), through a voucher subsidy (Alternative Payment Program (CAPP), Family Child Care Home Education Networks (CFCC), Migrant Alternative Payment Program (CMAP), and CalWORKs Stages 1, 2, and 3 (C1AP, C2AP, and C3AP), or is a Tribal Child Care program.

B4. Fiscal Requirements

As previously stated in Section II.E., herein, grantees must comply with the Uniform Guidance and be guided by the California School Accounting Manual and CDE Audit Guide. Grantees will also utilize the QCC Fiscal Reporting Portal (Portal). The Portal will house all reporting templates, approved applications, grant awards, narratives and other reporting features, eliminating the need for and allowance of submittal through paper or electronic mail. Complete instructions for using the Portal will be provided by the State in Spring 2020.

Lead Agencies will use the online reporting Portal for:

● A one-year budget for the QCC Workforce Pathways Grant–Submittal and approval of a single one-year QCC Workforce Pathways Grant budget is required. The one-year budget will include a narrative component for each budget category and line item within the budget template. This will be submitted in the budget template.

● Budget revisions will be required if any budget line item within a category (i.e., direct financial workforce supports) change exceeds five (5) percent or $2,000, whichever is more.

9 The state’s early learning and care subsidized system includes direct contracted programs (CSPP, CCTR, CMIG, or CHAN), providers entering through a voucher subsidy (CAPP with CalWORKs Stages 1, 2, and 3, CFCC, CMAP) and, for purposes of including in this grant, is a Tribal Child Care program in California.

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● Quarterly invoices–Each quarter will be accompanied by a three-week reporting window. All expense invoices will be submitted through the Portal. All quarterly invoices will include a narrative component for each budget category and line item within the invoice template. Any invoices received outside of the reporting window without prior approval (extension request must be submitted at least 10 days in advance of the closure of the reporting window) will be required to wait until the subsequent reporting period. All consortia are required to submit an invoice for the fiscal year within three (3) months after the fiscal year, unless otherwise indicated.

● Common data file and Annual Performance Report (APR) submission, which should be completed by the local consortium annually.

Applicants will ensure these funds supplement existing funds and do not supplant other state and local funds.

To receive reimbursement for QCC Workforce Pathways Grant expenditures, Lead Fiscal Agencies must:

● Ensure, and be prepared to document, that the expenditure is an allowable use of grant funds and pursuant to the approved plan and budget.

● Submit quarterly reimbursement invoice and narrative within the required timeline, via the Portal.

In addition, grantees must:

● Maintain accurate fiscal data, in accordance with generally accepted accounting principles and standards for governmental entities, and report actual expenditures by category.

● Maintain documentation to substantiate that all costs are reasonable, necessary, allowable, and allocable to the grant (e.g., invoices, receipts, agreements).

● Maintain time and effort records to support all salaries, wages, and benefits charged to the grant in accordance with the California School Accounting Manual. If the employee works on more than one activity or cost objective, the Lead Agency must maintain time

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and effort records to support the distribution of the employee’s salary or wages among the activities or cost objectives.

● Retain all records related to this grant for at least five years or where an audit has been requested, until the date the audit is resolved, whichever is longer.

Once a signed grant award notification is received by the CDE from the Lead Agency, the CDE will reimburse the Lead Agency in arrears for allowable expenditures upon receipt and approval of Reimbursement Invoice via the Portal. Payment will be made in accordance with, and within the time specified in, Government Code, Part 3, and Chapter 4.5, commencing with Section 927.

B5. Quality Improvement Requirements

The applicant partnership will be responsible for developing a plan to conduct outreach and recruitment of the ELC workforce across all ELC settings. In addition, local consortia and multi-county consortia will be responsible for ensuring participation in the following activities, at a minimum:

● Quality Improvement Plans: Workforce supports for members of the ELC workforce at QCC sites should be linked to the overall site Quality Improvement Plan (QIP) where possible.

● California Early Care and Education Workforce Registry (Registry):○ Registry Profile Development and Maintenance: Grantees must

ensure that all members of the ELC workforce benefiting from the QCC Workforce Pathways Grant Program create and maintain a complete Registry profile.

○ Verification of Qualification Documentation in the Registry: Registry staff, except for Professional Development (PD) accessed through the Registry Training Calendar, will enter Data from qualifications documents. Verification of professional development attendance will be documented in the Registry by participating PD providers.

○ Considerations:

■ Stipend Module in the California ECE Workforce Registry: The Registry Stipend Module is a semi-customizable application based on county of employment of applicants. The online tool enables administration of stipend programs

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in a single application in a county or region, and enables data entered by participants with a Registry Profile to auto populate the application. Activities can be tracked by type and funding stream.

■ Data Sharing Agreement: The CDE encourages the applicant to develop data collection procedures and execute a county Data Sharing Agreement (DSA) with the Child Care Alliance of Los Angeles, the operator of the Registry, covering all lead and funded partner agencies within the Consortium.

■ Additional Information: For additional information regarding the benefits and functions of the California Early Care and Education Workforce Registry please visit the Resource Page https://www.caregistry.org/index.cfm?module=participantResources and the Registry County Integration Toolkit https://www.caregistry.org/_participant_resources/Registry_County_Integration_Toolkit___Final_(with_May_date).docx.

B6. Outreach and Communication Requirements

The applicant partnership will be required to ensure outreach and communication efforts are carried out either directly by the lead agency or by a partnering agency to notify members of the ELC workforce (based on ELC Workforce Development Plan targets) of QCC Workforce Pathways Grant opportunities. 

Communications efforts should indicate that the QCC Workforce Pathways Grant is articulated to local consortia QCC plans.  

B7. Evaluation and Reporting Requirements

As required by CCDF, grantees will commit to providing program data to CDE. Receipt of grant funds also constitutes a promise to provide any further program data later specified by the CDE. The grantee must provide a summary of activities in the APR identifying both individual and collective contributions to advancing the QCC Workforce Pathways Plan. The CDE will share additional information about the required information on and format of the APR in the future.

B8. Data Reporting and Collection Requirements

Applicant partnerships shall commit to providing program data to the CDE, including but not limited to, the number of recipients who are receiving direct benefit from QCC Workforce Pathways funding, type of education and professional development activities, number of

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participants that are participating in community or college unit bearing programs, recipient information regarding enrollment in the Workforce Registry, education progress, and employment status, and participate in overall program evaluation. The applicant partnership is responsible for collection and submission of accurate workforce data, including the following:

● A quarterly fiscal activity report, accompanied by a fiscal narrative

● An APR and data report

● QCC Workforce Pathways Grant participants will need to create a profile in the Workforce Registry.

IV. Application Procedures and Processes

Applicants will submit a QCC Workforce Pathways Plan that is aligned with the QCC Local Consortia and Partnership Grants unified approach. In completing the QCC Workforce Pathways Plan, applicants should address the prompts in each section below and refer to the evaluation rubric.

Through this RFA, the applicant partnership will submit a one (1)-year plan and budget.

A. Application Timeline

Key Events Date

The updated RFA is available on the CDE Request for Applications web page.

May 22, 2020

Informational Webinar will address grant questions and the application process.

May 29, 2020

Online Application Submission

Due date

June 15, 2020

The Final Funding List for award recipients will be posted on the CDE website.

July 3, 2020

B. Application Process

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Only a single application may be submitted on behalf of a single or multi-county consortium. The agency currently responsible for administering salary and retention activities have the first right of refusal to submit an application for the QCC Workforce Pathways Grant. If the agency refuses, or the county does not receive salary and retention funds, the lead agency for the QCC Local Partnerships grant should be given the opportunity to submit an application. The application must identify the lead agency for the QCC Workforce Pathways Grant. The online application will consist of three general types of information: (1) Lead Agency Contacts and Signatures, (2) ELC Workforce Pathways Plan, and (3) Budget and Budget Narrative.

The application with budget information must be submitted via the online link by June 15, 2020. The survey is available at https://westedk12enterprise.co1.qualtrics.com/jfe/form/SV_3HR93KmlH7tQfS 5 .

When submitting the application, note the following:

● The applicant will receive an email confirmation of the information submitted. If changes need to be made, applicants are asked to resubmit the entire application prior to the submission deadline above.

● The last submitted application will be the one considered for review.

● Incomplete or late applications will not be considered. Counties not submitting an application will be included via another consortia in order to ensure access to workforce development pathways and support across all of California.

In completing the application narrative that creates the QCC Workforce Pathways Plan, applicants should develop a plan that address the prompts in each section of the narrative description and refer to the evaluation rubric in Appendix C. Applicants will submit the detailed plan that must describe how:

1. The applicant partnership will allocate funds in order to meet the goals outlined in the RFA

2. The applicant partnership will engage local organizations in collaborative partnership to improve the educational attainment of ELC professionals in their county or region

3. The applicant partnership will use data to provide a rationale for using grant funding to ensure that the local workforce has the skills and knowledge to care for and teach the children of their community (e.g., DLLs, children experiencing trauma, children with disabilities etc.)

C. Technical Assistance

The CDE will conduct one application information session in the form of a webinar on May 29, 2020, to provide an overview of the RFA and offer

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potential applicants an opportunity to ask clarifying questions as well as regional meetings to support consortia teams in their plan development.

