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From YouTube: Early Childhood Education Task Force (11-3-22)
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A
So
one
piece
that
we
decided
to
start
with
due
to
already
having
resources
in
place
was
providing
the
strengthening
business
practices,
training
for
providers
and
different
projects
through
the
arpa
funding,
the
strengthening
business
practices,
training
series
was
developed
by
the
national
Early
Childhood
quality
assurance
Center.
This
program
was
developed
to
address
basic
concepts
of
physical
and
operational
management
for
center-based
and
family
child
care.
A
These
trainings
were
grounded
in
the
belief
that
a
strong
and
sustainable
business
can
support
program
initiatives
aimed
at
improving
outcomes
for
our
children.
So
if
they
have
a
strong
business
and
they
have
that
strong
Foundation,
then
we're
going
to
see
that
they
are
able
to
hold
on
to
those
those
goals
and
initiatives
that
are
really
what
the
program
wants
to
hold
for
those
kiddos
and
provide
high
quality
care.
A
B
A
So.
Currently
we
are
providing
a
few
business
supports
with
the
Kellogg
Grant.
We
were
actually
the
first
state
to
actually
be
trained
on
the
strengthening
business
practices,
training
series.
We
had
a
two-day
training
held
in
Berea
that
encompassed
all
of
our
pilot
project,
Liaisons,
all
of
our
all
of
their
staff
and
then
some
of
our
child
care.
Aware,
coaches
with
the
arpa
funding,
we've
been
able
to
hold
a
training
academy
for
credential
trainers
on
director
and
administrative
trainings
needed
for
providers.
A
This
has
been
a
year-long
Academy
that
focused
specifically
on
child
care
business
topics.
We
included
the
first
four
months
on
the
strengthening
business
practices,
training
series
and
then
we've
included
topics
like
labor
laws,
record
keeping
staff
management,
parental
engagement,
working
with
Community
Partners
professionalism,
management
skills
and
working
with
children
with
special
needs
in
their
programs.
A
A
A
Also
within
the
arpa
funds,
we
provided
two
million
dollars
to
the
governor's
office
for
early
childhood
to
do
the
mentor
or
the
administrative
director
Apprentice
program.
They
too
provide
the
strengthening
business
practices
training.
They
also
provide
payroll,
reporting
and
Records,
which
is
currently
in
development,
but
hiring
practices,
ethics
and
the
what
I
need
career
Readiness
training
set.
That
includes
digital
literacy,
essential
soft
skills,
supplemental
skills
and
then
college
readiness
skills.
A
So
we
are
still
in
the
process
of
the
director
and
administrator
Training
Academy,
but
the
special
or
the
strengthening
business
practices.
Training
has
been
in
full
force
for
about
four
months
four
to
five
months
and
during
that
time
we
have
over
23
trainers
that
are
actively
training
on
the
strengthening
businesses
practices
series,
as
well
as
a
trainer
in
every
region
of
Kentucky
and
the
regions
that
you
see
on
the
screen
are
actually
Child
Care
regions.
A
If
anybody
is
wondering
what
those
are
and
we've
had
over
326
participants
so
far,
and
over
911
hours
completed
in
those
trainings,
there
are
some
other
business
or
some
trainings
being
provided
by
other
credential
trainers
in
the
state
that
are
close
to
the
topics
of
strengthening
business
practices
and
as
of
right
now
there
are
eight
credential
trainers
with
285
participants.
Now
this
does
not
include
the
college
courses
that
are
being
provided
and
those
participants
are
taking
specific
college
courses
that
have
to
pertain
to
their
degree.
A
Of
course,
with
every
great
opportunity,
there
are
definitely
some
challenges.
Some
of
those
challenges,
of
course,
are
the
number
of
providers
actually
looking
for
some
of
these
Services.
Some
are
not
necessarily
familiar
that
this
is
something
that
would
be
beneficial
to
their
business.
We
also
have
capacity
issues,
that
of
those
that
are
able
to
train
on
these
topics
and
have
first-hand
knowledge
and
experience,
or
actually
being
credentialed
trainers
to
assist
providers
on
these
topics.
More
in-depth
training
at
different
levels.
The
strengthening
business
practices,
training,
is
a
very
basic
training.
A
It
gives
them
the
first
level
of
knowledge
and
so,
of
course,
having
more
in-depth
training
would
be
a
great
piece
to
expand
on
Within
These
within
this
opportunity.
Increased
awareness
of
training
opportunities
is
both
a
challenge
and
an
opportunity.
I
think
we
could
definitely
spend
some
more
time
working
with
providers
within
coaching
to
really
understand
some
of
the
processes
and
some
of
the
trainings
available
to
providers.
C
So
I
will
start
us
off
real
quick,
so
you
had
mentioned
the
Kellogg
Grant.
Will
you
explain
a
little
a
little
bit
more
about
that?
Yes,.
A
In
2018
I
think
it
was.
The
Pritchard
committee
was
granted
a
grant
from
Kellogg
on
family
child
care
services
in
the
state
and
with
the
division.
They
had
an
open
opportunity
for
a
program
manager
on
their
end,
with
the
grant
to
support
the
work
being
done
and
most
of
the
work
was
really
researching
the
field
of
family
child
care
and
in
Kentucky
and
then,
as
well
as
being
able
to
provide
special
supports
for
our
family
child
care
providers.
C
Awesome
I
greatly
appreciate
it.
I
think
this
is
an
awesome
model
anytime,
that
you
can
get
a
little
extra
support,
whether
it's
in
Life
or
business.
You
know
whatever
I'm,
so
glad
that
you
are
there
as
a
resource.
I
would
like
for
you
to
stay
at
the
table
just
in
case
any
other
questions
come
up,
but
I
do
also
want
to
give
Ariel
the
opportunity.
C
No
sorry
Kathy
Ariel's
the
next
one
Kathy
from
the
Texas
Workforce
Commission,
Ms
Arwood,
and
her
colleague
Miss
Reddick,
are
joining
remotely
via
zoom,
and
so,
if
you
all
can
go
ahead
and
get
started,
we
would
greatly
appreciate
that.
D
E
D
But
so
my
name
is
Catherine
Arwood
and
I'm.
The
Child
Care
Program
policy
manager
with
Texas
Workforce
Commission
I'll,
be
co-presenting
today
with
my
colleague
Chelsea
Reddick,
and
we're
going
to
talk
about
our
Statewide
business
coaching
initiative.
D
Twc
is
the
lead
Agency
for
the
federal
child
care
and
Development
Fund
we're
actually
one
of
the
few
states
that
have
our
ccdf
lead
agency
embedded
in
the
workforce
agency,
but
it
has
actually
been
very
fruitful.
D
So
I'd
like
to
start
today
by
talking
a
little
bit
about
the
background
on
how
we
started
our
child
care
business
coaching
program
so
historically,
as
as
we
just
heard
many
of
the
Child
Care
Program
administrators
struggle
with
the
business
side
of
of
their
work.
So
they
tend
to
be.
You
know
the
people
who
are
promoted
to
directors
and
they're
actually
leading
the
work,
tend
to
be
Child
Care
Educators
first
and
have
been
moved
up
into
that
position.
D
So
they
often
just
don't
have
the
the
knowledge
of
the
business
side
of
the
work.
So
as
we
received
many
coveted
dollars,
coveted
relief
dollars
at
Texas
received
close
to
6
billion
dollars
in
in
covered
relief
funding,
and
we
provided
two
rounds
of
funding
directly
to
child
care
providers.
We
call
that
our
child
peer
Relief
Fund
in
2021.
We
supported
providers
with
580
million
dollars
and
at
that
time
we
realized
that
we're
putting
all
we're
infusing
all
of
this
money
into
the
child
care
industry.
D
But
we
need
to
be
able
to
provide
some
supports
on
how
to
spend
it
and
how
to
spend
it
appropriately,
and
so
that
is
when
we
initially
invested
15
million
dollars
for
free
business,
coaching
across
the
state
and
then
in
2022.
D
We
we're
currently
still
in
the
process
of
Distributing
funding,
but
we're
Distributing
2.9
billion
dollars
in
funding.
So
it's
been
even
more
of
a
a
concern
that
we
make
sure
that
our
child
care
providers
have
all
of
the
resources
that
they
need
to
be
successful
with
with
using
the
funding
and
making
wise
decisions.
D
So
a
little
bit
about
our
model
that
we
used
we've
actually
working
we're
working
with
three
different
vendors
to
support
our
child
care
business
coaching.
So
we
have
one
that
is
really
focused
on
center-based
providers,
one
that
is
really
fostering
those
unique
and
special
needs
of
home-based
providers,
and
they
often
are
the
ones
that
lack
that
business
Acumen
the
most
and
then
we
also
have
specialized
one-on-one
coaching.
D
So
they
support
with
these
deeper
topics
like
HR
and
tax
credits,
that
sort
of
thing,
and
then
we
also
support
with
with
some
robust
business
resources,
including
videos
and
guides
that
are,
you
know,
all
in
English,
Spanish
and
Vietnamese
to
support
our
child
care
providers
and
then
for
those
who
don't
want
to
participate
in
coaching
we're
also
providing
some
interactive,
webinars
and
group
group
coaching
opportunities
to
support
them.
D
And
you
know
throughout
the
process
we
have
we're
really
focused
on
meeting
providers
needs
where
they
are
and
helping
to
connect
them
to
the
existing
systems
of
support
throughout
the
state.
Our
coaching
model
is
strength-based,
and
so
we
understand
that
the
providers
are
the
expert
in
their
area,
so
they're
the
expert
in
the
in
their
child
care
center
or
home
and
they're
encouraged
to
make
informed
decisions
throughout
the
process.
So
we're
not
telling
them
how
to
spend
their
funding,
but
helping
them
make
decisions
throughout.
D
So
now,
I'm
going
to
let
Miss
Reddick
go
through
a
little
deeper
dive
on
our
business.
Coaching.
F
C
F
Sorry
about
that
so
I'm
just
going
to
talk
us
through
a
little
bit
about
each
of
our
coaching
modules.
We
have
six
modules.
F
F
So
after
the
provider
signs
up,
they
indicate
the
reason
that
they're
looking
to
participate
in
coaching
and
are
matched
with
a
coach
that
aligns
more
directly
with
their
needs
and
they
meet
in
that
initial
meeting
to
discuss
their
goals
and
learn
more
about
what
that
coaching
process
May
entail
what
they
would
like
it
to
look
like
for
themselves,
and
then
providers
can
also
start
at
any
point
in
the
module
that
makes
the
most
sense
to
them.
