Presentation to ECE Cabinet May 24, 2012 Darlene C. Ragozzine Deb Flis Margaret Gustafson - PowerPoint PPT Presentation

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Presentation to ECE Cabinet May 24, 2012 Darlene C. Ragozzine Deb Flis Margaret Gustafson PowerPoint Presentation
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Presentation to ECE Cabinet May 24, 2012 Darlene C. Ragozzine Deb Flis Margaret Gustafson

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Presentation to ECE Cabinet May 24, 2012 Darlene C. Ragozzine Deb Flis Margaret Gustafson
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Presentation to ECE Cabinet May 24, 2012 Darlene C. Ragozzine Deb Flis Margaret Gustafson

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  1. CT Charts-A-Course (CCAC) State Professional Development and Program Improvement System C - Coordinated C - Comprehensive A - Accountable C - Collaboration Presentation to ECE Cabinet May 24, 2012 Darlene C. Ragozzine Deb Flis Margaret Gustafson

  2. . Public Act No. 04-212 AN ACT CONCERNING WORKFORCE DEVELOPMENT Passed in 2004 by the Higher Education and Employment Advancement Committee made CCAC … a state-wide coordinated child day care and early childhoodeducationtraining system (A) for child day care centers, group day care homes and family day care homes that provide child day care services, and (B) that makes available to such providers and their staff, within available appropriations, scholarship assistance, career counseling and training, advancement in career ladders, as defined in section 1 of public act 03-142, through seamless articulation of levels of training, program accreditation support and other initiatives recommended by the Departments of Social Services, Education and Higher Education.

  3. CONNECTICUT CHARTS-A-COURSE (CCAC) • Funded through the Department of Social Services (DSS) in collaboration with Connecticut State Colleges and Universities (ConnSCU) Board of Regents for Higher Education. • The goal of Connecticut Charts-A-Course (CCAC) is to help increase the quality of the early care and education workforce and the programs in which they work; by providing scholarships and access to training and higher education for staff at all levels, program accreditation support, and a career ladder specific to the field with articulated pathways toward degrees and credentials within higher education.

  4. CONNECTICUT CHARTS-A-COURSEFunding Allocation: SFY 2010-2012 $2,645,687 Annually supports these major components: • Scholarship Assistance Program • Professional Registry • 6 Regional Accreditation Facilitation Projects (AFP) • Training Program in Child Development (TPCD) • $TART Education Bonus Program • Program Leadership Education and Training • Career Counseling (English and Spanish)

  5. EARLY CHILDHOOD PROFESSIONAL DEVELOPMENT AND PROGRAM IMPROVEMENT SYSTEM COMPONENTSSYSTEMS COMPONENTS

  6. OVERVIEW OF PROGRAM

  7. ACCESS AND OUTREACHTraining Partners

  8. EARLY CHILDHOOD EDUCATION CABINET COMMITTEES

  9. PROFESSIONAL REGISTRY • Web-enable data management system tracks completed education and career ladder advancement of program staff, and monitors supply and demand of the publicly funded early childhood workforce in CT. • Currently mandated for publicly funded program staff. Current total enrollment 12,000( No Fee) represents approximately 53% of estimated 20,691 early care and education workforce in CT. • Provides comprehensive reports to state agencies partners, program directors and policy makers, and local communities for planning purposes. • www.ccacregistry.org

  10. Birth to Three Medication Administration

  11. QUALIFICATIONS OF TEACHERS IN PUBLICLY FUNDED CENTERSComparison 2008-2012 • Teachers with Bachelor’s Degrees continue to increase as a direct result of scholarship requests. The 45% is still short of the 2015 requirement. • Percentage of teachers in publicly funded programs at or above the current state standard level 7 (CDA plus 12 ECE credits) increased from 76% in 2008 to 86% in 2012. • Source: CT Early Childhood Professional Registry

  12. Workforce Compensation Summary Data Prepared by CT Charts-A-Course Registry Data May 2012

  13. TEACHER AVERAGE SALARYwww.ctcharts.org

  14. SCHOLARSHIP ASSISTANCE PROGRAM • Provides funding for tuition, fees, and books to individuals : • currently working in the field of early care and education • enrolled in the CCAC Registry • meet scholarship priorities and • wish to increase their education, training, and credentials in early childhood education • Scholarship lotteries conducted August 2010 and December 2011.

