Approved by the Legislative Commissioner

May 26, 2015

AN ACT CONCERNING EARLY CHILDHOOD EDUCATORS AND INITIATIVES.

Be it enacted by the Senate and House of Representatives in General Assembly convened:

Section 1. (NEW) (Effective July 1, 2015) (a) As used in this section, "bachelor's degree program in early childhood education or child development" means a bachelor's degree with a concentration in early childhood education, including, but not limited to, a bachelor's degree in early childhood education, child study, child development or human growth and development.

(b) On and after July 1, 2015, the Office of Early Childhood shall, during a review and assessment pursuant to subdivision (4) of subsection (b) of section 10-16p of the general statutes, as amended by this act, collect data relating to bachelor's degree programs in early childhood education or childhood development that have not been approved by the Board of Regents for Higher Education or the Office of Higher Education and the Office of Early Childhood from institutions of higher education that are regionally accredited. The office shall, at least quarterly, use such data to conduct a trend analysis of such bachelor's degree programs for the purpose of determining (1) whether such bachelor's degree programs align with the teacher preparation standards of the National Association for the Education of Young Children, and (2) which courses and concentrations offered as part of such bachelor's degree programs align with such teacher preparation standards.

(c) During a review and assessment pursuant to subdivision (4) of subsection (b) of section 10-16p of the general statutes, as amended by this act, the office shall (1) review the results of the trend analysis conducted pursuant to subsection (b) of this section for the purpose of determining whether the degree of an individual with a bachelor's degree in early childhood education or child development or a bachelor's degree and twelve credits or more in early childhood education or child development, other than those bachelor's degrees specified in subparagraphs (B) and (C) of subdivision (2) of subsection (b) of section 10-16p of the general statutes, as amended by this act, has a sufficient concentration in early childhood education so as to satisfy the requirements set forth in said subparagraphs (B) and (C), and (2) consider an individual to have met the requirements set forth in said subparagraphs (B) and (C) if the degree of such individual is from a bachelor's degree program in early childhood education or child development that is aligned with the teacher preparation standards of the National Association for the Education of Young Children as determined by such trend analysis.

(d) The office shall make the results of the trend analysis conducted pursuant to subsection (b) of this section available on its Internet web site.

Sec. 2. (NEW) (Effective July 1, 2015) For the school year commencing July 1, 2017, and each school year thereafter, (1) the local or regional board of education or regional educational service center operating an interdistrict magnet school offering a preschool program, or (2) the governing council of a state or local charter school offering a preschool program shall obtain accreditation for such preschool program from the National Association for the Education of Young Children.

Sec. 3. Section 10-502 of the general statutes is repealed and the following is substituted in lieu thereof (Effective July 1, 2015):

The Office of Early Childhood shall collaborate with and may, within available appropriations, provide funding to local and regional early childhood councils [in] for the implementation of early care and education and child development programs at the local level. Such early childhood councils shall: (1) Develop and implement a comprehensive plan for an early childhood system for the community served by such early childhood council, (2) develop policy and program planning, (3) encourage community participation by emphasizing substantial parental involvement, (4) collect, analyze and evaluate data with a focus on program and service outcomes, (5) allocate resources, and (6) perform any other functions that will assist in the provision of early childhood programs and services. Such early childhood councils may enter into memoranda of agreement with the local or regional school readiness council, described in section 10-16r, of the town or region served by such early childhood council to perform the duties and functions of a school readiness council, in accordance with the provisions of section 10-16r, or if no such local or regional school readiness council exists for the town or region of such early childhood council, perform the duties and functions of a school readiness council, in accordance with the provisions of section 10-16r.

Sec. 4. (Effective from passage) The Office of Early Childhood shall develop a plan to assist early childhood education program providers that accept state funds for infant, toddler and preschool spaces associated with such program's child care program or school readiness program in the implementation of the staff qualifications requirements under subsection (b) of section 10-16p of the general statutes, as amended by this act. The plan shall include, but need not be limited to, a means of (1) assisting staff members of such program in obtaining a bachelor's degree with a concentration in early childhood education, (2) increasing the salaries of or providing incentives to staff members of such program who hold a bachelor's degree or otherwise meet such staff qualifications requirements, and (3) retaining staff members of such program who hold a bachelor's degree or otherwise meet such staff qualifications requirements. Not later than January 1, 2016, the office shall submit the plan and any recommendations to the joint standing committee of the General Assembly having cognizance of matters relating to education, in accordance with the provisions of section 11-4a of the general statutes.

Sec. 5. (NEW) (Effective July 1, 2015) Not later than July first, annually, the Office of Early Childhood shall submit a report regarding the status of school readiness program providers' compliance with the staff qualifications requirement, described in subsection (b) of section 10-16p of the general statutes, as amended by this act, to the joint standing committee of the General Assembly having cognizance of matters relating to education, in accordance with the provisions of section 11-4a of the general statutes.

Sec. 6. Section 10-515 of the general statutes is repealed and the following is substituted in lieu thereof (Effective July 1, 2015):

On or before March 1, 2015, the Commissioner of Early Childhood, in consultation with the Department of Education, shall develop a preschool experience survey that [may] shall be included in kindergarten registration materials provided by local and regional boards of education to parents or guardians of children enrolling in kindergarten pursuant to section 10-184. The board shall use such survey to collect information regarding (1) whether the child enrolling in kindergarten has participated in a preschool program, and (2) (A) if such child has participated in a preschool program, the nature, length and setting of such preschool program, or (B) if the child has not participated in a preschool program, the reasons why such child did not participate in a preschool program, including, but not limited to, financial difficulty, lack of transportation, parental choice regarding enrollment, limitations related to the hours of operation of available preschool programs and any other barriers to participation in a preschool program. A local or regional board of education shall not require any parent or guardian of such child to complete such survey as a condition of such child's enrollment in kindergarten.