F
F
So
this
is
mostly
talking
about
budgeting
paying
yourself.
We
see
a
lot
of
providers,
particularly
home-based
providers,
that
are
not
paying
themselves
on
a
regular
basis,
so
we
want
to
help
them
create
that
system.
F
In
their
business
and
establish
more
cash
flow
to
keep
them
more
stable
and
so
in
module
two
staff
retention
and
recruitment,
so
we
offer
some
short-term,
quick
things
that
providers
can
do
like
offering
bonuses,
temporary
pay
increases
and
things
like
that
walk
them
through
the
steps
of
how
they
can
Implement
those
that
we
also
offer
long-term
approaches,
such
as
adding
staff
benefits
and
PTO,
and
things
like
that
they
can
implement
and
then
our
third
module
risk
reduction.
This
mostly
entails
things
like
reporting
record,
keeping,
keeping
an
employee
handbook
or
a
parent
handbook.
F
These
are
so
that
they
can
get
their
policies
in
place
that
have
a
strong
they
protect
them
when
on
unusual
situations
come
up
and
for
our
fourth
module
we
have
sales
and
marketing.
So
this
module
is
mostly
to
go
through
the
foundations
of
what
marketing
is
why
it's
important
and
then
our
coaches
will
oftentimes
help
our
providers
develop
a
marketing
plan
that
they
can
implement
and
then
module
5,
sustainable
Revenue.
F
So
this
goes
back
to
kind
of
generating
a
stable
cash
flow
for
providers,
so
we
provide
them
with
information
and
resources
to
be
able
to
access
other
programs
that
will
Infuse
funds
into
their
business,
such
as
our
child
care,
our
child
care
services
program
or
the
child
and
adult
care.
Food
program
or
Texas.
Rising
Star,
which
is
our
qri,
is
program
that
provides
higher
reimbursement
rates
for
higher
quality
providers
and
module
six.
F
We
have
growth,
so
this
one
is
mainly
to
help
providers
develop
a
business
print,
a
business
plan
and
if
they're,
in
an
opportunity
where
they
can
expand
their
business,
it
will
be
helping
them
plan
for
the
future
and
how
they're
going
to
sustain
themselves
and
continue
to
grow
and
develop
and
by
the
end
of
the
pathway.
Our
goal
is
that
providers
will
know
how
to
establish
the
strong
financial
foundations,
while
minimizing
risk.
F
So
our
special,
our
core
coaches,
will
refer
providers
to
our
specialized
coaches
when
they
come
up
with
topics
that
they
want
to
discuss,
such
as
tax
credits
or
legal
advice
or
HR,
maybe
strategy
things
like
that
that
are
more
intensive.
It
might
take
someone
to
really
get
in
the
weeds
with
them
about
those
topics.
F
F
So
here
on
this
side,
I
have
a
little
bit
of
the
the
common
topics
that
we're
getting
for
us
from
specialized
coaches
and,
let's
see
so,
our
specialized
coaches
were
able
to
save
our
providers
in
Texas
nearly
8
82
million
dollars,
with
their
tax
credits
and
the
money
that
they
didn't
have
to
spend
to
have
somebody
prepare
their
taxes,
so
we're
really
proud
of
them
dropping
out
our
providers
in
that
way
and
on
the
next
side,
I
have
a
few
examples:
I
won't
go
through
them.
F
All
I'll
just
highlight
the
first
one
that
is
another
situation
of
a
provider
that
was
going
to
pay
somebody
to
prepare
her
taxes.
But
in
the
end
she
was
able
to
secure
170,
000
and
save
herself
42
000
that
she
would
have
spent
on
a
tax
preparer,
because
she
used
our
specialized
coaching
program
and
then
I'll
pass
it
back
over
to
Kathy
to
share
some
data.
D
We
will
have
a
report
coming
out
hopefully
later
this
month,
but
just
to
give
you
a
bit
of
a
preview
in
the
first
12
months
of
the
program
we
serve
close
to
2
000
child
care
providers
with
one-on-one
business
coaching
and
those
providers
typically
attend
three
to
eight
sessions,
but
they
often
communicate
with
coaches
much
more
than
that
as
they're
working
through
the
activities
that
are
required
to
meet
their
goals.
Approximately
half
of
the
providers
that
we
serve
started
with
core
coaching
and
then
were
referred
for
specialized
topics.
D
Just
you
know
during
that
time,
throughout
their
sessions
and
providers
who
participated
in
the
business,
coaching
were
more
likely
to
accept
children
receiving
our
child
care
scholarships
or
their
subsidies.
They
were
more
likely
to
be
home-based
providers.
Well,
I
should
say
that
differently,
home-based
providers
were
more
likely
to
participate.
So
while
we
had
more
center-based
providers
actually
in
the
program
looking
at
the
percentages,
home-based
providers
were
more
likely
to
participate
and
also
those
high
quality
providers
that
were
recognized,
Texas
Rising
Star,
which
our
state's
qris
or
quality
rating
and
Improvement
system.
D
And
it's
not
surprising
to
see
that
providers
priority
topics
were
budgeting
enrollment
hiring.
Those
are
the
things
that
we've
all
heard
have
been
issues,
especially
during
the
pandemic
when
we
think
about
enrollment
and
hiring
staff.
So
that's
where
the
majority
of
providers
were
were
focused.
D
Overall,
our
providers
that
were
surveyed,
which
was
about
237
providers,
that
that
were
part
of
the
survey
they
were
satisfied
with
their
business
coaching
believed
it
helped
their
business.
Anecdotally,
we've
heard
stories
from
providers
who
brought
their
enrollment
up
to
desired
levels
or
who
started
paying
themselves.
Many
of
those
for
the
first
time
in
years
or
the
first
times
that
they
opened,
they
began
paying
themselves.
D
I.
Think
one
of
the
things
that
we've
heard
a
lot
is
that
child
care
providers,
especially
those
that
are
home-based
providers,
often
don't
see
themselves
as
business
owners.
So
they
did
not
realize
they.
They
should
be
paying
themselves.
They
do
it
really
out
of
the
love
that
they
have
for
serving
children,
and
so,
as
we
conclude
our
presentation,
I
thought
we
would
share
some
of
our
lessons
learned
and
so
just
got
a
few
of
those
that
that
have
helped
us
really
as
we
move
into
our
second
year
of
providing
business
coaching.
D
So,
for
example,
we
added
a
question
to
the
initial
sign
up
form
to
ask
about
the
provider's
coaching
needs
and
their
goals
so
that
we
can
identify
which
subjects
the
the
providers
came
in,
saying
that
they
needed
help
with
and
which
the
coaches
actually
helped
them
identify
as
a
need
and
I'm
sure
it
doesn't
come
as
a
surprise
to
you
all,
but
it
it
took
some
time
for
for
providers
to
understand
that
everything
is
going
to
is
going
to
relate
to
a
budget
so
whether
they
are
concerned
about
enrollment
or
hiring
marketing.
D
All
of
that
comes
down
to
a
budget
and
we
identified
the
need
for
them
to
have
a
budget.
Home-Based
providers
describe
the
most
benefit
for
the
program
and
they
share
the
most
success
stories
and
then
our
lead
business,
coaching
partner,
provided
regular
training
and
quality
assurance
for
all
the
coaches
and
just
helped
us
maintain
the
Fidelity
of
the
model,
and
we
really
realized
that
that
was
very
needed
and
very
important.
So
with
that,
we
are
happy
to
take
any
questions
that
you
have.
C
Thank
you
so
much.
We
greatly
appreciate
it.
You
know
I
think
Kathy,
the
one
that
that
really
stuck
out
on
your
Lessons
Learned
to
me
was
the
home-based
provider
seemed
to
benefit
most
and
that's
something
that
we've
consistently
gathered
during
the
interim
having
this
conversation.
So
thank
you
for
sharing
that
we'll
get
started
with
representative
Raymond.
H
Yes,
thank
you
very
much.
I
I
noticed
one
of
the
modules
is
sustainable,
Revenue
and
I.
Imagine
that
a
conversation
that
that
the
coaches
have
very
often
with
providers
is,
are
they
charging
the
right
rate
to
families
and
I,
don't
think
anyone's
charging
too
much,
so
you
know
I
want
to
see
how
often
you
find
that
folks
are
really
charging
too
little
to
meet
the
needs
of
their
business
and
then
when
they
need
to
adjust
rates.
H
How
do
you
help
them
figure
out
what
the
market
will
bear
and
sort
of
deliver
that
news
to
families
that
we
we
need
to
raise
your
rate
ten
dollars
a
week
or
twenty
dollars
a
week,
which
is
you
know,
500
or
a
thousand
dollars
a
year
and
I
can
imagine
you
know
as
a
mom
the
the
sort
of
seismic
impact
that
would
have
when
you're
thinking
about
your
family's
finances
over
the
next
year?
Can
you
speak
to
that?
H
D
I
apologize
for
the
for
the
audio
issues,
we're
in
the
same
room.
We've
actually
had
many
of
the
providers
who
had
not
raised
their
rates
in
years,
I'm
thinking
of
one
provider
in
particular
that
you
know
they've
had
the
same
rates
for
10
years.
As
you
know,
everything
else
has
gone
up
and
it
wasn't
sustainable.
D
So
they
had
to
do
some
market
research
and
it
is
definitely
an
issue
that
comes
up
a
lot,
but
they
also
talk
to
their
parents
that
they
serve,
and
you
know
the
that's
part
of
the
process.
We
don't
want
them.
B
D
B
D
That
the
coaches,
also
kind
of
explain
to
them
is
our
our
reimbursement
rates.
So,
as
I
said
before,
many
of
the
providers
that
are
participating
in
coaching
are
also
providing
Child,
Care,
Subsidy
care
and
so
understanding
that
they
might
not
be
getting
the
most
out
of
the
reimbursement
rates
that
we
provide
to
them
because
they
haven't
raised
their
rates
in
years,
and
so,
as
our
rates
have
gone
up,
we
pay
in
Texas.
We
pay
the
published
rate
of
the
child
care
provider
or
our
maximum
reimbursement
rate.
D
Whichever
is
less,
and
so
a
lot
of
providers
did
not
understand
that
you
know
this
was
an
opportunity
for
them.