D. Application Review

Applications will be screened to determine if they have been completed in accordance with the instructions and timelines. It is solely the applicant’s responsibility to carefully review the RFA information and requirements before submitting the application for funding. Applications must be received June 15, 2020.

All applications passing the screening criteria and determined to meet RFA eligibility requirements will be read and scored by at least two trained readers. Applications will be randomly assigned to readers. Readers will base their scores on the degree to which an application provides evidence that it is responsive to the requirements identified in the RFA.

Readers will independently evaluate and score each section, using the scoring rubric as the basis for rating applications. Individual questions will be reviewed based on common criteria, such as:

● Completeness of responses

● Demonstrates capacity of Lead Agency to complete planned work

● Consortium reflects engagement by all local stakeholders and system partners

● Description of support for the full continuum of ELC settings

● Plan components show consistency with terms of funding

● Shared state and local objectives reflected in responses

● A plan that provides a comprehensive description of the type of activities to support the advancement of the workforce, the number of participants participating, and the relationships established with higher education

● Budget and budget narrative reflect goals described in application

The readers will thereafter agree upon a final consensus score for each section.

Each application question will receive a pass–not pass score. For applications with item(s) not meeting criteria for approval, the state review team will follow up with additional feedback or clarifications. Interviews with potential grantees may be conducted, as needed. All costs associated with participation in the interviews will be the responsibility of the applicant. It will be the responsibility

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of the applicant to work with the state review team to address any identified deficiencies in order to be funded. It is the goal of the state to support equity for the ELC workforce by ensuring that members of the workforce in each county or region have access to QCC Workforce Pathways Grant funds. As such, if potential grantees are unable to develop a passing application after working with the state to address deficiencies, the state may identify a regional solution for administering QCC Workforce Pathways Grant funding.

Application review will occur during the timeframe identified in Section IV-A. Application Timeline.

E. Grant Award Notification

Applicants selected for funding will receive a Grant Award Notification (CDE Form AO-400), the official CDE document that awards funds to local projects. The grantee must sign and return the notification to the CDE before project work may begin and disbursement of funds can be made.

F. Assurances, Certifications, Terms, and Conditions

By submitting its application in response to this RFA, each applicant-partnership, and each of its members, is committing to comply with all of the terms, conditions and assurances specified herein. In addition, by signing and submitting the CDE Form AO-400, each grantee-partnership, and each of its members, is agreeing to comply with all such terms, conditions and assurances in managing the grant. Grant awards will be processed upon receipt of the signed CDE Form AO-400, which must be signed and returned to CDE within 10 working days of receipt.

All funds must be expended or legally obligated by June 30, 2021 and for not more than the maximum amount indicated on the CDE Form AO-400. Encumbrances may be made at any time after the beginning date of the grant stated on the CDE Form AO-400. No extensions of this grant will be allowed.

F1. General Assurances and Certifications

In addition to all other terms, conditions and assurances specified herein, grantees must adhere to the most recent General Assurances and Certifications posted on CDE’s Funding Forms web page at https://www.cde.ca.gov/fg/fo/fm/ff.asp. Applicants will be issued a grant award notification following the acceptance of the QCC Workforce Pathways Plan. Applicants do not need to sign and return the General Assurances and Certifications with their application; however, in addition to reviewing and adhering to them, applicants must download them and keep them on file for reference and in the event of compliance reviews, complaint investigations or audits.

F2. Grant Specific Assurances Certifications

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In addition to all other terms, conditions and assurances specified herein, an authorized representative of each member of the applicant partnership must sign and submit to CDE, Form A: Partner Signatures, which constitutes each member’s certification that they have reviewed and will comply with all grant terms, conditions and assurances described herein. Electronic signatures are acceptable.

V. QCC Workforce Pathways Grant Application

A. Lead Agency

Although counties represented in consortia and all local partners should mirror those identified in the QCC Local Consortia and Partnership Grant application, the lead agency for this grant may differ. Specifically, Local Planning Councils (LPC), or the agency previously responsible for administering salary and retention funds, for the county/ counties in the consortium have first right of refusal to serve as the lead agency for this grant. If the LPC or alternative salary and retention administering agency declines, the lead agency for the QCC Local Consortia and Partnership Grant has the next opportunity to serve as lead for this grant.

B. Partner Signatures (Form A)

Provide the name, address, email address, and phone number of all required agencies. Provide a signature page with lead agency signatures and date. Electronic signatures are accepted. By signing the signature page, the applicant(s) certify that the information contained in the application is accurate and that all forms required to be submitted as part of the RFA are certified to be true and binding on the applicants.

Implementing this grant with fidelity requires agencies to work collaboratively through meaningful partnership and implement shared decision-making, communication, and funding strategies to achieve QCC Workforce Pathways Plan goals.

Electronic signatures will be accepted on the original. The consortium Lead Agency shall ensure that the application contains the required, and as applicable, optional signatures listed below. In addition, the applicant must indicate a Program Lead Contact Person and a Fiscal Lead Contact Person.

Local consortia shall include representatives from the organizations listed in the Required Consortium Participants section of the RFA and may include other local or regional entities with the same goal of improving the ELC workforce. Consortia or multi-county consortia partnerships must provide the name, address, email address, and phone number of each participant, their role/responsibilities in the consortia, and a signature page with participant

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signatures and date. If applying as a multi-county consortia partnership, the required participants for each county in the consortium must be included. Each county’s representatives should receive copies of Form B prior to submitting signatures, which must be added to your application. Signing this proposal means that representatives have read and concur with the application that is being submitted.

Required:

● IMPACT (Improve and Maximize Programs so All Children Thrive) 2020 Lead Agency

● QCC–Preschool Development Grant–Renewal Lead Agency

● California State Preschool Program (CSPP) Quality Rating and Improvement System (QRIS) Block Grant Lead Agency

● Alternative Payment Program

● First 5 county commission(s)

● Institution(s) of higher education

● Local Child Care Planning Council(s)

● Local Educational Agency(ies) (At least one (1) required: County Office of Education, School District/Charter School)

● Local Resource and Referral agency(ies)

● Tribal leadership (as applicable to local representation)

Optional:

● County Department of Public Health

● Head Start Grantee and/or Early Head Start Grantee

● Health and Human Services Agency

● Special Education Local Plan Area (SELPA)

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● Others As Appropriate

Signing Form A also confirms that the consortium/applicant has read and agreed, to the extent applicable, to the general assurances found at the CDE Funding Forms web page found at https://www.cde.ca.gov/fg/fo/fm/ff.asp. Signatories are also confirming that the new funds supplement, and not supplant, existing investments.

C. QCC Workforce Pathways Plan (Form B)

The SSPI and the CDE understand the importance of the ELC workforce, especially in their role helping to address challenges facing the state in relation to the pandemic and its economic impacts. The CDE encourages applicant partnerships to write their workforce pathways plan in such a way that it could be easily scaled should more funding become available.

The QCC Workforce Pathways Plan will be completed through a survey, accessible at: https://westedk12enterprise.co1.qualtrics.com/jfe/form/SV_3HR93KmlH7tQfS5.

The survey includes the following:

Contact Information:

Lead Entity [text box]

Contact Information for the Lead Entity [text box]

Name [text box]

Phone [text box]

Email [text box]

A. Assessing the Local Workforce Needs and Determining Goals.

A1. To the extent possible, provide a needs assessment of the local ELC workforce by describing the workforce gaps and greatest needs, and how these gaps/needs vary across communities/counties within your county/region. If information is not available or has gaps, describe the plan to collect this information (Reference local QCC unified plan A1. as appropriate).

[Narrative Box - 5500 characters]

Include the following: 

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1. Number of providers by provider type in applicant county(ies)

Family, Friend, and Neighbor (FFN): [text box]

Family Child Care (FCC): [text box]

Center-based: [text box]

School-based: [text box]

2. Total number of providers by provider type in QCC in applicant county(ies)

FFN: [text box]

FCC: [text box]

Center-based: [text box]

School-based: [text box]

3. Describe the geographic distribution of providers in applicant county(ies):

[Narrative Box - 2500 characters]

A2. Describe key professional development needs for the local ELC workforce based on children being served. (i.e., the percentage of children who are dual language learners; the percentage of children with exceptional needs or children with disabilities; the percentage of children who are served by Family, Friends, and Neighbors (FFNs); how specific characteristics impact workforce professional development needs)

1. What professional development is needed to serve dual language learners and/or address cultural responsivity?

[Narrative Box - 5000 characters]

2. What professional development is needed to serve children with disabilities? 

[Narrative Box - 5000 characters]

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3. What professional development is needed to serve children experiencing trauma [homelessness, disaster, children with Adverse Childhood Experiences (ACEs)]?

[Narrative Box - 5000 characters]

4. Other information (not required)

[Narrative Box - 5000 characters]

A3. Describe the existing barriers that the ELC workforce faces in your region in regard to advancement along the Career Lattice/degree attainment (Identify differences in the barriers faced by FFN caregivers, FCC providers, and the Center-based and School-based workforce.) 