  15. CAREER ADVISING FUNCTIONALITY • Four regionally assigned career advisors (one bilingual English/Spanish) • All scholarship requests (lottery) processed through the Registry. Each reviewed by a career advisor to validate the request is part of the individual’s planned program of study toward a degree and/or credential or professional development for licensing • www.ctcharts.org • http://ctearlychildhoodcareerdev.info

  16. REPORTED IN RBA 2012SCHOLARSHIP FUNDING LEVEL $1,664,318

  17. DISTRIBUTION OF SCHOLARSHIP FUNDINGLOTTERY COMPARISON 2010-11 PROGRAM SETTING

  18. DISTRIBUTION OF SCHOLARSHIP FUNDINGLOTTERY COMPARISON 2010-11 PROGRAM TYPE

  19. REPORTED IN RBA 2012 TRAINING PROGRAM IN CHILD DEVELOPMENT

  20. TRAINING PROGRAM IN CHILD DEVELOPMENT • Nationally approved entry level non-credit content toward Child Development Associate credential (CDA). • Program enhanced by $TART Education Bonus program: TPCD participants achieve financial awards for CDA completion as well as successful completion of Pathways Exams for college credit. • $TART continues to yield positive outcomes in completion rates. • Through 09-11 there were 164 participants: • 95% are assistant teachers in publicly funded programs • 143 completed the TPCD through Module IV • To date 69% of those who completed Module IV have obtained a CDA credential and 55% of them have also taken the Pathways Exams.

  21. PROGRAM LEADERSHIP INITIATIVEEDUCATION, TRAINING AND SUPPORT • Fully-funded credit-coursework and professional development opportunities for current leaders in CT programs for young children. • Core based on the five CT Director Credential competency areas: Administration and Supervision, Leadership, Finance, Personnel, and Families and Community. • Continued demand for credit-coursework attributed to (1) DPH regulation for child care center directors, (2) NAEYC Accreditation education requirements, (3) leadership turnover, and (4) awareness of the need for specialized education.   • FY 2011 participants: 74% reported never having taken this course content prior to that point in their careers; 67% had a baccalaureate degree or higher, with an additional 23% having already earned an associate’s degree. All participants previously had classroom teaching experience.   • Offerings fill the gap between early childhood teacher preparation degree programs and leadership role content needs.

  22. PROGRAM LEADERSHIP INITIATIVETOTAL STUDENTS BY COMPETENCY AREA THRU FY11

  23. PROGRAM LEADERSHIP INITIATIVETOTAL STUDENT PROGRESS IN TOTAL THRU FY11 FOR ALL CLASSES

  24. ACCREDITATION FACILITATION PROJECTSTATEWIDE PROGRAM IMPROVEMENT SUPPORTVIA OFFICE +6 REGIONAL FACILITATION OFFICES • North Central:  HAEYC (Sandy Fowler & Wendy McGrath) • South Central:  Gateway ( Carol Annette) • South East:  LEARN (Michele Pearson) • North East: EASTCONN (Debra Stipe) • Northwest: Education Connection  (Kristen Kennen) • Southwest:  Education Connection (Donna Delohery)

  25. NAEYC PROGRAM ACCREDITATION CT in ranked third in the country for most NAEYC Accredited centers behind California and Massachusetts and first in per capita state.

  26. ACCESS AND OUTREACH RESOURCES AND TOOLS • Pilot project between NAEYC and CCAC Accreditation Facilitation Project • “ Program Calculator and Classroom Scheduler” as Registry tool to manage verified information needed for the reporting of staff qualifications to NAEYC as part of program accreditation • Streamlines the documentation process for both the program and NAEYC; provides more robust data for CT • Registry becomes a resource and planning tool for program improvement • Provides a web-enabled tool to help programs establish readiness for accreditation in the area of staff qualifications. • Here’s how it works…