As
we've
raised
our
rates
at
you
know
every
year
for
the
last
several
years,
they
didn't
understand
that
maybe
they
should
consider
raising
their
rates
at
the
same
time
again,
understanding
that
it's
not
always
affordable
to
the
parents
that
they
serve
so
they
have
to.
They
have
to
walk
that
margin.
Yeah.
B
Thank
you,
madam
chair,
and
there
are
a
few
things
I'd
like
to
go
through
Kathy
help.
Help
me
understand
in
Texas.
Is
this
an
ongoing
effort,
or
is
this
specifically
funded
through
arpa?
Will
this
go
away
in
a
couple
years
or
will
you
all
continue
all
of
these
services.
D
So
the
answer
is
right:
now:
it
is
specifically
funded
by
person,
arba
funds,
and
we
do
not
anticipate
this
continuing
on
the
one-on-one
business
coaching.
While
decisions
haven't
been
made
right
now,
the
you
know
we're
not
anticipating
it
to
continue.
I
will
say
that,
in
addition
to
our
business
coaching,
we
offer
we
offer
a
business
training,
which
is
we
do
plan
to
continue
for
a
while,
and
that
is
that
is
not
funded
through
through
any
stimulus
funding.
But
in
that
we
offer
business
Summits.
D
We
have
a
contractor
that
provides
that
that
training
across
various
regions
of
the
state.
As
you
know,
Texas,
is
a
big
state.
I
think
they
do
five
or
six
a
year
and
they
also
partnered
with
Texas
A
M
University
to
develop
some
learning
modules.
So
we've
got
some
very
rich
learning
modules
that
are
specific
business
training
for
child
care
providers
in
Texas,
so
it's
very
specific
and
they
also
have
what
they
call
think
tanks.
D
So
so
we
do
have
that
piece
that
will
be
continuing
for
sure
and,
like
I
said
we,
you
know
I,
think
one
of
the
things
we're
waiting
on
is,
as
looking
at
our
report
reviewing
our
data
to
make
data
informed
decisions
about
whether
or
not
the
business
coaching
continues
through
our
regular
ccgf
funding.
B
Thank
you
very
much.
Let's
talk
about
Kentucky
now
and
that
therein
lies
the
problem.
Everything
that
we're
doing
right
now
is
great,
and
you
know
getting
a
quarter
quarterly
stipend
from
the
state
as
a
someone
that
runs
a
child
care
center.
That's
awesome
and
the
training
that
we're
getting
is
awesome
for
new
businesses.
People
want
to
open
up
businesses
having
this
accessible.
Everything
that
you
are
doing
is
great,
but
it
stops
in
a
couple
years,
so
we
have
got
to
find
a
way
to
to
keep
that
going.
B
Somehow
I
know
that
there
has
been
some
type
of
support
available
before
arpa
funding.
Before
all
of
this
started
and
Sarah
you
may
have
to
help
me
out
on
this,
is
it
did
Child
Care
aware?
Wasn't
there
already
training
available
to
support
people
who
wanted
to
open
up
centers
from
that
side
of
it?
I
I'm
Sarah
I'm
Dr
Sarah
van
over
I'm,
with
Kentucky
youth,
Advocates
and
Jessica
and
I
work
together
on
a
lot
of
these
projects
before
I
left
the
cabinet
for
Health
and
Family
Services.
So
she
does
have
an
excellent
background.
Child
care,
where
of
Kentucky,
does
offer
a
training
to
anybody
who
applies
for
a
license
or
certification,
and
it's
it's
called.
You
know
getting
ready
to
work
in
child
care
or
something
of
that
nature
it.
I
It
does
give
some
people
a
very
realistic
perspective
of
what
it
looks
like,
because
many
people
might
think
that
it
would
be
fabulous
to
open
a
Child,
Care
Program
and
then
not
understand
the
liability.
The
zoning
permits
the
the
business
aspects
of
that,
and-
and
so
that's
been
in
place
for
for
quite
some
time
in
child
care.
Where
we'll
do
that
with
anybody
who
applies
reaches
out
to
ask
about
the
application
process,
the
division
of
regulated
Child
Care
will
refer
them
to
child
care
where
to
get
that
training.
I
I
So
right
now
they
do
that
quite
a
bit
with
the
family
child
care
homes,
because,
as
representative
Hebron
said,
that
seems
to
be
where
a
great
deal
of
the
need
is
a
lot
of
our
family.
Child
care
providers
are
excellent
with
children,
they
have
a
heart
for
children,
but
they
are
new
at
being
an
entrepreneur,
and
so
that
has
been
something
that
they
have
really
needed.
B
So
it's
a
little
bit
different
and
there's
expenses
that
the
private
sector
has
that
that
I,
don't
and
so
in
in
Frankfurt.
We,
we
always
have
people
that
come
in
that
that
ask
for
money
and
they
need
this
and
it's
so
bad,
but
we
never
asked
to
see
their
books
and
and
I
I.
You
know
we
don't
have
to
do
it
formally,
but
I
I'd
really
like
to
hear
and
really
like
to
see
from
some
owners
where,
where
are
your
expenses?
B
Where
are
the
areas
that
that
maybe
we
can
formulate
some
kind
of
plan
to
help
you
with
the
ladies
from
Texas,
mentioned
something
about
assistance
with
doing
their
tax
returns?
Never
thought
about
that.
But
those
are
the
types
of
things
that
that
I
think
that
this
task
force
that
we
really
need
to
look
at
from
those
individual
providers.
What
is
the
business
model?
I
know
my
model,
but
I
don't
know
everybody
else's
and
you
know
they're
they're,
the
ones
I
think
that
can
help
us
through
this.
A
So
sorry,
so
the
great
thing
about
utilizing
the
strengthening
business
practices,
training
series
is
that
it
is
free
to
provide,
as
or
from
the
national
Early
Childhood
quality
assurance
center.
Now
we
have
trained
over
23,
provide
or
training
or
credentialed
trainers
on
this
topic,
but
the
thing
is:
is
they
may
charge
a
minimal
fee
to
go
out
and
provide
the
training
all
of
our
family?
Child
Care
Network
agencies
have
been
trained
in
this
training
and
they
are
providing
services.
A
A
I
This
is
Sarah
again.
The
family
Child
Care
Network
is
also
staffed
to
provide
business
support
as
part
of
its
contract
with
the
state.
So,
aside
from
these
modules,
they
have
to
do
other
things
to
support,
including
help
with
taxes
help
with
tax
credits,
things
of
that
nature,
and
so,
if
those
subcontracted
agencies
like
the
Child
Care
Council
of
Kentucky
and
Western
Kentucky's
resource
and
referral,
EC
learn
if
they
don't
have
an
expert
on
staff.
That
knows
how
to
support
the
child
care
providers
with
doing
their
taxes.
I
But
a
lot
of
this
has
been
supplemented
with
that,
for
example,
Jessica's
position,
as
the
administrator
of
the
ARP
funds
will
will
end
in
a
year
or
two
and
a
lot
of
the
the
efforts
that
she
has
worked
on.
I
You
know
that
there's
a
possibility
for
the
division
of
child
care
to
continue
those
funds,
but
it
isn't
currently
written
into
the
budget,
as
many
of
those
programs
are
supported
by
ARP
funds.
At
this
point,
okay,.
B
Ben
I
think
this
is
one
of
the
critical
areas
that
we
need
to
look
at,
that
we
need
to
make
sure
there
is
a
proper
level
there,
so
I
think
that's
likely
going
to
be
one
of
our
recommendations
in
one
of
the
in
the
core
components
of
trying
to
set
up
a
sustainable
system.
I
think
this
is
crucial
for
the
providers,
as
as
you
all
provide
these
trainings
and
I'm
sure.
There's
a
lot
of
discussion
getting
in
down
in
the
weeds
with
some
of
these
centers
are.
Are
you
all?
A
A
lot
so
a
lot
of
the
family
Child
Care,
Network
staff
that
are
completing
these
trainings
with
these
providers.
They
have
a
consistent
communication,
ongoing
communication
with
these
providers.
So
not
only
are
they
getting
the
training
from
that
specific
trainer,
they're
also
kind
of
they're
working
hand
in
hand
with
those
trainers.
A
The
family,
Child,
Care
Network
does
have
a
system
that
they
document
everything
in
and
gather
information
on.
So
that
way
we
can
then
look
back
and
see
where
some
of
those
specific
issues
are
coming
from
and.
I
Child
care
aware
has
a
similar
process
where
anytime
they're
asked
about
technical
assistance,
whether
it's
quality
or
health
and
safety.
They
document
what
the
questions
are
as
well
and
they
keep
those
in
reserves
and
provide
a
quarterly
report
for
the
division
of
child
care.
So
even
if
it's
not
a
family
child
care
home,
if
they
reach
out
and
say
I,
don't
I,
don't
know
how
to
do
this.
Do
you
know
of
a
specialist
who
can
help
me?
Do
you
know
what
direction
there?
A
Budgeting
is
huge
even
as
we
do
business
plans
with
the
arpa
funds
and
they
have
to
do
a
budget.
That
is
something
that
has
been
very
difficult
for
folks
within
writing
for
these
grants,
but
then,
as
our
centers
are
even
trying
to
figure
out
what
they
need
to
budget
for
or
what
are
they
paying
or
what
are
they
paying
out,
especially
on
payroll
and
taxes
and
different
items
that
they
have
to
purchase
for
the
center?
They
have
no
Reserve
because
they
don't
know
what
they're
spending
a
month.
A
It's
it's
eye-opening
once
you
get
in
at
one
point
we
had
when
we
were
doing
research
with
the
family,
Child
Care
Network,
we
were
interviewing
providers
and
one
was
like:
oh
I.
All
my
receipts
are
in
a
Walmart
bag
and
I
just
hand
it
over
to
my
accountant.
A
So
if
she
had
no
clue
what
she
was
spending
on
a
consistent
basis
just
for
her
Center,
so
these
are
things
that
we
heard
over
and
over
again
from
our
providers.
They
are
phenomenal
teachers,
they're
phenomenal
and
have
are
very
passionate
about
the
kids,
but
not
so
passionate
about
the
business
aspect.
So
there's
a
lot
of
training
and
a
lot
of
Education
that
needs
to
come
in
just
on
those
basic
pieces.
A
Training
is
great,
but
also
helping
them
hand
in
hand
on
what
that
budget
is
for
and
how
to
project.
And
what
that
looks
like
to
help.