FFN caregivers

Check the top three (3) barriers that this subset of the workforce faces in regard to advancement along the Career Lattice/degree attainment:

❏ The workforce does not have enough time

❏ The workforce does not have enough money

❏ The workforce is not able to get into the academic courses and/or trainings they need

❏ The workforce finds the courses too difficult

❏ The workforce does not have reliable transportation

❏ The workforce cannot find trainings or college courses offered at convenient locations

❏ The workforce does not have access to a reliable computer or internet connection

❏ The workforce cannot find classes and/or trainings offered in languages other than English

❏ The workforce does not know which courses and/or trainings they need

❏ The workforce cannot find trainings and/or academic coursework that are tailored to their level of experience

❏ The workforce lives in a remote isolated area

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❏ The workforce lacks access to WIFI and digital connectivity

❏ The workforce cannot find classes and/or trainings that are offered during times convenient for their schedule

❏ The workforce does not have reliable child care

❏ The workforce does not have support from

employers and/or programs

❏ The workforce/employers cannot find or afford to pay for substitutes

❏ The workforce has limited access to professional growth opportunities from employers or programs

❏ Other (please specify) [text box]

Describe the existing barriers for this subset of the ELC workforce.[Narrative Box - 1500 characters]

FCC providers

Check the top three (3) barriers that this subset of the workforce faces in regard to advancement along the Career Lattice/degree attainment:

❏ The workforce does not have enough time

❏ The workforce does not have enough money

❏ The workforce is not able to get into the academic courses and/or trainings they need

❏ The workforce finds the courses too difficult

❏ The workforce does not have reliable transportation

❏ The workforce cannot find trainings or college

courses offered at convenient locations

❏ The workforce does not have access to a reliable computer or internet connection

❏ The workforce cannot find classes and/or trainings offered in languages other than English

❏ The workforce does not know which courses and/or trainings they need

❏ The workforce cannot find trainings and/or

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academic coursework that are tailored to their level of experience

❏ The workforce lives in a remote isolated area

❏ The workforce lacks access to WIFI and digital connectivity

❏ The workforce cannot find classes and/or trainings that are offered during times convenient for their schedule

❏ The workforce does not have reliable child care

❏ The workforce does not have support from employers and/or programs

❏ The workforce/employers cannot find or afford to pay for substitutes

❏ The workforce has limited access to professional growth opportunities from employers or programs

❏ Other (please specify) [text box]

Describe the existing barriers for this subset of the ELC workforce.[Narrative Box - 1500 characters]

Center-based or School-based workforce

Check the top three (3) barriers that this subset of the workforce faces in regard to advancement along the Career Lattice/degree attainment:

❏ The workforce does not have enough time

❏ The workforce does not have enough money

❏ The workforce is not able to get into the academic courses and/or trainings they need

❏ The workforce finds the courses too difficult

❏ The workforce does not have reliable transportation

❏ The workforce cannot find trainings or college courses offered at convenient locations

❏ The workforce does not have access to a reliable computer or internet connection

❏ The workforce cannot find classes and/or trainings offered in

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languages other than English

❏ The workforce does not know which courses and/or trainings they need

❏ The workforce cannot find trainings and/or academic coursework that are tailored to their level of experience

❏ The workforce cannot find classes and/or trainings that are offered during times convenient for their schedule

❏ The workforce does not have reliable child care

❏ The workforce does not have support from employers and/or programs

❏ The workforce/employers cannot find or afford to pay for substitutes

❏ The workforce lives in a remote isolated area

❏ The workforce lacks access to W and digital connectivity

❏ The workforce has limited access to professional growth opportunities from employers or programs

❏ Other (please specify) [text box]

Describe the existing barriers for this subset of the ELC workforce.[Narrative Box - 1500 characters]

A4. Based on your needs assessment, and answers to questions A2 and A3, what are your objectives for your workforce pathways grant (Provide SMART Objectives: Specific, Measurable, Attainable, Relevant, and Timely).

SMART Objectives[Up to 10 Text Boxes, 700 character limits each]

How do these objectives align with local QCC objectives and the goals of this funding opportunity (see RFA Section II.C)?[Narrative Box - 5000 characters]

B. Governance - Convening and Strengthening Partnerships

B1. Describe the governance and decision-making process for ensuring shared knowledge and agreement with the local consortia or multi-county consortia ELC Workforce Development Plan and budget.

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Describe how ELC providers will be engaged in planning and decision-making processes. (Reference local QCC unified plan B1, as appropriate.)

Description of governance and decision-making process[Narrative Box - 1500 characters]

Please check all governance and decision-making attributes that apply:

❏ Voting process with equal vote for each consortia member❏ Voting process with weighted votes among consortia members❏ QCC lead agency is the decision-maker❏ Local Child Care Planning Council (LPC) is the decision-maker❏ Fiscal lead is the decision-maker❏ Tribal Council or other Tribal leadership is the decision-maker❏ Other agency is the decision-maker [text box]❏ Consensus process among all partners❏ Other [text box]

Description of how will ELC providers will be engaged[Narrative Box - 1500 characters]

Please check all ways that ELC providers will be engaged:❏ Providers sit on the LPC❏ Consortia has provider representatives as part of membership❏ Provider surveys❏ QCC or LPC lead conducts focus groups with providers ❏ Partnerships with provider membership organizations❏ Other ([text box]

B2. Describe how the lead entity will coordinate and align the QCC Workforce Pathways Grant with QCC Local Consortia and Partnership Grant efforts?[Narrative Box - 2000 characters]

C. Recruitment and Outreach

C1. Describe how the applicant partnership will engage and retain members of the workforce across each group and which member agency(ies) and staff are responsible for this. (Reference local QCC unified plan C1 and C2 as appropriate.)

FFN caregivers 

❏ Partner with Alternative Payment Programs

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❏ Partner with local libraries

❏ Communicate through QCC lead and/or members

❏ Work with the LPC

❏ Partner with school districts

❏ Partner with the local Resource and Referral Agencies (R&Rs)

❏ Communicate through partner list servs [text box to list partners]

❏ Use texting program to send reminders and regular communication

❏ Use regular phone communication to send reminders

❏ Communicate through higher education partners

❏ Use Workforce Pathways advisors to conduct personal outreach and check-ins

❏ Work with membership organizations

❏ Work with center directors to help provide messaging and leadership

❏ Work with a Family Child Care Home Education Network

❏ Work with local tribes and tribal organizations

❏ Other [text box]

Identify any unique aspects of the proposed engagement and retention strategies for this subset of the workforce.[Narrative Box - 1000 characters]

Describe which member agency(ies) and staff are responsible for—and how the consortium will accomplish—engagement and retention of this subset of the workforce. [Narrative Box - 1000 characters]

Family Child Care providers

❏ Partner with Alternative Payment Programs

❏ Partner with local libraries

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❏ Communicate through QCC lead and/or members

❏ Work with the LPC

❏ Partner with school districts

❏ Partner with the local R&R

❏ Communicate through partner list servs[Text box to list partners]

❏ Use texting program to send reminders and regular communication

❏ Use regular phone communication to send reminders

❏ Communicate through higher education partners

❏ Use Workforce Pathways advisors to conduct personal outreach and check-ins

❏ Work with membership organizations

❏ Work with center directors to help provide messaging and leadership

❏ Work with a Family Child Care Home Education Network

❏ Work with local tribes and tribal organizations

❏ Other [text box]

Identify any unique aspects of the proposed engagement and retention strategies for this subset of the workforce.[Narrative Box - 1000 characters]

Describe which member agency(ies) and staff are responsible for—and how the consortium will accomplish—engagement and retention of this subset of the workforce. [Narrative Box - 1000 characters]

Center-based and School-based workforce 

❏ Partner with Alternative Payment Programs❏ Partner with local libraries❏ Communicate through QCC lead and/or members❏ Work with the LPC ❏ Partner with school districts❏ Partner with the local R&R

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❏ Communicate through partner list servs[Text box to list partners]

❏ Use texting program to send reminders and regular communication❏ Use regular phone communication to send reminders❏ Communicate through higher education partners❏ Use Workforce Pathways advisors to conduct personal outreach and

check-ins❏ Work with membership organizations❏ Work with center directors to help provide messaging and leadership ❏ Work with a Family Child Care Home Education Network❏ Work with local tribes and tribal organizations❏ Other [text box]

Identify any unique aspects of the proposed engagement and retention strategies for this subset of the workforce.[Narrative Box - 1000 characters]

Describe which member agency(ies) and staff are responsible for—and how the consortium will accomplish—engagement and retention of this subset of the workforce. [Narrative Box - 1000 characters]

D. QCC Workforce Pathways Grant: Strategies and Targets

Applicant partnerships are required to serve members of the ELC workforce across all care settings (FFNs, FCCs, and Center-based and School-based), however, not all settings must be served through each required activity. Applicants may determine which activities are most appropriate for which settings based on local needs and must set meaningful incentives for participation and support. All QCC Workforce Pathways Grant participants must receive advising to develop a professional development plan except those only meeting Child Care and Development Fund (CCDF) training requirements. 

D1. Briefly describe your local plan for addressing the required activities:

1. QCC Workforce Pathways Advising (Required)a. Who will serve as advisors, including applicable

qualifications/expertise requirements?

