State CCDBG Plans to Provide Access to Training, Education, and Ongoing Supports

Dec 22, 2009

The Child Care and Development Block Grant (CCDBG) is the largest source of federal funding for child care available to states. Every two years, states must lay out their plans for using all CCDBG funds to help low-income families access child care and to improve the quality of child care for all children, including infants and toddlers. Below are examples of promising child care licensing, subsidy, and quality enhancement policies and initiatives supporting infant/toddler care as reported by states in their FFY 2008-2009 CCDBG plans.

Actions taken by states to provide access to training, education, and ongoing supports included:


Improving access to the Program for Infant/Toddler Care (PITC) or incorporating elements of the PITC into existing state programs

  • Minnesota reported that the state was working to improve its Infant Toddler Training Intensive curriculum based on PITC. Improvement efforts included customizing the core content of the training for use in specific cultural communities.
  • Indiana reported that the state provided a set of trainings called Better Baby Care, which incorporated WestEd modules as part of the program. Over 6,000 providers received training through the program in FFY 2006.
  • California reported that stipends were available to child care staff and family child care providers who completed 25 hours of PITC training for children, birth to three years of age. The state expanded these PITC trainings to offer two Academies for Infant/Toddler Program Directors, a PITC Institute for Partners for Quality Trainers, and a PITC Graduate Conference.
  • South Dakota reported that participants in the train-the-trainer module of the South Dakota PITC were required to provide up to 80 hours of training for child care providers in their communities. At the time that the CCDBG plan was submitted, over 152 trainers had participated in the WestEd curriculum for infant and toddler providers.
  • Tennessee reported that the Tennessee Early Childhood Training Alliance (TECTA) offered a free Orientation Program that provided 30 clock hours of training to providers and was available in five different specializations, one of which was infant/toddler care. Completion of the Orientation Program satisfied a provider's annual training requirement for two years.

Offering other intensive infant/toddler training programs

  • Rhode Island offered an Infant-Toddler Academy, which was a 12-week training program consisting of 30 hours of instruction and eight hours of practical classroom application. The program was offered at least once a year.
  • Maine offered a rigorous summer institute for infant/toddler providers. Providers who completed the program received college credit and equipment grants of $1,000. At the time that the state's CCDBG plan was submitted, 180 providers had participated, resulting in the creation of 300 additional infant/toddler slots. An advanced level course was in development.

Providing supervisor training

  • Colorado's state Department of Education operated an intensive training program called Expanding Quality in Infant/Toddler Care. The program consisted of 48 hours of training and was designed for individuals interested in becoming infant/toddler supervisors in child care facilities; licensing specialists and others who wanted intensive preparation on child development could also participate. The program offered an option for participants to become a certified trainer in a local community and a mentor to infant/toddler providers. In the state's CCDBG plan, Colorado reported that since 2000, 111 participants had become local trainers.

Awarding certificates, credentials, or endorsements for infant/toddler-specific training and education

  • Montana reported that students received a certificate in infant/toddler care for completing a set of infant/toddler-specific courses.
  • Wisconsin awarded an infant/toddler credential for completing an infant/toddler course of study. Since 1999, the credential had been awarded to over 500 child care professionals.
  • Oregon reported that the state had finished developing core coursework for an infant/toddler credential and were offering the coursework as 21 training sessions for a total of 62 hours of training. The state was in the process of incorporating the credential into the Oregon Registry Steps and the Oregon Registry Trainer Program.
  • Illinois planned to offer an infant/toddler credential and had finished developing core knowledge and benchmarks for the credential at the time that the state's CCDBG plan was submitted.
  • Arkansas offered an Infant/Toddler Endorsement with the state's Child Care Specialist Certificate; providers had to complete 60 hours of infant/toddler study for the endorsement.
  • Delaware piloted a 60-hour infant and toddler course that built on its general core competencies for providers. The course included training on the social and emotional development of infants and toddlers and forming relationships with children and their families. Participants who completed the course received an infant and toddler endorsement. The state planned to make the course a regular professional development offering.

Creating distance learning opportunities

  • Nebraska offered an online training program First Connections. The program was developed for infant/toddler providers, particularly those in rural and remote areas. The curriculum was based on the Child Development Associate Credential competencies and granted three hours of college credit in any of the state's community colleges. Since the program's launch in 2001, over 2,050 participants had enrolled, with 564 registrations occurring within the past year that the CCDBG plan was submitted.
  • Massachusetts offered a distance learning course, A Caring Curriculum for Infants and Toddlers, for those with limited access to college courses. The purpose of the course was to increase knowledge in infant/toddler development.

Ensuring access to infant/toddler specialists and ongoing support and mentoring for providers:

  • North Carolina ran a program called the Infant-Toddler Enhancement Project, which funded 25 infant/toddler specialists across 18 child care resource and referral (CCR&R) regions. The infant/toddler specialists provided consultations to providers on the Infant Toddler Environment Rating Scale (ITERS). As of 2006, 4,712 consultations had been conducted, and 723 infant/toddler spaces showed improvements in quality as measured by pre- and post- ITERS-R scores.
  • North Dakota reported that infant/toddler specialists provided ITERS consultations to providers through two different programs, the Quality Enhancement Project and Right From The Start.
  • Alabama offered a mentoring program called the Infant/Toddler Teacher Supportproject. A mentor completed an ITERS assessment with a provider and then worked with the provider to develop an action plan.
  • West Virginia had full-time infant/toddler specialists, located in each of the state's six CCR&Rs, who provided at least six hours of onsite technical assistance to providers who had gone through the through the Caregiver's Module of the West VirginiaInfant/Toddler Professional Development Program (WVITP). In addition, the state's CCR&R ran a program called the Traveling Resource and Information Library System (TRAILS), which provided onsite assistance and materials to providers to support quality learning environments.

Offering scholarships to providers

  • Rhode Island offered a scholarship for Child Development Associate (CDA) credentialing. The credentialing included an option to specialize in infant/toddler care.
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