You
see
what
you
need
to
maybe
look
at
some
of
the
pricing
that
you
charge.
A
lot
of
our
providers
think
that
whatever
the
state
pays
for
child
care
assistance
per
day
is
what
they
have
to
charge.
So
then
it
comes
down
to
where
oh
well,
the
state
will
only
pay
twenty
five
dollars
now.
A
I
know
this
is
a
little
bet
before,
but
just
throwing
a
number
out
there,
25,
so
I
have
to
charge
25
a
day
for
services
and
I
can't
go
over
that.
So
these
are
some
things
that
we're
working
with
providers
on
a
consistent
basis
to
let
them
know
hey.
When
you
only
charge
what
the
state
charges,
then
you
know
you
are
going
to
be
losing
money,
because
that's
not
the
the
full
aspect
of
what
you
can
charge
and
so
really
having
those
conversations
we
have
people
that
are
like.
A
Oh
I'm
gonna
do
nothing
but
infants
and
toddlers
well,
when
you
only
do
infants
and
toddlers
for
services,
then
you're
not
going
to
be
able
to
make
your
business
sustainable,
because
you're
not
going
to
be
able
to
have
enough
money
to
cover
what
it's
going
to
actually
cost
your
center
with
just
infants
and
toddlers.
You
don't
make
any
money
in
those
areas.
So
just
helping
providers
understand
some
of
these
specific
key
pieces
that
are
really
Child.
Care
specific,
sometimes
can
be
very
difficult.
Even
on
the
tax
piece.
A
I've
had
providers
come
to
me
and
say:
I,
don't
have
a
tax
preparer
in
my
area
that
understands
family
child
care
because
it
is
very
unique
compared
to
other
businesses.
So
then
they
end
up
losing
thousands
of
dollars
in
taxes,
because
their
accountant
didn't
understand
what
they
could
and
could
not
do
so.
Those
are
all
pieces
that
can
be
very
detrimental,
but
are
are
some
of
the
issues
that
we
have
heard
through
all
of
the
research
being
conducted
and
talking
to
just
providers
in
general
and.
I
Ms
Redick
mentioned
that
many
family
child
care
home
providers
don't
know
to
set
up
a
salary
for
themselves.
They
take
whatever
is
left
over
after
expenses
and
say
that
that
is
what
they've
made
and
that's
why
we
see
such
a
huge
variability
in
per
hour.
Pay
for
child
care
provider,
family
child
care
providers
in
the
state
in
Kentucky.
I
It
averages
from
about
525
an
hour
for
family
child
care
providers
up
to
about
16
an
hour,
and
the
variation
is
definitely
because
the
the
ladies
and
I
say,
ladies
because
we
have
no
gentleman
in
Kentucky
doing
this
at
this
time.
But
the
ladies
are
just
taking
the
leftover
instead
of
budgeting
themselves,
a
salary
and
that's
something
we
see
Nationwide.
I
The
other
issue
is
that
when
they're,
looking
at
budgets,
50
to
80
percent
of
your
expenses
for
a
childcare
program
typically
go
to
staff,
and
so
when
you're
trying
to
make
the
rest
of
that
stretch,
one
big
issue
is
that
it's
so
hard
to
break,
even
that.
If
a
program
has
a
a
one-time,
unexpected
expense
like
needing
a
new
roof
or
having
the
HVAC
system
break,
and
now
they
have
to
take
out
a
small
business
loan
or
pay
a
credit
card
bill.
B
And
I'll,
just
I'll
close
out,
you
know
I
know,
there's
a
there
is
help
available
in
some
communities
for
entrepreneurs
coming
online.
That
communities
have
I
know,
there's
their
State
dollars
to
to
help
with
that.
Also
and
I
think
they
can
provide
some
of
that
basic
business
training
also
as
far
as
who,
who
you
are
reaching
throughout
the
state.
B
What
is
the
potential
level
of
contact
with
what
you're
doing
right
now
is?
Can
you
all
expand
more
with
this?
Do
you
have
the
capacity
to
do
so,
or
are
you
Limited
in
your
resources
at.
I
This
point,
a
lot
of
the
resources
are
up
to
the
individual
family,
Child
Care,
Network
subcontractors,
and
they
really
are
working
hard
right
now,
they're
going
to
Career
Fairs
they're
partnering
with
the
Workforce
Commission
in
their
area.
I
Part
of
their
contract
is
to
recruit
new
family
child
care
providers,
so
they
really
are
going
out
into
the
field
and
if
you,
if
you
talk
to
my
like
I,
said
Child,
Care
Council
of
Kentucky
or
EC,
learn
you'll
hear
that
they're
trying
to
partner
with
their
local
Workforce
boards
and
really
get
out
into
the
community
to
talk
about
what
it
would
be
like
to
to
become
an
entrepreneur
and
to
lead
this.
This
business
yourself.
But
a
lot
of
it
has
to
do
with
the
local
motivation
to
to
take
on
that
that
business
ownership.
What.
I
Those
startups
are
different,
they're
categorized
more
by
whether
they're
in
a
desert
area
or
partnering
with
a
business,
and
that
Jessica
can
tell
you
a
lot
more,
but
the
desert
area
startups
were
much
more
appealing.
Even
though
businesses
have
asked
a
lot
about
starting
up
on-site,
Child,
Care
I
think
maybe
the
the
initial
startup
grant
that
that
I,
taking
on
as
Sarah
that
I
initially
thought
with
the
ARP
funds
would
be
enough
to
make
a
matching.
I
C
Thank
you.
This
has
been
really
great
I,
so
appreciate
your
time.
Thank
you
to
our
friends
in
Texas,
but
also
to
our
very
own
Miss
Jessica
Kane,
for
talking
about
this
I.
Think
it's
a
great
program
to
empower
people
and
I.
Think
a
conversation
I've
had
with
several
people
is
that
we
have
got.
You
know
we're
always
talking
about
getting
more
child
care,
centers
and
I.
C
Think
there
are
a
lot
of
moms
in
Kentucky
that
stay
home
and
raise
their
kids
and
so
I
think
empowering
moms
that
have
raised
their
kids
to
open
up
child
care
center.
You
know
whether
it's
home
based,
you
know,
whatever
works
for
them.
What
a
great
Avenue
already
we
just
need
to
empower
them
with
the
resources
that
they
need
to
be
on
local
entrepreneurs
that
they
can
do
it.
I
know
it
took
someone
asked
I
started
my
own
business
in
in
2021,
and
you
know
it
was.
It
took
someone
asking
me
of
well.
C
Why
don't
you
actually
do
this
and
I
was
like?
Oh
okay,
someone
Believes
In
Me.
You
know
we
don't
always
believe
in
ourselves
as
women,
and
so
you
know
what
can
we
do
to
help
partner
with
that?
So
I
would
really
like
to
continue
engaging
with
you
on
that
conversation
and
see
if
we
can
have
con
continued
Partnerships
with,
like
kctcs
or
different
programs
to
get
certifications,
and
so
I
look
forward
to
reaching
out
to
you
on
that
after
this.
C
We're
actually
going
to
switch
it
up
just
a
little
bit,
because
I
want
to
make
sure
that
Ariel,
Ford
and
Glenn
Lasser
from
North,
Carolina
and
Tennessee
respectively,
are
able
to
do
their
presentation.
They're
joining
us
today
on
on
zoom,
and
so
this
section,
the
for
the
child
care
educator
shortage
Solutions.
It's
the
point
is
to
explain
the
impact
of
various
scholarship
and
other
training
initiatives
on
addressing
the
Early
Child
Care
educator
shortage.
C
We
have
invited
several
Representatives,
including
Morehead,
State,
University,
Henderson,
Community,
College,
North,
Carolina,
Department
of
Health
and
Human
Services,
and
the
Tennessee
Department
of
Human
Services.
As
a
reminder,
I
know
that
the
first
section
went
over
quite
a
bit,
but
it
was.
It
was
very
good
communication
and
engagement,
and
so
we're
going
to
try
to
keep
this
to
10
to
15
minutes
each
so
Ariel
Ford.
C
If
you
can
go
ahead
and
join
us
and
start
your
presentation
now,
should
we
got
her
presentation
a
little
late,
and
so
we
weren't
able
to
get
it
printed
for
your
folders.
But
it
is
online
on
the
Committee
website
and
then
it
will
be
up
on
the
screen
as
well
so
Ariel
as
soon
as
you
get
on
here.
If
you
don't
care
to
introduce
yourself
just
so,
we
have
it
for
the
record
and
then
go
ahead
and
get
started.
C
E
E
I
will
take
just
one
second
and
say:
I'm,
a
native
of
Western,
North,
Carolina
and
so
I,
just
I've
had
so
much
heart
for
you
and
yours
and
Kentucky
with
the
floods
and
so
just
for
what
that's
worth
from
somebody.
Who's
in
southern
Appalachia
have
really
thought
about
y'all
through
that
and.
B
E
Yeah
and
I
want
to
start
by
sharing
a
quick
story,
because
I
was
a
preschool
teacher.
I
was
a
two-year-old
teacher
for
many
years,
and
I
was
a
recipient
of
the
child
care
wages
program
and
what
it
meant
for
me
was
that
I
was
able
to
stay
in
the
field
and
that
I
am
where
I
am
today.
So
when
I
was
a
teacher,
my
story
about
wages
is
that
I
went
and
I
was
getting
an
oil
change
for
my
car,
and
it
was
this
little
gas
station
down
the
road
from
the
center.
E
That
I
worked
at
and
I
had
a
friend
to
take
me
back
to
go,
get
it
at
the
end
of
the
day
in
the
the
man
who
was
who
was
the
mechanic
said,
honey
I,
wouldn't
let
my
daughter
drop
around
on
tires
like
that,
because
they
were
bald
and
he
said,
I
just
don't
feel
good
about
you
being
on
the
road
with
these
and
I
almost
fell
into
tears
and
I.
E
Just
said
yes,
sir
I
understand,
but
I
don't
have
another
way
to
get
to
work
and
I
promise
as
soon
as
I
get
a
little
bit
of
money.
I'll
get
tired
and
he
let
me
take
my
car.
He
did
not
hold
my
hostage,
but
when
I
got
my
child
care
wages
check,
it
was
two
or
three
weeks
later
and
I
was
able
to
buy
new
tires
with
that
and
that's
just
you
know,
I
didn't
I
wasn't
buying
Lattes
or
anything.