❏ Hire new advisory

❏ Staff at a college [Text Box for Applicable Qualifications]

❏ Staff at the APP [Text Box for Applicable Qualifications]

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❏ Staff at an R&R [Text Box for Applicable Qualifications]

❏ QCC staff [Text Box for Applicable Qualifications]

❏ New hires [Text Box for Applicable Qualifications]

❏ Staff at a local First 5 county commission [Text Box for Applicable Qualifications]

❏ Staff at the County Office of Education [Text Box for Applicable Qualifications]

❏ Staff at a local tribe or tribal organization

❏ Staff at QCC Regional Hub [Text Box for Applicable Qualifications]

❏ Staff at local libraries

❏ LPC Coordinator

❏ Higher Education Faculty [Text Box for Applicable Qualifications]

❏ Other [Text Box] [Text Box for Applicable Qualifications]

b. To ensure these funds expand vs. supplant, how will the program utilize and integrate college counselors and community college Guided Pathways, and any other ongoing higher education investments?[Narrative Box - 3500 characters]

c. Where will advisors be located in the community and how will they be accessible to meet workforce needs? 

Where will advisors be located?

❏ R&Rs

❏ College Campuses

❏ Alternative Payment Agencies

❏ Early learning and care sites

❏ Local First 5

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❏ Local County Office of Education

❏ Local Tribal Office

❏ Regional Hubs

❏ Local libraries

❏ Other [text]

How will they be accessible?

❏ Located at community-based settings

❏ Open/accessible during non-traditional work hours

❏ Bilingual/multilingual to serve the local workforce

❏ Reflecting the culture and diversity of the local workforce

❏ Tele-conferencing / virtual access

❏ Other [text]

d. How will the program ensure advisors are helping participants complete a professional development plan and improve the effectiveness of their practice?[Narrative Box - 3500 characters]

2. Professional Development

a. Describe general program design (including incentive/stipend structure if applicable), participant supports provided to ensure success, and professional development goals [Narrative Box - 7000 characters]

b. Describe which member agency(ies) and staff are responsible for this activity. [Narrative Box - 2500 characters]

c. How will this activity address CCDF (state or Tribal) requirements?[Narrative Box - 2500 characters]

d. How will this activity address high impact needs (e.g., trauma, Dual Language Learners (DLLs), children with

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disabilities)?[Narrative Box - 2500 characters]

e. How will this activity address other locally identified needs? (optional)[Narrative Box - 2500 characters]

f. What will be the eligibility requirements for participating in this activity (e.g., employment requirements, income eligibility, age of children cared for, etc.)?

Check all that apply:❏ Employment requirement: Full time❏ Employment requirement: Part Time❏ Income eligibility❏ Age of children cared for❏ Accepts vouchers or works in a program that accepts

vouchers❏ Works in a fully subsidized state or Tribal program❏ Other [text box]

g. How will you select members of the workforce to participate in this activity while ensuring linguistic, racial, and/or ethnic diversity of participants?[Narrative Box - 2500 characters]

h. Approximately how many providers will be served through this activity (break out this response by setting type served)?FFN: [text box]FCC: [text box]Center: [text box]School-based: [text box]

i. Describe any ongoing participation requirements (beyond the required meetings with advisors and entry/use of Workforce Registry)?[Narrative Box - 2500 characters]

3. Higher Education a. Describe general program design (including

incentive/stipend structure if applicable), participant supports provided to ensure success, and higher education goals.[Narrative Box - 7000 characters]

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b. Describe which member agency(ies) and staff are responsible for this activity. [Narrative Box - 2500 characters]

c. How will this activity ensure that participants are applying acquired knowledge and skills into their practice and interactions with young children?[Narrative Box - 2500 characters]

d. How will courses reflect the current research, demographics, and needs of California’s children (e.g., DLL, children with disabilities, trauma-informed practice)? [Narrative Box - 2500 characters]

e. What will be the eligibility requirements for participating in this activity (e.g., employment requirements, income eligibility, age of children cared for, etc.)?[Narrative Box - 2500 characters]

Check all that apply:❏ Employment requirement: Full time❏ Employment requirement: Part Time❏ Income eligibility❏ Age of children cared for❏ Accepts vouchers or works in a program that accepts

voucher❏ Works in a fully subsidized state or Tribal program❏ Enrolled as a full-time student❏ Enrolled as a part time student ❏ Other [text box]

f. How will you select members of the workforce to participate in this activity while ensuring linguistic, racial, and/or ethnic diversity of participants?[Narrative Box - 3000 characters]

g. Approximately how many providers will be served through this activity (break out this response by setting type served)?

FFN caregivers Child development Permit [text box]AA [text box]BA [text box]Other [text box] [text box]

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Center-based and School-based workforceChild development Permit [text box]AA [text box]BA [text box]Other [text box] [text box]

FCC providers Child development Permit [text box]AA [text box]BA [text box]Other [text box] [text box]

h. Describe any ongoing participation requirements (beyond the required meetings with advisors and entry/use of Workforce Registry).[Narrative Box - 3000 characters]

D2. Stipends and payments for increasing levels of preparation and professional development must be meaningful for the ELC workforce in order to incentivize the workforce to move up on the ECE Career Lattice. Provide your local definition of meaningful stipends (including payment of tuition, fees, scholarships, etc.) across care settings and training opportunities. Provide evidence and justification for your definitions.

[Narrative Box - 7000 characters]

D3. QCC Professional Development Plans

1. Describe the required components in the Professional Development Plans.[Narrative Box - 5000 characters]

Select all items that will be included in Professional Development Plans❏ Individual goals❏ ELC sites QIS or QRIS goals and tier rating❏ Identified education pathways/sequences❏ Identified professional development sequences❏ Timelines and milestones❏ Other [text box]

2. How will any existing Professional Development Plans be incorporated rather than duplicated (e.g., a Head Start Plan, a QCC site Quality Improvement Plan and Professional Growth Plan, and/or a student’s educational plan developed at an institute of higher education)?[Narrative Box - 3500 characters]

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3. What is the annual update process for review and updating Professional Development Plans, including the process for meeting with an advisor?[Narrative Box - 3500 characters]

D4. Describe the ways that each activity is designed to address equity for the ELC workforce (reference the barriers and needs identified in A3). 

1. QCC Workforce Pathways Advising [Narrative Box - 3500 characters]

2. Professional Development activities [Narrative Box - 3500 characters]

3. Higher Education activities [Narrative Box - 3500 characters]

D5. Describe how the proposed activities in this QCC Workforce Pathways Grant Plan align with and build upon existing workforce initiatives while supplementing and not supplanting (e.g., The Program for Infant/Toddler Care [PITC], California Child Care Initiative Project [CCIP], Family Child Care at Its Best, California Preschool Instructional Network [CPIN], California Collaborative on the Social and Emotional Foundations in Early Learning [CA CSEFEL], Inclusive Early Education Expansion Program [IEEEP], etc.). (Reference local QCC unified plan E3 as appropriate.)[Narrative Box - 3500 characters]

E. Monitoring and Evaluation

E1. The CDE will outline a set of workforce data that must be collected as part of the evaluation of this work. What measurable outcomes need to be collected to assess the effectiveness of your QCC Workforce Pathways Plan (reference SMART [Specific, Measurable, Attainable, Relevant, and Timely] objectives in Question A4)?[Narrative Box - 5000 characters]

E2. Describe how the applicant partnership will use data and feedback from each program type to inform continuous improvement in the implementation of workforce development supports by using a SMART objective format (Specific, Measurable, Attainable, Relevant, and Timely). (Reference local QCC unified plan Section E2 as appropriate.)[Narrative Box - 5000 characters]

D. Budget and Budget Narrative (Form C)

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The applicant must provide a thorough and detailed justification for each identified cost associated with implementing the proposed goals and activities, including why the costs are reasonable and necessary to support the proposal’s goals and activities. A budget template is available for this RFA.

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Appendices

Appendix A: Funding Allocations

County Allocation

ALAMEDA $246,461.57

ALPINE $5,000.00

AMADOR $9,955.57

BUTTE $121,364.95

CALAVERAS $6,718.36

COLUSA $6,781.92

CONTRA COSTA $193,884.80

DEL NORTE $18,218.69

EL DORADO $18,598.30

FRESNO $1,040,787.73

GLENN $9,072.64

HUMBOLDT $45,320.49

IMPERIAL $50,434.56

INYO $5,032.30

KERN $558,666.16

KINGS $45,666.92

LAKE $27,533.21

LASSEN $14,552.06

LOS ANGELES $2,179,402.01

MADERA $48,975.21

MARIN $31,277.87

MARIPOSA $5,000.00

MENDOCINO $27,084.13

MERCED $275,054.19

MODOC $5,000.00

MONO $5,000.00

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County Allocation

MONTEREY $196,105.43

NAPA$19,039.41

NEVADA$47,601.95

ORANGE$467,015.54

PLACER$37,815.47

PLUMAS$5,830.97

RIVERSIDE$671,394.90

SACRAMENTO$358,743.04

SAN BENITO$13,307.60

SAN BERNARDINO$1,175,804.34

SAN DIEGO$631,257.20

SAN FRANCISCO$126,228.23

SAN JOAQUIN$181,546.89

SAN LUIS OBISPO$33,623.31

SAN MATEO$99,601.65

SANTA BARBARA$104,179.95

SANTA CLARA$262,224.32

SANTA CRUZ$60,123.74

SHASTA$74,646.81

SIERRA$5,000.00

SISKIYOU$17,660.17

SOLANO$91,789.69

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County Allocation

SONOMA$75,554.24

STANISLAUS$308,706.56

SUTTER$32,625.69

TEHAMA$32,330.59

TRINITY$9,945.16

TULARE$415,886.85

TUOLUMNE$8,669.24

VENTURA$145,509.19

YOLO$32,682.03

YUBA$36,706.15

TRIBAL ALLOCATION

$220,000.00

TOTALALLOCATION

$11,000,000.00

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Appendix B: Background

A. On California’s Youngest Children

California is home to almost three million children birth through age five (5). These children are from diverse socioeconomic, cultural, and linguistic backgrounds.