E
You
know,
I
just
didn't
have
enough
money
to
afford
things
like
new
tires,
and
so
the
wages
salary
supplement
was
the
reason
that
I
was
able
to
stay
in
the
field
of
teaching
and
that
I
was
able
to
be
a
teacher
to
two-year-olds
for
many
years
in
my
early
career.
So
it's
personally
important
to
me.
This
program
is
personally
important
to
me
and,
as
I've
stepped
into
this
real
estate
administrator
I'm
able
to
see
the
Statewide
impact
of
the
program.
B
E
Going
to
tell
you
just
a
you
know
a
couple
stories
and
share
some
data
with
you,
but
at
the
department
at
the
division
of
child
development
and
Early
Education.
What
we
really
want
is
what
everybody
wants
is
that
we
want
the
children
in
our
state
to
develop
to
their
full
potential,
and
we
want
them
to
have
nurturing
families,
nurturing
schools
and
nurturing
communities
and
I
know
that's
what
you
want
too,
and
so
we
focus
on
Children
and
Families
First.
E
We
know
that
they
are
the
reason
that
we're
here
and
we
know
that
they
need
our
support
to
make
their
dreams
come
true
for
their
families,
and
so
we
have
a
set
of
principles
that
guide
us
and
you
all
will
see
that
I'm
not
going
to
spend
time
on
it,
since
we
don't
have
a
ton
of
time
together
today,
but
I'm
going
to
say
what
I
want
to
say
about
the
wage
supplements.
The
salary
supplement.
E
They
all
focus
on
that
teacher,
because
that
teacher
is
a
family's
Lifeline.
It
is
how
they
experience
early
care,
and
education
is
through
that
teacher,
whether
it's
a
family
child
care
home
or
a
teacher
and
a
center,
and
so
we
really
want
to
put
our
emphasis
on
making
sure
that
our
teachers
are
well
supported.
E
We
know
that
it's
an
economic
imperative
that
we
have
Early
Education
across
our
state
so
that
we
can
continue
to
bring
jobs
into
our
state
and
that
people
have
good
paying
jobs
that
they
can
go
to.
Knowing
that
there
are
children
are
self,
are
safe
and
well
supported
in
their
education
from
an
early
age,
and
we
know
that
our
teachers
want
to
stay
in
the
profession
they
might
just
not
be
able
to
afford
to
just
like
me.
They
might
need
a
little
extra
help
to
be
able
to
stay
in
the
profession
in
our
state.
E
This
is
pre-pandemic
we're
working
on
getting
some
updated
data,
but
pre-temp
pandemic.
Our
early
childhood
Educators
were
making
twelve
dollars
an
hour,
and
half
of
them
were
not
offered
health
insurance
or
other
benefits
through
their
employer.
One-Third
of
our
Workforce
has
been
paid
so
little
that
they
have
been
on
public
assistance
sometime
in
the
last
three
years.
So
that's
a
significant
portion
of
our
Workforce
that
has
relied
on
on
public
assistance.
E
E
It's
helped
add
a
monetary
reward
to
keep
the
staff
pushing
for
higher
education
and
allows
the
staff
to
gain
knowledge
to
apply
to
the
center.
It
definitely
helps
with
job
retention
as
well
and
I
know.
That's
true
for
myself.
Also
in
2022
we
have
had
4018
participants
receive
stipends.
This
is
in
North
Carolina.
This
is
done
at
the
local
level
through
our
Smart
Start
agencies.
So
it's
a
local
funding,
choice
and
so
61
counties
take
advantage
of
it.
E
4
000
teachers
and
the
average
supplement
equals
out
to
a
little
over
a
dollar
and
sixteen
cents
an
hour
raise
basically
that's
significant
when
you
were
making
eight
dollars
an
hour.
Getting
a
dollar
an
hour
raise
eight
dollars
to
nine
hour
dollars.
An
hour
is
life-changing,
so
we
know
that
wages
helps
ease,
Financial
stress
and
helps
people.
Our
teachers
feel
more
satisfied
with
their
jobs,
and
that
is
what
we
are
here
for
several
years
back.
What
we,
what
we
were
starting
to
realize
is
that
there
were
teachers
who
loved
being
baby
teachers.
E
They
wanted
to
hold
babies.
They
wanted
to
teach
babies
about
all
of
those
wonderful
developmental
things
that
happened
in
that
first
year
and
those
one-year-old
years
and
the
two-year-old
years,
but
our
infant
and
toddler
teachers
are
actually
paid
less
than
our
three
and
four-year-old
teachers,
and
this
is
the
same
across
the
country,
probably
in
your
state
too,
and
so
we
came
up
with
another
salary
supplement
program
specifically
for
our
infant
and
toddler
teachers.
E
So
it's
for
baby
teachers,
one-year-old
teachers
and
two-year-old
teachers,
so
that
they
have
something
specially
for
them
to
focus
on
them,
and
so
this
is
a
quote
from
an
awards
participant
infant
toddler.
Awards
has
given
me
reason
to
stay
at
my
current
program
when
their
rate
to
pay
was
not
meeting
my
needs.
It's
given
me
more
Financial,
Security,
decreased
stress
from
Financial
strain
and
helped
me
become
a
more
present
teacher
for
the
children
in
the
classroom.
E
I
think
that's
beautiful,
so
Awards
is
similar
to
wages,
in
that
it
is
meant
to
increase
education,
support
retention
and
increase
compensation,
but
for
infant
and
toddler
teachers.
Specifically,
when
we
talked
about
twelve
dollars
an
hour
for
for
all
teachers,
it's
twelve
dollars
an
hour
because
preschool
teachers,
three
four
and
five-year-old
teachers-
make
12
45
an
hour
while
our
infant
and
toddler
teachers
make
11
or
less
an
hour.
E
So
these
supplements
are
a
tiny
bit
higher
equaling
out
to
a
dollar
and
24
an
hour
raise,
and
we
have
awarded
over
1300
about
1337
this
fiscal
year
alone.
So
both
of
these
programs
focus
on
making
sure
that
our
teachers
have
the
knowledge,
skills
and
abilities
through
higher
education
that
they
need
to
be
great
teachers
that
they
are
staying
in
classrooms
to
support
our
little
ones
and
their
families,
and
they
are
being
compensated
enough
that
they
can
stay
in
the
classroom,
stay
in
Early
Education
and
continue
to
help
raise
our
state.
E
Oops
That,
We're,
Not
Gonna,
that's
fine,
but
we're
really
proud
of
these
two
programs
and
I'm
just
so
grateful
to
have
a
chance
to
share
with
you
all,
it's
important
to
me
that
we
learn
from
each
other
and
grow
together.
Our
success
helps
all
of
us,
so
I
I
encourage
you
to
think
about
these
programs.
Like
I,
said
I
have
personal
experience
with
how
it
changed
my
life
when
I
was
a
teacher,
and
thank
you
for
giving
me
a
few
minutes
of
your
time.
C
Thank
you
so
much
Ariel
I
want
to
go
ahead
and
kick
it
over
to
Gwen
out
with
Tennessee
to
let
her
to
let
her
speak
and
then
and
do
her
presentation
and
then
we'll
take
quick
questions
from
from
the
committee
on
those
two
and
then
we'll
move
forward
to
Stephanie
acres
and
Dr
Murray.
C
G
Wonderful
well,
my
name
is
Gwen
loser
and
I
am
our
child
care
services
program
director
with
the
Tennessee
Department
of
Human
Services?
We
are
the
lead
Agency
for
our
ccdf
Administration,
so
I
have
prepared
a
brief
overview.
G
I
thought
it
might
be
helpful
to
really
talk
about
our
state
structure
kind
of
explained
that
because
I
know
that,
as
we
are
all
working
together,
our
peer
states
to
support
one
another
and
finding
solutions
to
all
of
these
issues
that
we're
all
structured
a
little
differently
and
it's
kind
of
a
good
perspective
to
have
so
again
we
are
the
CCD
athlete
agency.
I
am
a
co-state
administrator
with
our
assistant
commissioner
Jude
white.
G
Under
us
we
have
our
child
and
adult
care
licensing
program
and
within
that
licensing
program
we
have
our
field
operations,
staff
which
monitor
for
compliance
and
evaluate
quality,
and
then
we
have
our
pre-licensure
unit,
which
is
a
fairly
new
unit.
We
launched
last
year
in
August
that
focuses
on
those
brand
new
entities
that
are
wanting
to
become
licensed,
and
then
we
have
our
child
care
certificate
program,
which
is
our
subsidy
assistance
program.
G
We
have
our
quality
initiatives,
which
we
network,
with
our
Quality
Partners
through
contract,
such
as
our
our
child
care
resource
and
referral
agencies,
Tennessee
State
University,
who
offers
our
Tennessee
Early
Childhood
training
alignments
our
techta
program,
which
is
our
career
lattice,
our
family
Child,
Care
Network.
We
also
have
contracts
with
aim
high
Tennessee,
which
is
infant
toddler.
G
Mental
health
and
various
other
supports
to
really
provide
those
supports
resources
Financial
supports
through
our
early
childhood
and
education
ecosystem,
and
then
we
too
also
administer
our
quality
rating
and
Improvement
system
supports
for
educator
retention,
and
we
really
began
focusing
about
four
years
ago.
G
This
was
pre-pandemic
on
how
we
could
Elevate
the
industry,
so
we
have
been
working
on
transforming
the
whole
Child
Care
industry
within
Tennessee,
and
a
lot
of
that
is
really
that
emphasis
on
moving
that
old
stigma
from
babysitters
to
professionals
and
also
our
staff
that
we
move
from
enforcers
to
being
a
partner
with
that
child
care
agency.
G
Our
report
card
process
we're
moving
more
away
from
our
quality,
our
old
quality
rating
process,
to
really
focusing
on
quality
improvement,
administrative
tasks
from
cumbersome
to
empowering,
because
we're
putting
in
place
a
lot
of
new
modernization
systems
that
will
automate
processes
so
that
we're
streamlining
all
those
those
old
burdensome
administrative
tasks
that
providers
used
to
have
to
do
when
doing
business
with
us
and
then
really
our
capacity.
G
It's
it's
moving
from
being
a
child
care
obstructor
to
finding
ways
to
be
a
child
care
Creator
and
again
that
payment
assistance
will,
through
all
these
modernization,
efforts
will
be
able
to
move
from
access
to
care,
becomes
access
to
Quality,
as
we
continue
to
to
bolster
the
the
quality
level
in
agencies.