2.9 MILLION CHILDREN BIRTH THROUGH AGE FIVEo 52.1 percent Latinoo 25.6 percent White, non-Hispanico 11.5 percent Asian, non-Hispanico 5.3 percent Black, non-Hispanico 9.1 percent Two or More Raceso 18.1 percent Families with incomes below the federal poverty

level (FPL)o 43.0 percent Low-income families (families below 300 percent

FPL)

Information for 2017. Ages birth through five (5) years. Sources: U.S. Census Bureau, Population Estimates; U.S. Census Bureau, American Community Survey.

B. On Children Served through Subsidized Child Care

The CDE provides subsidized child care through:

● ELCD contracted Centers, Local Education Agencies (LEAs), and Family Child Care Home Education Networks (FCCHENs); block grants, and local funding.

● Vouchers via its Alternative Payment Program; and

● CalWORKs Stages 2 and 3 (CalWORKs Stage 1 is administered through the California Department of Social Services).

California has a diverse set of ELC programs. In the state, 61 percent of children live in households where all available parents are currently working, and 25 percent of all California children are part of low-income families.10 Information about these children is provided in the following tables.

All Birth through Age Five (5) Children in Subsidized Child Care(October 2018 and April 2019)

10 Center for the Study of Childcare Employment. “Early Childhood Workforce Index, 2018: California.” https://cscce.berkeley.edu/files/2018/06/2018-Index-California.pdf

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By Race/Ethnicity Number Percentage

Latino 186,276 61.67

White 48,383 16.02

Black 45,696 15.13

Asian 15,972 5.29

Two or more races 3,162 1.05

Pacific Islanders 1,423 .47

American Indian 1,122 .37

Race and Ethnicity among Children age 0-5, Oct. 2018, ELCD 801A, no duplication

By Type of Setting* Number Percentage

Licensed centers 186,919 79

Licensed family child care homes 37,837 15

License-exempt care (family, friend, or neighbor)

14,716 6

Source: CDD-801A Monthly Child Care Report, October 2018 and April 2019 (archived data).

By Funding Source† Number Percentage

CalWORKs 50,848 22

General child care program 20,335 9

Alternative payment program 19,696 7

California State Preschool Program 142,799 60

Migrant children, children with severe handicaps, and others

4,607 2

† Source: CDD-801A Monthly Child Care Report, October 2018 and April 2019 (archived data).

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C. ELC Workforce Challenges and Needs

The availability of a high quality ELC workforce has been an ongoing issue in California. California is implementing many new efforts to expand Early Learning and Care (ELC) programs throughout the state, but there is a critical shortage of highly skilled early educators and providers available to meet the growing need. While more than 119,760 members of the early childhood teaching workforce provide services to children in California, it is a challenge to ensure that all programs are staffed by providers who are skilled at nurturing children’s healthy development and curiosity and fostering their learning. Finding qualified substitutes can also pose a barrier and prevent new and longstanding programs from providing the professional development that their staff needs.

Low wages pose a significant barrier to providers when entering the ELC field. There is a public misconception that teaching young children requires less skill and knowledge than teaching older children, which in turn, creates large pay gaps between the K-12 system and the ELC field. According to the Center on the Study of Child Care Employment at the University of California at Berkeley11, a child care worker made $12.29 per hour in 2018—one-third (32 percent) of what a kindergarten teacher made. A preschool teacher made $16.19 per hour (42 percent of a kindergarten teacher's salary). Because of these low wages, nearly two-thirds (58 percent) of child care worker’s families participated in one or more public income support programs. These low-wages make the field unsustainable for those in it and unattractive to those who are considering it.

The ELC workforce continues to face a number of barriers in regard to degree attainment and advancement along the California ECE Career Lattice. In March 2019, the CDE, Early Learning and Care Division (ELCD) and a constellation of partners sent a survey out to Early Learning teachers statewide to learn more about the barriers they face in advancing their careers and professional development. Almost 2,500 early learning teachers in all settings across the state responded to the survey, which was available in both English and Spanish. In analyzing results from survey respondents that worked directly with children, responses confirmed that the ELC workforce faces two major barriers to participating in professional development opportunities: not having enough money and not having enough time. Results also demonstrated that barriers to engaging in professional development vary by care setting. Center-based staff and family child care home owners/staff were more likely to report that finding trainings and courses during convenient times was a barrier than were members of the workforce in other settings. Family child care home owners/staff also more

11 Data from CSCCE, California’s ECE Workforce: What We Know Now and the Data Deficit That Remains (2018). https://cscce.berkeley.edu/californias-ece-workforce/ and Center for the Study of Child Care Employment, University of California at Berkeley (CSCCE), Early Childhood Workforce Index (2018).

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frequently indicated that getting into the courses or training they needed was a barrier. Those that completed the survey in Spanish stated that finding a training or course offered in languages other than English was a barrier.12

One of California’s early learning system’s greatest assets is the diversity of its workforce. In California, 56 percent of center-based teachers, 74 percent of licensed home-based/family child care providers, and 80 percent of license-exempt/family friend and neighbor (FFN) caregivers identify as non-white. Furthermore, 63 percent of center-based assistant teachers and 47 percent of center-based teachers speak a language other than English. In some cases, limited English proficiency can make it difficult for the workforce to navigate the rules and training requirements of a state system when those rules are communicated primarily in English.

According to the Center for the Study of Child Care Employment’s 2018 study on California’s Early Childhood Educator Workforce, there are varying methods used to define and measure the size of the ELC workforce, including local workforce data sources from select counties, federal data collected by the U.S. Bureau of Labor Statistics, and California specific data from local surveys. According to the National Survey of Early Care and Education (NSECE), there are approximately 205,000 members of California’s paid ELC workforce, 49 percent of which identified as home-based, 46 percent who identified as staff in center-based programs and 5 percent as home-based providers.

Additionally, the Occupational Employment Statistics (OES) measures the ELC workforce by collecting samples from specific metropolitan areas, and they identified nearly 120,000 paid members of the ELC workforce, but this tally likely excludes those who are FFN providers or self-employed licensed family child care providers.

12 The Early Learning and Care Workforce, Barriers to Career Advancement survey was developed by a constellation of partners as part of the Transforming the Workforce for Children Birth through Age Eight (TWB8) implementation effort in California. This work was funded through a grant that ELCD received from the Council of Chief State School Officers (CCSSO) and the National Governors Association (NGA). The survey received 2,489 responses (2,296 in English and 193 in Spanish). Of these responses, 1,504 respondents (1,373 English and 131 Spanish) indicated that they worked directly with children. The survey was an online and opt-in survey, resulting in a respondent group that is not necessarily representative of the entire ECE workforce in California (convenience sample). When comparing English and Spanish responses to questions about the types of professional development respondents have completed in the past 12 months, barriers to engaging in professional development, and the types of supports that would be most useful, the analysis found significant differences between the language groups (p<.01, paired t-test). When analyzing these responses by role, the analysis also found survey responses were significantly different based on role (p<.01, two-way ANOVA test).

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Finally, the California ECE Registry, a web-based registry for ELC professionals currently has over 63,000 members of the ELC workforce and is operating across all counties in California. It is the primary source of verified data about California’s ELC workforce, its professional preparation and professional development and is a critical component of the data infrastructure for California.

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Appendix C: Scoring Rubric Guidance

This rubric outlines the components of a passing score for each application question. Questions that do not include the components listed in the right-hand column will not receive a score of “Pass”. For applications with item(s) not meeting criteria for approval, the state review team will follow up with additional feedback or clarifications. Interviews with potential grantees may be conducted, as needed. All costs associated with participation in the interviews will be the responsibility of the applicant. It will be the responsibility of the applicant to work with the state review team to address the deficiencies in order to be funded. See IV. Application Procedures and Process, Section D Application Review, for more information.

A. Assessing the Local Workforce Needs and Determining Goals

Application Question Components required for a Passing Score

A1. To the extent possible, provide a needs assessment of the local ELC workforce by describing the workforce gaps and greatest needs, and how these gaps/needs vary across communities/counties within your county/region. If information is not available or has gaps, describe the plan to collect this information (Reference local QCC unified plan A1. as appropriate).