So
I
wanted
to
point
out
a
little
bit
about
how
we
support
providers
through
ccbf,
and
this
is
ongoing
sustainability
through
ccdf.
We
do
have
our
wages
program,
which
I'll
speak
a
little
bit
about
how
we're
structuring
with
that.
G
G
We
have
professional
development
and
tuition
assistance,
that's
available,
of
course,
our
training,
technical
assistance
and
targeted
technical
assistance
through
our
Quality
Partners.
We
too
have
launched
the
business
academies
which
we
find
is
a
critical
piece
to
supporting
a
viable
and
sustainable
child
care
business.
It
is
the
same
Business
Academy
that
was
launched.
That
Texas
spoke
about
through
the
strengthening
business
practices
and
we
have
a
child
care.
Workforce
registry.
G
You
know
really
progress
to
the
next
level,
and
then
we
have,
of
course,
our
family
Child,
Care,
Network
and
our
reimbursements
are
based
on
enrollment
and
not
attendance,
our
wages
program
we
actually
launched
in
2019
Statewide
our
one
of
our
Quality
Partners
signal
centers.
They
had
purchased
the
license
for
the
wages
program
and
they
were
offering
a
pilot
in
Chattanooga
and
we
took
that
Statewide
in
October
of
2019.
G
Educators
apply
directly
to
CCR
and
R
for
the
wages
program
and
eligibility
is
based
on
an
established
criteria.
The
supplement
is
issued
directly
to
the
eligible
Educators.
It's
issued
to
them
in
two
parts.
G
So,
in
order
to
qualify,
the
educator
must
be
working
in
a
licensed.
Child
Care
Program
earn
less
than
20
dollars
per
hour,
have
at
least
one
of
the
educational
levels
that
we
have
listed
within
our
supplemental
scale.
G
Credits
are
from
a
regionally
accredited
to
school,
have
worked
at
least
six
months
in
the
same
Child
Care
Program,
with
children
ages
birth
to
five
at
least
10
hours
per
week.
This
is
part
of
that
retention
piece,
because
as
long
as
they're
participating
and
staying
with
the
provider
they're
eligible
for
this
supplement,
which
has
really
been
a
very
critical
piece,
our
supplement
scale
is
a
nine
level
scale
tied
to
the
education
requirements
and
last
year
we
did
increase
our
award
amounts
by
50
percent
and
increase
the
wage
per
hour
in
order
to
qualify.
G
So
our
level
one
starts
at
600
a
year,
the
minimum
qualifications,
as
you
can
see,
they
have
to
have
six
credit
hours
in
early
childhood
education
or
CDA
college
coursework,
credit
hours
earned.
It
goes
all
the
way
up
to
the
ninth
level
IT
issues,
an
annual
Award
of
seven
thousand
eight
hundred.
They
have
to
have
a
bachelor's
degree,
Plus
or
including
at
least
30
credit
hours
in
early
childhood,
education
or
master's
degree,
Plus
or
including
24
credit
hours
in
early
childhood
education.
G
And
then,
since
we
launched
the
program
in
2019,
we
have
had
total
payments
of
8
million
278
000
and
the
average
payment
was
1285
to
the
educator.
The
total
number
of
payments
that
we
sent
so
far
is
six
six
thousand
four
hundred
and
forty
two.
There
have
been
2
484,
unduplicated
recipients,
the
total
undupated
recipient
has
received
3332..
G
In
this
last
year
we
have
seen
a
higher
uptick
in
participation
and
I.
Think
that's
due
to
there's
more
focus
on
coveted
recovery
now,
and
so
we
have
expended
almost
five
million
dollars
in
investments
in
this
program
and
just
in
September
alone
it
was
433
000,
with
an
average
payment
of
one
thousand
seven
hundred
and
twenty
one
dollars.
So
that
is
basically
my
overview
of
what
we're
doing
in
Tennessee
to
help
support
teacher
retention,
so
I'm
happy
to
entertain
any
questions.
If
you
have
them.
B
G
E
But,
and
and
I
don't
have
that
right
off
the
cuff
and
I
can
I
can
email
it
to
you,
but
there
is
a
significant
drop
in
teacher
turnover
when
they
are
participating
in
child
care
wages,
and
it's
amazing
what
three
or
four
thousand
dollars
a
year
can
do
to
keep
somebody
in.
B
G
We're
stretching
just
a
little
bit
differently
so
with
us,
we
do
it
through
contract,
and
so
it
was
a
decision
that
the
department
made
to
continue
to
support
support
this
effort
through
ccdf
funding.
E
And
ours
has
Blended
funding,
so
we
have.
We
have
the
Smart
Start
Network,
which
is
75
local
non-profits,
who
support
early
childhood
education
across
their
County
or
community,
and
so
they
are
the
funders
of
it
with
State
dollars,
and
then
the
division
puts
in
the
funding
for
the
administrative
costs
so
that
all
of
the
dollars
from
the
local
level
go
straight
to
teachers,
so
that
we
we
cover
that
administrative
cost
for
ccdf
dollars
and
then
the
local
funds
are
are
State
appropriated
funds.
C
Thank
you
and
I
just
for
some
context.
I
had
someone
just
text
me
and
say
that
the
average
Child
Care
teacher
turnover
is
around
40,
so
just
recognizing
that
Tennessee's
is
so
low
and
Euros
to
in
North.
Carolina
is
fascinating
to
see
that.
So
you
all
your
girls
work
on.
That's
very
important.
So
thank
you.
If
there
are
no
more
questions
from
the
committee,
thank
you
all
Ariel
and
Gwen
for
taking
your
time
to
spending
spending
some
Zoom
time
in
Kentucky.
C
Yeah
and
I
believe
that
Stephanie
is
going
to
go
first
with
giving
us
a
little
background.
So
Stephanie
make
sure
you
introduce
yourself
for
the
record
and
then
Dr
Murray
when
it
is
your
opportunity
to
speak.
Please
introduce
yourself
as
well
for
the
record.
B
K
All
right
good
afternoon,
thank
you
for
allowing
me
to
speak
to
you
today
and
I
will
just
go
ahead
and
click
on
to
the
next
screen.
I
am
Dr.
Bridget,
Murray
and
I
come
to
you
out
of
a
child
care
background,
as
some
of
the
others
have
talked
about.
It.
I
had
a
Child
Care
Program
in
Indiana
for
25
years,
so
my
college
career
is
kind
of
that.
Second
career
and
I
am
at
Henderson
Community
College
I'm
over
that
program
and
my
program
actually
started
because
of
the
scholarship
fund.
K
When
they
found
out
there
was
going
to
be
a
scholarship,
they
surveyed
the
providers
in
the
area
and
saw
there
was
a
need,
so
it
actually
started
in
2000
and
it's
been
mine
the
whole
time
along
just
to
let
you
know,
iece
stands
for
the
interdisciplinary,
and
that
means
that
we
are
working
with
students
to
so
they
understand
typically
developing
and
children
that
have
special
needs.
So
that's
a
little
bit
unique.
That
was
not
something
in
my
training
in
Indiana
that
I
got
so
I
think
that's
definitely
a
a
benefit.
K
All
right
in
your
packet
I
gave
you
a
longer
version
of
this
kids
now
document,
but
this
actually
came
from
that
original
initiative,
which
happened
in
the
late
1990s
and
it
to
me,
was
just
absolutely
amazing
the
way
those
dollars
were
spent
and
were
allocated
over
because
it
was
the
tobacco
settlement
dollars
that
was
allocated
to
Early
Childhood
initiatives
that
was
very
unique
and
Kentucky
was
considered
a
leader
in
the
field
so
like
when
I
went
to
a
conference
or
something
I
made
sure
I
had
Kentucky
on
my
name
tag
rather
than
Indiana,
where
I
lived,
because
I
was
very
proud
of
what
they
were
able
to
do,
and
people
were
asking
a
lot
of
questions
because
it
was
really
amazing.
K
So
I
just
included
that
in
your
your
packet,
because
from
what
I
was
told
that
legislation
passed
with
no
legislator
voting
against
it.
So
that
does
not
happen
a
lot
of
times.
So
I
thought
that
was
has
very
interesting
and
I
always
share
that
with
my
my
students.
So
the
initial
scholarship
was
in
2002
and
it
was
for
fifteen
hundred
dollars.
K
So
a
scholar
at
that
time
could
complete
eight
classes
on
that
amount
of
money.
So
if
they
went
full
time
considering
that
being
nine
nine
credit
hours
per
term,
they
could
finish
their
degree
in
about
three
years,
so
that
was
very,
very
reasonable.
I
did
not
cover
books
and
I,
don't
believe
we
had
any
fees
at
that
time.
K
All
right
there
was
another
scholarship
that
was
also
available,
which
is
was
a
non-college
scholarship.
We
also
offered
this
at
our
College
through
our
Workforce,
and
it
is
for
you've
heard
the
term
mentioned
today
several
times
about
the
CDA,
and
that
is
a
national
credential,
which
requires
the
student
to
have
120
hours
of
coursework
and
480
hours
work
experience,
so
training
agencies
offer
that
training
across
the
state
and
at
the
time
it
was
420
dollars.
K
What
for
the
training
agency,
which
really
in
most
cases,
does
not
cover
the
cost
of
doing
that
training,
but
one
thing
that's
really
good
about
the
CDA
is
that
it
articulates
in
for
three
it
was
three
now
it's
went
to
two
two
college
courses
and
it
meets
half
the
requirements
for
that
Kentucky
director's
credential,
which
feeds
right
into
what
you
was
talking
about,
that
business
training.
K
So
as
things
progress,
the
program
was
very
successful
and
money
was
dispersed
in
the
way
that
it
would
all
come
out
in
the
fall.
Then
whatever
is
left
was
for
the
spring
and
then
summer,
but
it
wasn't
too
long
until
I
was
telling
students
get
that
application
in
for
spring,
because
there
may
not
be
funding
and
funding
would
did
run
out
and
it
got
to
the
point.
There
was
no
funding
for
summer.
K
So
in
order
to
stretch
those
dollars,
they
did
have
the
scholars
to
start
to
complete
the
FAFSA,
which
is
the
financial
aid
form
and
they
grumbled.
You
know
they
I
don't
want
to
have
to
fill
out
that
form,
but
it
was
not
long
that
they
figured
out
that
they
could
really
benefit
from
it
because
it
paid
for
their
books
and
any
fees
and
in
most
cases
they
even
got
a
residual
check.
K
They
got
what
was
left
from
their
their
financial
aid,
so
it
wasn't
too
long
till
the
ones
that
were
Pell
eligible,
we're
not
using
the
scholarship
anymore
because
they
was
limited
to
nine
hours
there
and
because
that's
what
was
in
the
legislation
for
the
scholarship,
so
that
kind
of
an
unintended
effect
I
think
so.
Other
things
that
happened
was
the
scholarship
just
didn't
increase
from
2002
to
2021.
K
It
was
300
increase.
It
went
up
to
eighteen
hundred
dollars.
That
was
it
so,
in
the
same
realm
colleges
were
facing
funding
issues.
They
had
moved
to
performance-based
funding
so
that
we
were
being
pushed
for
students
to
be
full-time
and,
of
course,
college
classes.
You
know
have
just
gone
up
and
up
so
scholarship
at
the
current
rates
will
only
cover
nine
credit
hours
per
year.
Three
courses
compared
to
what,
in
the
beginning
it
covered
eight
courses
per
year,
and
this
is
at
the
community
college.
K
So
this
is.
This
is
a
real
person
Gina.
She
came
through
the
CDA
program
and
she
got
her
CDA.
She
wanted
to
do
her
associate
degree,
but
she's
married
two
kids,
one
of
her
children
has
special
needs.
So
on
paper
it
looked
like
she
did
not
qualify
for
financial
aid,
but
she
did
not
have
the
money
to
spend
to
pay
for
college,
so
she
was
going
to
have
to
use
the
kids
now
scholarship.
K
He
completed
her
CDA.
She
wanted
to
do
her
director's
credential,
so
this
was
her
course
degree
plan
that
we
came
up
with-
and
this
is
real
I
pulled
this
out
of
her
file
to
verify
this-
that
it
was
going
to
take
her
six
years
at
only
being
able
to
do
three
classes
per
year.
Her
one
goal
of
doing
that
director's
credentials.
She
accomplished
within
that
first
year,
because
the
IEC
230
is
business.
K
So
then
another
thing
that
came
along
in
2016
the
tobacco
settlement
dollars
were
not
allocated
to
the
kids
now
initiative,
which
was
understandable.
The
the
UCS
had
gone
down
so
Division
of
Child
Care
wanted
to
have
some
way
to
continue
that
scholarship,
and
so
they
used
a
pot
of
money
that
they
had
from
civil
penalties
and
civil
penalties
means
that
somebody
messed
up
and
in
had
a
violation
of
regulations,
so
that
money
was
going
into
a
fund.
So
they
was
using
that
to
continue
to
fund
the
child
care
scholarship
program.
K
So
a
typical
penalty
might
be
a
thousand
dollars
and
that
will
cover
two
courses.
So
you
can
see
that
that
really
was
a
short-term
goal.
There
is
how
that
was
was
going
to
work
all
right
in
in
your
packet.
You
also
have
this
chart,
so
you
don't
have
to
squint
to
try
to
look
at
these,
but
this
Compares
that
original
kids
now
scholarship
to
the
one
with
the
the
arpa
funded
scholarship.
K
K
So
some
of
the
things,
obviously
it
did
expand
a
little
bit
as
far
as
having
directors
or
administrators
eligible
for
the
Master's
Degree,
which
had
had
not
happened
in
the
past,
extended
to
Head
Start.
Wasn't
that
limit
that
was
so
trying
for
students
on
the
credit
hours.
The
next
one
is
may
look
kind
of
interesting
on
on
paper,
but
you
have
to
put
this
into
context
at
six
thousand
three
hundred
five
dollars.
That
is
the
highest
end,
so
that
would
be
someone
like
in
that
Master's
level.
K
The
other
thing
that
universities
do
is
a
lot
of
fees,
so
this
actually
included
those
fees
in
there
because
those
can
add
up
to
a
good
chunk
of
that
and
they
were
covered.
So
that
makes
it
good
in
the
old
scholarship.
No
fees
were
covered
at
all,
and
then
the
employer
continues
to
pay
fifty
dollars
towards
the
books
and
they
do
get
a
stipend
at
the
end
of
the.
K
If
they're
successful
in
their
courses,
all
right,
so
just
a
little
snapshot
of
the
students
that
enter
my
door
to
enroll
I
have
those
traditional
students
that
are
entering
from
high
school.
Some
of
those
have
been
in
high
school
technical
programs,
Child
Development
programs,
so
some
of
them
can
actually
have
a
CDA
walking
in
they're
very
motivated.
They
can
can
earn
that
and
they
also
get
what
the
Commonwealth
credential,
which
is
half
the
CDA
60
hours.
They
get
a
Certificate
of
Eligibility.
K
They
are
highly
sought
after
the
ones
that
come
out
of
the
programs
in
our
area,
because
they've
already
done
their
orientation
and
they
have
all
this
experience.
They
Early
Childhood
public
school
program
in
our
area
is
a
very
large
center
with
over
403
to
5
year
olds
in
that
program,
and
there
are
14
classrooms
in
there
and
they
are
more
or
less
doing
the
internships.
K
So
they
come
out
of
there
with
great
experience
and
and
I
love
getting
them
because
they
they
do
have
that
that
little
bit
of
knowledge
of
what
goes
on
and
come
in
with
their
eyes
kind
of
open.
Anyway,
all
right,
the
next
one's
coming
out
of
child
care,
centers
and
homes
they
are
in
the
field.
They've
made
that
commitment
and
they're
wanting
more
education.
Preschool
assistance
is
really
an
area
that
I
see
are
motivated
in
that
last
scholarship
with
the
arpa
funds.
K
They
were
not
eligible
because
it
always
only
applied
to
Child
Care
programs,
but
they
are
the
ones
that
I
sometimes
see.
You
know
they're
working
under
certified
teachers,
so
they
have
good
skills
and
they
want
to
be
that
certified
teacher
Head
Start
staff
is
another
one
in
our
area
is
the
Head
Start
staff
are
required
to
get
their
CDA
and
their
lead.
K
Teachers
all
have
bachelor's
degrees,
those
non-traditional
students
that
we
just
had
talked
you
had
mentioned
earlier,
and
those
of
those
moms
that
maybe
have
stayed
at
home
with
their
children
and
now
want
see
that
they
feel
like
that
they
could
have
their
own
business
or
go
to
work
in
the
field.
So
I
had
a
conversation
with
a
woman.
K
This
week
she
came
in
to
enroll
and
she
has
a
son
that
has
spina
bifida
and
she
told
me
that
she
felt,
like
her
experiences,
could
be
shared
with
other
students
and
I
said
absolutely
so
we're
all
going
to
learn
from
her
and
her
her
experiences
whenever
she
does
enroll,
then
this
next
one
is
is
important,
because
these
are
students
that
they
went.
They
got
a
degree
in
something
and
they
hate
it
and
they
figured
out
that
they
really
somewhere
along
the
line.
K
They
really
do
enjoy
working
with
students,
so
they're
coming
back
in
and
doing
the
Early
Childhood
degree.
So
I
know
the
there's
kind
of
been
this
Rumble
of
the
work
ready
scholarship
and
maybe
that
might
be
a
way
to
sustain
The
Early
Childhood
scholarship,
I
just
have
a
couple
of
cautions
on
that.
K
One
that
I
would
like
should
be
considered,
I
think
and
is
that
persons
with
a
degree
that
already
have
a
degree
in
the
typical
and
you
have
copies
of
the
the
work
ready,
the
qualifications
for
work
ready
currently
and
then
the
one
for
Kia
for
the
Early
Childhood,
the
arpa
funds.
So
just
you
can
look
at
those
and
see
where
they
kind
of
line
up,
but
persons
with
a
degree
are
not
eligible
has
to
be
someone
without
a
degree,
and
the
other
thing
is
the
need
for
a
bachelor's
degree
in
the
work.
K
C
J
Hi
good
afternoon
my
name
is
Stephanie
Akers
I
am
the
director
of
the
educational
unit
for
child
care
services
at
Morehead,
State
University
and
can
I
share
my
screen
over
top
of
Bridget's
or.
J
Is
that
look
good
on
your
end?
Yes,
ma'am?
Okay,
wonderful!
So
thank
you
committee
for
inviting
me
to
provide
some
really
important
information
about
the
Kentucky
early
childhood
development
scholarship.
That
Bridget
gave
us
a
wonderful
overview.
J
J
Actually,
we
are
structured
a
little
bit
different
than
the
community
college
system,
so
our
educational
unit
for
child
care
services,
most
of
those
students
are
pursuing
or
all
of
those
students
are
pursuing
their
CDA
at
a
college
level,
which
then
most
of
those
students
transition
into
earning
credit
towards
the
Kentucky
director's
credential
and
then
I'm
also
faculty
on
the
Early
Childhood
Elementary
and
special
education
department,
and
those
are
those
iece
students
that
Bridget
described
so
the
interdisciplinary
early
childhood
education
degrees
and
we
also
have
a
child
development
degree
at
Morehead,
State,
University,
I'm,
also
a
level
five
Kentucky
credential
trainer.
J
My
background
is
in
social
work
for
the
cabinet.
I
have
was
a
preschool
teacher.
I've
been
a
center
director
I've
been
a
developmental
interventionist
with
first
steps,
which
is
our
early
intervention
for
infants
and
toddlers
with
delays
and
disabilities
in
Kentucky,
and
so
and
like
many
of
the
other
speakers,
I
have
been
in
various
roles
in
this
profession
for
over
20
years.
J
The
way
that
Moorhead
is
structured
is
a
little
bit
different.
Many
of
our
ecds
recipients,
the
early
childhood
development
scholarship
recipients,
come
in
to
complete
two
courses
and
an
independent
study
and
that
meets
the
training
requirements
for
that
CDA
credential,
which
is
a
national
credential
that
is
recognized
across
the
United
States
in
the
profession
of
of
Early
Education.
J
Then
I
also
have
those
scholarship
recipients
who
go
on
to
complete
two
more
courses,
and
then
they
earn
the
Kentucky
director's
credential.
We
have
a
variety
of
students,
just
as
Bridget
shayer.
We
have
students
that
are
coming
right
out
of
high
school.
We
have
this
students,
you
know
who,
as
the
requirement
are
already
working
20
hours
a
week
in
an
early
care
and
education
Center.