A1.1. Number of providers by provider type (Family, Friend, and Neighbor [FFN] caregivers; Family Child Care [FCC] providers, Center-based workforce, School-based workforce) in applicant county(ies)

A1.2. Total number of providers by provider type in QCC in applicant county(ies)

A1.3. Describe the geographic distribution (urban, rural) of providers in applicant county(ies)

● Inclusive of workforce in in all settings

● Demonstrates consideration of local community variation in workforce needs

● Explanation of existing workforce data gaps

● If gaps exist, provides a plan to address gap

● References unified QCC plan

● Addresses all prompts by providing data or discussing what data is missing and a plan for collecting additional data

Application Question Components required for a Passing Score

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A2. Describe key professional development needs for the local ELC workforce based on children being served. (i.e., the percentage of children who are dual language learners; the percentage of children with exceptional needs or children with disabilities; the percentage of children who are served by Family, Friends, and Neighbors; how specific characteristics impact workforce professional development needs?)

A2.1. What professional development is needed to serve dual language learners and/or address cultural responsivity?

A2.2. What professional development is needed to serve children with disabilities?

A2.3. What professional development is needed to serve children experiencing trauma (homelessness, disaster, children with ACEs)?

A2.4. Other information (not required)

● Describes how child characteristics are related to workforce needs

● Provides information on the demographics and characteristics of children in the community

● Addresses workforce needs to serve DLLs, children with disabilities, children experiencing trauma, and be culturally responsive

A3. Describe the existing barriers that the ELC workforce faces in regards to advancement along the Career Lattice / degree attainment. (Identify differences in the barriers faced by FFN caregivers, FCC providers, and the Center-based and School-based workforce.) 

● Provides an explanation of specific barriers

● Uses data where possible

● Addresses differences across settings

● Addresses different levels of the Career Lattice

● Includes completion of check-boxes

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A4. Based on your needs assessment, and answers to questions A2 and A3, what are your objectives for your workforce pathways grant (Provide SMART Objectives: Specific, Measurable, Attainable, Relevant, and Timely).

How do these objectives align with local QCC objectives and the goals of this funding opportunity (see RFA Section II.C)?

● Objectives are SMART

● References workforce data/needs assessment

● Provides a clear link to the QCC plan

● References goals outlined in Section II.C of the RFA

B. Governance - Convening and Strengthening Partnerships

Application Question Components required for a Passing Score

B1. Describe the governance and decision-making process for ensuring shared knowledge and agreement with the local consortia or multi-county consortia workforce development pathways plan and budget. Describe how ELC providers will be engaged in planning and decision-making processes. (Reference local QCC unified plan B1, as appropriate.)

● How will information be shared/knowledge be built

● Describes a governance process

● Addresses decision-making across all consortia entities

● Describes how workforce voice will be included/engaged in planning and decision-making

● Describes process for reaching agreement on budget

● Includes completion of check-boxes

B2. Describe how the lead entity will coordinate and align the QCC Workforce Pathways Grant with QCC Local Consortia and Partnership Grant efforts?

● Explains how the lead entity will coordinate with the local QCC efforts

● Explains alignment between the QCC Workforce pathways efforts and the local unified QCC plan

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C. Recruitment and O5utreach

Application Question Components required for a Passing Score

C1. Describe how the applicant partnership will engage and retain members of the workforce across each group and which member agency(ies) and staff are responsible for this. Identify any unique aspects of the proposed engagement and retention strategies for caregivers in each setting.

(Reference local QCC unified plan C1 and C2 as appropriate.)

C1.1. FFN caregivers

C1.2. FCC providers

C1.3. Center-based and School-based workforce

● Addresses recruitment efforts for the workforce across each setting

● Addresses retention efforts for the workforce across each setting

● Provide a rationale for the use of different strategies across each setting

● References local QCC unified plan as appropriate

● Describes the roles and responsibilities for member agency(ies) and staff

● Identifies how the consortium will accomplish engagement and retention activities

● Includes completion of check-boxes

D. ELC Workforce Development Strategies, Maximizing Investments and Supports

Applicant partnerships are required to serve members of the ELC workforce across all care settings (FFNs, FCCs, and Center-based), however, not all settings must be served through each required pathway. Applicants may determine which pathways are most appropriate for which settings based on local needs and must set meaningful incentives for participation and support. All QCC workforce pathways participants need to see the QCC Coordinator/pathways advisor to develop a professional development plan except those only meeting Child Care and Development Fund (CCDF) training requirements. 

D1. Briefly describe your local plan for addressing the required pathways:

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Application Question Components required for a Passing Score

D1.1. QCC Workforce Pathways Advising

a. Who will serve as advisors, including applicable qualifications/expertise requirements?

b. To ensure these funds expand vs. supplant, how will the program utilize and integrate college counselors and community college Guided Pathways, and any other ongoing higher education investments?

c. Where will advisors be located in the community and how will they be accessible to meet workforce needs? 

d. How will the program ensure advisors are helping participants complete a professional development plan and improve the effectiveness of their practice?

● Describes how Advisors will meet the needs of the workforce benefiting from this funding opportunity

● Describes variation in Advisors’ approaches based on the unique needs of the workforce across settings

● Addresses each sub-section for the required pathways

● Includes completion of check-boxes

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Application Question Components required for a Passing Score

D1.2. Professional Development

a. Describe general program design (including incentive/stipend structure if applicable), participant supports provided to ensure success, and pathway goals

b. Describe which member agency(ies) and staff are responsible for this activity.

c. How will this activity address CCDF requirements (required)?

d. How will this activity address high impact needs (e.g., trauma, Dual Language Learners (DLLs), children with disabilities)?

e. How will this activity address other locally identified needs? (optional)

f. What will be the eligibility requirements for participating in this activity (e.g., employment requirements, income eligibility, age of children cared for, etc.)?

g. How will you select members of the workforce to participate in this activity while ensuring linguistic, racial, and/or ethnic diversity of participants?

h. Approximately how many providers will be served through this activity (break out this response by setting type served in this pathway)?

i. Describe any ongoing participation requirements (beyond the required meetings with advisors and entry/use of Workforce Registry)?

● Describes general program design (including incentive/stipend structure if applicable), participant supports provided to ensure success, and activity goals for each required activity

● Addresses each sub-section for the required activities

● Includes completion of check-boxes

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Application Question Components required for a Passing Score

D1.3. Higher Education

Describe general program design (including incentive/stipend structure if applicable), participant supports provided to ensure success, and pathway goals.

a. Describe which member agency(ies) and staff are responsible for this activity

b. How will this activity ensure that participants are applying acquired knowledge and skills into their practice and interactions with young children?

c. How will courses reflect the current research and demographics and needs of California’s children (e.g., DLL, children with disabilities, trauma-informed practice)? 

d. What will be the eligibility requirements for participating in this activity (e.g., employment requirements, income eligibility, age of children cared for, etc.)?

e. How will you select members of the workforce to participate in this pathway while ensuring linguistic, racial, and/or ethnic diversity of participants?

f. Approximately how many providers will be served through this activity (break out this response by setting type served in this activity)?

g. Describe any ongoing participation requirements (beyond the required meetings

● Describes general program design (including incentive/stipend structure if applicable), participant supports provided to ensure success, and activity goals for each required pathway

● Addresses each sub-section for the required activities

● Includes completion of check-boxes

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Application Question Components required for a Passing Score

D2. Stipends and payments for increasing levels of preparation and professional development must be meaningful for the ELC workforce in order to incentivize the workforce to move up on the ECE Career Lattice. Provide your local definition of meaningful stipends (including payment of tuition, fees, scholarships, etc.) across care settings and training opportunities. Provide evidence and justification for your definitions.

● Describes how meaningful direct financial workforce supports will be set

● Provides evidence and justification for how meaningful direct financial workforce supports were set

● Addresses components outlined in the guiding principles for meaningful direct financial workforce supports in Section II.E of this RFA

D3. QCC Professional Development Plans. Provide descriptions of the following:

D3.1. Describe the required components in the Professional Development Plans.

D3.2. How any existing Professional Development Plans be incorporated rather than duplicated (e.g., a Head Start Plan, a QCC site Quality Improvement Plan and Professional Development Plan, and/or a student’s educational plan developed at an institute of higher education)

D3.3. What is the annual update process for review and updating Professional Development Plans, including the process for meeting with an advisor?

● Articulates the connection between professional development plans established as part of this funding program, and existing plans established through QCC and other mechanisms

● Clearly links back to the role of Advisors, discussed in question D4.

● Addresses each sub-section for the required pathways

● Includes completion of check-boxes

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D4. Describe the ways that each activity is designed to address equity for the ELC workforce (reference the barriers and needs identified in A3.)13

D4.1. QCC Workforce Pathways Advising

D4.2. Professional Development Activities

D4.3. Higher Education Activities

● Addresses the unique needs of the workforce across settings

● Addresses how each activity is designed to meet the unique needs of the workforce across each setting

● Uses workforce data where possible

● Links strategies back to workforce barriers in A3.