J
So
most
of
our
students
are
part-time.
Many
of
them
are,
you
know,
have
families
and
are
working
so
that
that
schedule
works
out
well
for
them
because
of
the
eighteen
hundred
dollar
limit
that
has
previously
been
in
place
before
the
arpa
funds.
Msu
has
a
limited
supply
of
supplemental
funds
that
are
also
you
know
in
question
each
year
to
offset
the
additional
tuition
costs
that
the
scholarship
did
not
cover
for
our
students
who
are
pursuing
their
CDA
and
director's
credentials.
J
So
that
has
been
a
very
important
support
and
has
definitely
given
many
many
of
our
students
the
opportunity
to
continue
and
also
complete
these
these
credentials
in
a
more
timely
manner.
J
Many
of
those
students
are
wanting
to
work
in
Head
Start,
or
maybe
they
are
looking
to
further
their
education
as
a
speech
therapist
or
some
other
kind
of
interventionist
or
professional
working
with
young
children,
some
kind
of
community-based
services,
they
do
not
earn
a
teaching
certification,
the
ice
Bachelors
of
Education,
those
those
students
complete
a
semester
of
student
teaching,
and
then
they
take
their
practices
and
end
up
teaching
in
Kentucky
public
preschool
system.
J
Many
of
them
have
a
degree
in
this
is
their
second
career
or,
and
it
allows
them
to
finish
the
the
degree
components
while
they're
actually
getting
Hands-On
experiences.
As
a
teacher
in
in
preschool,
these
students
lost
funding
when
our
arpa
funding
started,
and
that
was
also
on
Bridget's
Matrix
and
the
comparison
of
the
scholarships,
because
directors
administrators
were
then
able
to
be
funded
for
the
master's
degree,
but
not
not
these
types
of
students.
J
So
that's
just
a
little
bit
about
our
program
program
structure
and
how
that
works.
This
is
a
comparison
of
how
many
students
are
served
in
different
settings
across
the
state
of
Kentucky.
J
So
you
can
see
that
lots
of
the
early
childhood
development
scholarship
recipients
attend
Community
College
Morehead
State
tends
to
be
the
biggest
service
provider
of
the
four-year
universities
for
the
early
childhood
development
students,
and
we
know
that
when
we
serve
our
ecds
students,
then
we're
in
turn
positively
impacting
the
young,
the
young
children
of
Kentucky,
when
we
can
provide
high
quality
educational
experiences
to
infants,
Toddlers
and
preschoolers.
J
We
know
that
that
that
has
rapes
benefits
as
as
they
grow
older
and
continue
their
educational
career
I
just
wanted
to
also
give
an
example
that
is
goes
in
line
with
Bridget's
example.
If,
if
a
student
wanted
to
use
the
funds
and
attend
Morehead
State
University,
so
this
is
Rob,
he's
been
working
at
a
five-star
rated
early
care
and
education
center
for
six
months
and
the
five-star
rating
is
our
Kentucky
All-Star
system,
which
is
our
quality
assurance
program.
J
It
for
centers
who
receive
CCAP
funding,
he's
found
a
career
that
he
enjoys
and
he
wants
to
pursue
his
education.
He
also
does
not
qualify
for
for
financial
aid
and
does
not
have
disposable
income
to
pay
tuition.
He
would
like
to
use
the
kids
now
scholarship
to
complete
his
CDA
credential,
his
director's
credential
and
ultimately
his
bachelor's
degree
in
year,
one
to
complete
his
CDA.
J
He
could
take
two
courses
which
would
include
the
supplement,
the
Morehead
State
supplement
and
but
then
Rob
would
also
have
to
come
cover
520
dollars
in
any
fees
with
the
with
funding
at
that
800
1800
level.
So
if
we
think
about.
B
J
We
do
the
math,
it
could
probably
possibly
take
Rob
18
years
to
finish
his
bachelor's
degree,
Kentucky,
University
and
Morehead,
being
one
of
the
more
affordable
universities
in
the
state,
and
one
of
the
things
that
we've
talked
about
is
employee
retention
and
helping
Early
Childhood
teachers
stay
in
the
field
and
I
think
this
exemplifies
how
it
is
difficult
for
teachers
who
do
have
the
passion
and
do
have
a
natural
ability
and
and
do
really
love
spending
time
with
young
children
to
increase
their
education,
because
we
know
that
when
teachers
are
more
educated,
more
skilled
than
we
have
better
outcomes
for
young
children,.
J
I
did
want
to
share
just
a
couple:
testimonials
Jen
Whitton
is
a
current
student
at
Morehead,
State,
University
and
I.
Hopefully
they
printed
her
her
full
testimonial
and
included
that
in
your
packet,
but
one
of
the
things
that
I
thought
she
she
explained
so
well
is
that
the
the
how
early
childhood
educators
are
really
helping
Kentucky's
children
with
those
foundations
that
are
going
to
last
a
lifetime.
J
Not
only
is
it
their
cognitive
skills,
their
letters,
their
numbers,
but
it's
it's
those
important
social
skills
and
one
of
the
things
she
said
is
we.
We,
as
teachers,
are
their
first
true
window
to
the
world
that
promotes
acceptance
of
diversity
and
desire
to
think
outside
of
the
box
all
while
encouraging
healthy
relationships
and
self-regulation.
J
She
has
attended
undergraduate
and
graduate
schools
for
other
degrees,
and
now
is
you
know,
pursuing
her
degree
for
teaching
and
she
just
really
I
think
captures
what
many
students
when
I
could
share.
You
know
hundreds
of
success
stories
about
how
much
the
early
childhood
development
scholarships
supported
her
through
the
her
educational
Journey,
and
this
is
a
director
that
is
a
director
of
Baptist
Health
Development
Center
in
Lexington.
J
Kentucky
I
think
her
perspective
gives
us
a
really
good
view
of
how
we
can
help
our
child
care
crisis
situation,
and
we
can
help
teachers
stay
in
the
field.
We
can
help
support
their
educational
goals,
which
directly
impacts
the
the
success
of
young
children
and
really
serves
Kentucky's
families
in
a
positive
way,
and
many
of
our
students
who
come
into
early
care
and
education
might
be
a
little
bit
unsure
they,
they
really
might
have
not
had
successful
educational
history.
J
They
may
be
a
little
lacking
some
confidence
in
their
educational
goals
and
what
we
start
have
to
do
at
Morehead.
State
is
really
support
them
overall
and
and
really
you
know
telling
them
yes
and
how
important
the
job
is.
We
know
that
many
young
children
spend
more
time
with
their
early
care
and
education
teacher
and
then
whoever
else
is
in
that
that
building
than
they
do
with
their
families.
J
If,
if
there's
a,
you
know
a
family
with
a
you
know,
two
parents
working
or
one
parent
single
parent,
whatever
the
structure
of
the
family,
is
many.
Many
children
in
Kentucky
spend
a
significant
amount
of
their
waking
hours
with
their
child
care
providers,
so
that
that
gives
us
just
more
information
about
how
important
it
is
that
that
these
providers
can
obtain
the
education
that
that
they
need
and
that
they
want,
and
as
always,
we
always
thank
you
for
supporting
Kentucky's
children,
families
and
early
care.
C
B
K
Sir,
the
no
their
options
they
can
do,
the
director's
credential.
We
have
like
five
classes
that
are
options,
so
they
can
they're
going
to
do
those
first,
two
classes,
the
101
and
102,
which
is
half
of
that
which
is
the
CDA
credential.
But
then
they
are
their
options.
So
not
everyone,
not
everyone
wants
to
be
a
director,
but
they
are
there
and,
of
course
those
can
be
taken
separately.
They
don't
have
to
be
part
of
a
degree.
They.
B
K
Are
pieces
of
it
that's
covered
like
in
the
CDA
content,
we
have
10
hours
of
program
management
in
there.
That's
required
for
the
cd8
I
think
it's
actually
a
little
bit
more
than
that,
but
it
is
a
separate
credential,
separate
path
that
they
can
take,
and
it's
open
to
anybody
to
come
in.
Do
that
in
the
scholarship
fundsa.
J
I'm
at
Moorhead
State
we
do
not
have.
We
don't
have
specific
courses
for
business
for
the
CDA
for
the
director's
credential,
that
there
is
a
three-hour
course
that
they
are
required
to
take
in
all
of
our
iece
Bachelor
students
and
master's
degree.
Students
are
required
to
take
up.
We
call
it
preschool
administration
at
the
various
levels,
whether
it's
credential
level,
bachelor's
level
or
master's
degree
level.
You.
B
B
We
need
to
look
Beyond,
pushing
CDA
and
and
directors
credentials
and
look
towards
developing
owners
and
in
all
of
our
programs
throughout
the
state
and
I
think
she
made
an
excellent
point
and
I've
never
really
looked
at
it
that
way,
but
it
we
need
to
carry
it
a
step
further
in
an
effort
to
solve
the
supply
problem
that
we
have
in
the
state
and
I
think
that
can
be
a
key
component
if
a
lot
of
our
community
colleges
and
universities
will
expand
what
they
offer
to
to
include
that
to
prepare
these
students,
so
they
they
can
not
only
see
working
their
way
up,
as
maybe
being
a
director
or
you
know
in
our
our
case,
with
the
non-profit
and
the
the
vice
president
of
an
organization
or
starting
their
own
business.
B
C
Any
other
members
have
questions.
Thank
you.
It's
my
co-chair.
He
always
has
a
lot
of
questions,
but
that
was
the
point
of
this
committee
was
to
be
able
to
have
active
engagement
with
people
that
come
and
present
and
people
in
the
audience
and
so
I'm
thankful.
For
that
a
lot
of
times
we
don't
ask
questions
in
Frankfurt
and
I
think
it's
very
important
that
we
do,
and
so
thank
you,
Senator
Carroll,
for
that.
The
last
meeting
of
the
task
force
will
be
Monday,
November,
21st
2022.
C
We
did
move
the
meeting,
so
it
didn't
conflict
with
some
ongoing
Child
Care
conferences
going
on
in
the
Commonwealth.
We
will
be
discussing
and
voting
on
task
force,
findings
and
recommendations.
So
please
join
us
later
this
month.
We
appreciate
your
participation
in
your
presentation
today.
Meeting
is
a
I,
don't
need
a
motion.
I
need
a
motion
to
adjourn.
C
Second,
okay
gone,
we're
done,
bye
motion
motion,
approved.