D5. Describe how the proposed activities in this Workforce Pathways Grant Plan align with and build upon existing workforce initiatives while supplementing and not supplanting (e.g., PITC, CCIP, Family Child Care at Its Best, CPIN, CSEFEL, IEEEP, etc.). (Reference local QCC unified plan E3 as appropriate.)

● Describes existing local initiatives

● Links strategies to existing initiatives

● Clearly explains how funds will supplement and not supplant

● References QCC plan

E. Monitoring and Evaluation

Application Question Components required for a Passing Score

E1. The CDE will outline a set of workforce data that must be collected as part of the evaluation of this work. What measurable outcomes need to be collected to assess the effectiveness of your QCC Workforce Pathways Plan (reference SMART Objectives in Question A4)?

● Describes measurable outcomes

● Links outcomes to SMART objectives from A4.

● Describes data that will be used to assess outcomes

13 Equity for the ELC workforce means each member of the workforce, regardless of race, gender, culture, primary language, geographic location, and setting in which one works, has access to professional learning opportunities that meets one’s needs; receives fair compensation and benefits based on one’s qualifications; and has authentic, unbiased, and straightforward pathways to career advancement.

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Application Question Components required for a Passing Score

E2. Describe how the applicant partnership will use data and feedback from each program type to inform continuous improvement in the implementation of workforce development supports by using a SMART objective format (Specific, Measurable, Attainable, Relevant, and Timely). (Reference local QCC unified plan E2 as appropriate)

● Describes data that will be used to inform QI

● Explains how feedback will be collected for each program type to inform QI

● Describes how data and feedback will continue to a QI process

● Uses a SMART goal format

● References QCC plan as appropriate

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Appendix D: Key Terms

Term/Acronym Explanation

“Local, regional or local and regional quality improvement partnerships”

Quality Counts California (QCC)

Advisor A professional with specialized skills in providing academic and professional guidance to help ELC students successfully navigate the higher education system

Allocation/Allotment The term is used primarily in situations in which funding is distributed to lead agencies based on a statutory formula. This term also may refer to discretionary grant or matching funds programs.

Applicant Local consortium or multi-county partnership, applying as an applicant partnership

Apprenticeship programs An apprenticeship is a program that trains a worker to become skilled in a particular trade. Apprenticeships combine hands-on work with classroom learning to train the apprentice. Apprenticeships are considered full-time employment. As the apprentice is learning, they are also applying the lessons through working.

As defined by the California Department of Industrial Relations

(c) An “Apprenticeable Occupation” is one that requires independent judgment and the application of manual, mechanical, technical, or professional skills and is best learned through an organized system of on-the-job training together with related and supplemental instruction.

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Term/Acronym Explanation

(e) “Apprenticeship Program” means a comprehensive plan containing, among other things, apprenticeship program standards, committee rules and regulations, related and supplemental instruction course outlines and policy statements for the effective administration of that apprenticeable occupation.

(f) “Apprenticeship Program Standards” means that written document containing among other things all the terms and conditions for the qualification, recruitment, selection, employment and training, working conditions, wages, employee benefits, and other compensation for apprentices and all other provisions and statements including attachments as required by the Labor Code and this Chapter which, when approved by the Chief DAS, shall constitute registration of such, and authority to conduct that program of apprenticeship in the State of California.

(g) “Apprenticeship Program Sponsor” means a joint apprenticeship committee, a unilateral labor or management committee, or an individual employer program.

California State Preschool Programs (CSPP)

A direct service contracted program per the California Education Code (EC) commencing with Article 7, Chapter 2 (sections 8235-8239) and includes, for the purposes of this grant, Family Child Care Homes Education Networks providing CSPP services. This includes full-day, full-year and part-day, school year programs in local education agencies and county’s community-based organizations.

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Term/Acronym Explanation

Tribes/Tribal organizations Indian tribe means any Indian tribe band, nation, or other organized group, or community, including pueblos, rancherias, colonies, and any Alaska Native Village, or regional or village corporation as defined in or established pursuant to the Alaska Native Claims Settlement Act (https://www.law.cornell.edu/topn/alaska_native_claims_settlement_act), which is recognized as eligible for the special programs and services (https://www.law.cornell.edu/definitions/index.php?width=840&height=800&iframe=true&def_id=d206a13ea8d40d5a1d001fd4c784e825&term_occur=999&term_src=Title:42:Chapter:I:Subchapter:M:Part:137:Subpart:B:137.10) provided by the United States to Indians because of their status as Indians; provided that in any case in which an Indian tribe has authorized another Indian tribe, an inter-Tribal consortium, or a Tribal organization to plan (https://www.law.cornell.edu/definitions/index.php?width=840&height=800&iframe=true&def_id=df31e4584c2598dab9683b9008987a74&term_occur=999&term_src=Title:42:Chapter:I:Subchapter:M:Part:137:Subpart:B:137.10) for or carry out programs, services, functions, or activities (or portions thereof) on its behalf under Title V, the authorized Indian tribe, inter-Tribal consortium or Tribal organization shall have the rights and responsibilities of the authorizing Indian tribe (except as otherwise provided in the authorizing resolution or in this part). In such event, the term “Indian Tribe” as used in this part includes such other authorized Indian tribe, inter-Tribal consortium, or Tribal organization.

42 CFR § 136a.10

https://www.law.cornell.edu/cfr/text/42/136a.10

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Term/Acronym Explanation

CCL California Department of Social Services, Community Care Licensing

CDE California Department of Education

CDSS California Department of Social Services

Child Care Centers Child Care Centers are ELC settings that are licensed by the California Department of Social Services (CDSS) and/or are license-exempt, that receive public subsidies, hold CDE contracts, and/or receive funds directly through parent pay and/or voucher payments. Centers may provide child development services for children from birth through 12 years of age and older children with exceptional needs.

Child Care Deserts A child care desert is defined as a ZIP code with at least 30 children under the age of five (5) and either no child care centers or so few centers that there are more than three times as many children under age five (5) as there are spaces in centers. [Center for American Progress, AIR Needs Assessment]

Children with High Needs and Children with Exceptional Needs

Children with High Needs or Exceptional Needs means children birth until kindergarten entry who are from low-income families or otherwise in need of special assistance and support, including children who have disabilities or developmental delays, who are dual language learners, who reside on “Indian Lands” as that term is defined by Section 8013(6) of the Elementary and Secondary Education Act of 1965, who are migrant, homeless, or in foster care; and other children as identified by the State.

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Term/Acronym Explanation

Coaching A relationship-based process led by an expert with specialized and adult learning knowledge and skills, who often serves in a different professional role than the recipient(s).

Consortium Local consortium refers to a local entity, administered by a Lead Agency, and convenes a planning body that designs and implements a QRIS. A Regional or multi-county Consortium is a group of counties within a geographic region of the state that collaborate, design, and implement a common local QCC model across the region. Whether a local consortium or a multi-county consortium, there will be a lead agency.

Collaborative partnerships A cooperative association of individuals or groups that work together to accomplish common goals and objectives. Most collaboration requires leadership, although the form of leadership can be informal within a decentralized and egalitarian group. In particular, teams that work collaboratively can obtain greater resources, recognition, and reward when facing competition for finite resources.

Competencies QCC uses: https://www.cde.ca.gov/sp/cd/re/ececomps.asp & http://ececompsat.org/index.html

Cost of living The cost of living is the amount of money needed to sustain a certain standard of living by affording basic expenses such as housing, food, taxes, and healthcare.

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Term/Acronym Explanation

Direct service costs Direct service costs generally include, but are not limited to:

1. Salaries and wages, including vacations, holidays, sick leave, and other excused absences of employees working specifically on the objective of a grant (i.e., direct labor costs)

2. Other employee fringe benefits allocable on direct labor employees

3. Consultant services contracted to accomplish specific grant objectives

4. Travel of “direct labor” employees5. Materials, supplies, and equipment purchased directly

for use on a specific grant or contract6. Communication costs, such as long-distance

telephone calls identifiable with a specific aware or activity

Direct financial workforce supports (meaningful)

Local consortia or consortia partnerships are required to set a level of “meaningful” direct financial workforce supports in the form of direct stipends/compensation/incentives to ELC professionals and recruits for completing milestones within the required and/or optional workforce development pathways.

Direct financial workforce supports may include:● Financial aid, scholarships, and/or financial

support for costs associated with unit-based classes (tuition, fees, books, etc.)

● Payment of costs / fees associated with registering for a Child Development Permit or CDSS Childcare License

● Access stipends covering the costs associated with moving up on the California ECE Career Lattice (degree attainment, acquisition of a child development permit, etc.)

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Term/Acronym Explanation

Direct financial workforce supports (meaningful)

● Completion bonuses for completing a specific number of units within a designed timeframe to reward completing coursework on a degree pathway

● Becoming licensed● Costs associated with completing trainings

or coursework (childcare costs, transportation, etc.)

● Participation in/completion of apprenticeship programs or cohort models

● Completing trainings and/or ECE coursework specific to local needs

“Meaningful” direct financial workforce supports may look like:

● Tuition and Fee supports should be closely aligned to actual higher education costs in the county and/or region

● Members of the workforce should not be required to take on debt to achieve higher levels of education

● Multiple forms of direct financial workforce supports should be combined to offer appropriate incentives for attaining higher levels of education or professional development (e.g., tuition and fees + access stipends + completion bonuses)

● The level of direct financial workforce supports should be associated with the amount of time/effort needed to complete the workforce development pathway (e.g., direct financial workforce supports for completing a BA degree should be considerably higher than direct financial workforce supports for completing a topic-specific training)

● Local consortia or consortia partnerships should look to effective models when setting meaningful workforce support (e.g., the T.E.A.C.H. program, WAGE$, etc.)

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Term/Acronym Explanation

Dual language learners The Office of Head State defines dual language learners as children who “acquire two or more languages simultaneously, and learn a second language while continuing to develop their first language. The term “dual language learners” encompasses other terms frequently used, as Limited English Proficient (LEP), bilingual, English language learners (ELL), English learners, and children who speak a Language Other Than English (LOTE).”

Early learning and care professionals

Early learning and care teachers only.

English language proficiency for early learning and care professionals

California Education Code (EC) Section 60811 requires the State Board of Education to approve standards for English language development (ELD) for pupils whose primary language is a language other than English. These standards shall be comparable in rigor and specificity to the standards for English language arts, mathematics, and science. From CLASP: Federal leadership and funding could also help postsecondary institutions to tailor their occupational programs to the needs of LEP adults through other titles of HEA that support program improvement, especially at Hispanic-serving institutions. Modifications that could help LEP students to succeed include providing bridge programs for LEP students who are new to academic work; creating well-articulated transition programs that link adult education programs or non-credit college classes to credit-bearing courses; deemphasizing lectures and offering more “hands-on” learning; and allowing students to demonstrate what they’ve learned in applied situations rather than relying primarily on pencil-and-paper tests.

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Term/Acronym Explanation

Evidence-based trainings Training created using current, scientifically sound research or evidence. The training is specially informed by this research and includes practices that can be replicated throughout the field to produce positive, desired outcomes.

Main characteristics include:

- Basis in current and sound research

- Ability to be replicated

- Implementation of resources

- Relationship to positive outcome

Family Child Care Homes (FCC) Family Child Care Homes are homes licensed by CDSS to provide care to infants, toddlers, preschool, and school-age children, organized into two categories: small family child care homes for up to eight children, including the early educator’s own children under age ten, and large family child care homes, serving up to 14 children, including the early educator’s own children under the age of ten. Large family child care homes must have two adults (the provider and an assistant) available to provide care.

Family Child Care Home Education Networks (FCCHEN)

The networks established pursuant to the EC Section 8245 that provide direct CSPP contract services (i.e., using CSPP funds to pay for services provided to preschool-aged children and who are reported electronically on the CDD-801 to the CDE).

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Term/Acronym Explanation

Family, Friend, and Neighbor Care (FFN)

Family, Friend, and Neighbor Care refers to legally license-exempt child care in a home-based setting to which licensing standards do not apply. This includes providers who care only for their relatives and providers who only care for the children of one other family (other than the provider’s own children, if he or she has any children).

High quality A quality early learning and care setting is one that provides a safe and healthy learning environment in which ELC professionals are supported in acquiring or increasing their knowledge and skills to promote positive relationships, interactions, and activities that enhance all children’s growth and development to prepare them for success in school and life.

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Term/Acronym Explanation

Infrastructure/system supports Supports that facilitate access to training and credit-baring classes that help participants acquire necessary skills to obtain a Child Development Permit, Degree, CDSS childcare license, or move along the Career Lattice according to their professional development. This may include, but is not limited to:

● Professional Growth or Academic Plan Advisors

● Translators for bilingual classes and trainings

● Provision of childcare during training

● Funding professional development/training opportunities

● Program infrastructure related to cohort models, apprenticeships, pipeline programs, and/or leadership development programs infrastructure

● Costs associated with co-locating classes/training in convenient locations

● Substitutes

● Supports for English language learners

● Laptops or computers on loan to members of the workforce participating in cohorts or other specialized higher education activities

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Term/Acronym Explanation

Non-financial workforce supports

May include, but is not limited to:

● Technical assistance

● Application assistance

● Hiring/funding a local or regional ELC Workforce Development Plan Coordinator

● Building partnerships between community-based organizations, providers, and institutes of higher education to ensure coursework and professional development meets the needs of current and aspiring educators working in state-subsidized direct contract and voucher programs

Qualifications Permit and/or degree.

Related educational expensesTutoring, homework assistance, books, transportation.

Stipends and Professional Development expenses, QRIS defined

Allowances provided to program participants for their participation in program activities (i.e., staff development or training) or attainment of education milestones, often in the form of class credits, certificates, and/or degrees.

QRIS, types of quality initiatives: Training, Professional Development Plan (ERS, health and safety, orientation to QRIS, business practices, child development, special needs training, membership in a professional organization, other)

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Appendix E: CCDF CCDBG Health and Safety Training Requirements

Requirement Training met by CDSS or CDE

Prevention and control of infectious diseases (including immunization)

● Required under HSC 1596.866(a)(2)(C) as part of the preservice Health and Safety Practices Training

● Required course content is outlined and approved by the Emergency Medical Services Authority (EMSA) pursuant to 22 CCR Section 100000.30(b)(1)

Prevention of sudden infant death syndrome (SIDS) and use of safe sleeping practices

● Required under HSC 1596.866(d)(1) as part of the preservice Health and Safety Practices Training

● Required course content is outlined and approved by the EMSA pursuant to 22 CCR Section 1000000.30(b)(2)(C)

● Training augmented to include Safe Sleep Practices to be implemented by CDSS January 1, 2018

Administration of medication, consistent with standards for parental consent

● Required under 1596.866(a)(2)(C)(i) as part of the preservice Health and Safety Practices Training

● Required course content is outlined and approved by the EMSA pursuant to 22 CCR Section 1000000.30(b)(1)(E)

Prevention of and response to emergencies due to food and allergic reactions

● Required under 1596.866(a)(2)(A) for response and (a)(2)(C)(ii) for prevention as part of the preservice Health and Safety Practices Training

● Required course content is outlined and approved by the EMSA pursuant to 22 CCR Section 1000000.30(b)(1)(E) and (a)(3)

Building and physical premises safety, including identification of and protection from hazards that can cause bodily injury such as electrical hazards, and bodies of water, and vehicular traffic

● Required under 1596.866(d)(1) as part of the preservice Health and Safety Practices Training

● Required course content is outlined and approved by the EMSA pursuant to 22 CCR Section 1000000.30(b)(2)(B) and (E)

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Requirement Training met by CDSS or CDE

Prevention of shaken baby syndrome and abusive head trauma

● Required under 1596.866(a)(2)(C)(i) as part of the preservice Health and Safety Practices Training

● Required course content is outlined and approved by the EMSA pursuant to 22 CCR Section 1000000.30(b)(2)(C)

● Additional training augmented to include dangers of shaking a child will be implemented by CDSS January 1, 2018

Emergency preparedness and response planning for emergencies resulting from a natural disaster, or man-caused event (such as violence at a child care facility), within the meaning of hose terms under section 602(a)(1) of the Robert T. Stafford Disaster Relief and Emergency Assistance Act (42 U.S.C. 5195a(a)(1)

● Required under 1596.866(a)(3) as part of the preservice Health and Safety Practices Training

● Required course content is outlined and approved by the EMSA pursuant to 22 CCR Section 1000000.30(a)(5) and (a)(8)-(9)

Handling and storage of hazardous materials and the appropriate disposal of bio contaminants

● Required under 1596.866(d)(1) as part of the preservice Health and Safety Practices Training

● Required course content is outlined and approved by the EMSA pursuant to 22 CCR Section 1000000.30(b)(1)(A)—(B), (b)(2)(B), and (b)(2)(E)

Precautions in transporting children (if applicable)

● Required under 1596.866(d)(1) as part of the preservice Health and Safety Practices Training

● Required course content is outlined and approved by the EMSA pursuant to 22 CCR Section 1000000.30(b)(2)(F)

First aid and cardiopulmonary resuscitation (CPR) certification

● Required under 1596.866(a)(2)(A as part of the preservice Health and Safety Practices Training and required every two years

● Required course content is outlined and approved by the EMSA pursuant to 22 CCR Section 1000000.30(a)

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Appendix F: Application Checklist

This checklist has been created to assist applicants in ensuring that the submitted QCC Workforce Pathways Grant application is both accurate and complete. You must submit this form via the online survey and included as part of the application package.

Except for the components and forms described below, applications should not include any additional attachments or appendices. All budget amounts on all forms must agree. An application with incomplete or conflicting amounts in the Budget Forms will be considered incomplete.

Applications must include the following components in their online submission:

❏ Appendix F: Application Checklist (completed)❏ Form A: Partner Signatures (uploaded)❏ Form B: QCC Workforce Development Plan (answers completed in survey)❏ Form C: Budget Narrative and Form (in budget template, uploaded)

Certification: I certify that I have reviewed and confirmed that the application for the QCC Workforce Pathways Grant included herein is presented in the order and format described in this checklist and that the program narrative contains all the required components. You will submit your signature via the application survey.

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