Sec. 7. Subsection (a) of section 10-501 of the general statutes is repealed and the following is substituted in lieu thereof (Effective July 1, 2015):

(a) The Office of Early Childhood shall develop and implement an early childhood information system. Such early childhood information system shall facilitate and encourage the sharing of data between and among early childhood service providers by tracking (1) the health, safety and school readiness of all young children receiving early care and education services from (A) any local or regional board of education, including children enrolled in a preschool program under the Connecticut Smart Start competitive grant program, pursuant to section 10-506, (B) school readiness program, as defined in section 10-16p, as amended by this act, or (C) any program receiving public funding, in a manner similar to the system described in section 10-10a, (2) the characteristics of the existing and potential workforce serving such children, (3) the characteristics of such programs serving such children, and (4) data collected [, if any,] from the preschool experience survey, described in section 10-515, as amended by this act.

Sec. 8. Subsection (b) of section 10-16p of the general statutes is repealed and the following is substituted in lieu thereof (Effective from passage):

(b) (1) The office shall be the lead agency for school readiness. For purposes of this section and section 10-16u, school readiness program providers eligible for funding from the office shall include local and regional boards of education, regional educational service centers, family resource centers and providers of child day care centers, as defined in section 19a-77, Head Start programs, preschool programs and other programs that meet such standards established by the commissioner. The office shall establish standards for school readiness programs. The standards may include, but need not be limited to, guidelines for staff-child interactions, curriculum content, including preliteracy development, lesson plans, parent involvement, staff qualifications and training, transition to school and administration. The office shall develop age-appropriate developmental skills and goals for children attending such programs. The commissioner, in consultation with the president of the Board of Regents for Higher Education, the Commissioners of Education and Social Services and other appropriate entities, shall develop a professional development program for the staff of school readiness programs.

(2) For purposes of this section:

(A) Prior to July 1, [2015] 2017, "staff qualifications" means there is in each classroom an individual who has at least the following: (i) A childhood development associate credential or an equivalent credential issued by an organization approved by the commissioner and twelve credits or more in early childhood education or child development, as determined by the commissioner or the president of the Board of Regents for Higher Education, after consultation with the commissioner, from an institution of higher education (I) accredited by the Board of Regents for Higher Education or Office of Higher Education, and (II) regionally accredited; (ii) an associate's degree with twelve credits or more in early childhood education or child development, as determined by the commissioner or the president of the Board of Regents for Higher Education, after consultation with the commissioner, from such an institution; (iii) a four-year degree with twelve credits or more in early childhood education or child development, as determined by the commissioner or the president of the Board of Regents for Higher Education, after consultation with the commissioner, from such an institution; or (iv) certification pursuant to section 10-145b with an endorsement in early childhood education or special education;

(B) From July 1, [2015] 2017, until June 30, 2020, "staff qualifications" means that for each early childhood education program accepting state funds for infant, toddler and preschool spaces associated with such program's child day care program or school readiness program, (i) at least fifty per cent of those individuals with the primary responsibility for a classroom of children hold (I) certification pursuant to section 10-145b with an endorsement in early childhood education or early childhood special education, or (II) a bachelor's degree with a concentration in early childhood education, including, but not limited to, a bachelor's degree in early childhood education, child study, child development or human growth and development, from an institution of higher education accredited by the Board of Regents for Higher Education or Office of Higher Education, and regionally accredited, provided such bachelor's degree program is approved by the Board of Regents for Higher Education or the Office of Higher Education and the Office of Early Childhood, and (ii) such remaining individuals with the primary responsibility for a classroom of children hold an associate degree with a concentration in early childhood education, including, but not limited to, an associate's degree in early childhood education, child study, child development or human growth and development, from an institution of higher education (I) accredited by the Board of Regents for Higher Education or Office of Higher Education, and (II) regionally accredited, provided such associate degree program is approved by the Board of Regents for Higher Education or the Office of Higher Education and the Office of Early Childhood; and

(C) On and after July 1, 2020, "staff qualifications" means that for each early childhood education program accepting state funds for infant, toddler and preschool spaces associated with such program's child day care program or school readiness program, one hundred per cent of those individuals with the primary responsibility for a classroom of children hold (i) certification pursuant to section 10-145b with an endorsement in early childhood education or early childhood special education, or (ii) a bachelor's degree with a concentration in early childhood education, including, but not limited to, a bachelor's degree in early childhood education, child study, child development or human growth and development, from an institution of higher education (I) accredited by the Board of Regents for Higher Education or the Office of Higher Education, and (II) regionally accredited, provided such bachelor's degree program is approved by the Board of Regents for Higher Education or the Office of Higher Education and the Office of Early Childhood.

(3) Any individual with a bachelor's degree in early childhood education or child development or a bachelor's degree and twelve credits or more in early childhood education or child development, who, on or before June 30, 2015, is employed by an early childhood education program that accepts state funds for infant, toddler and preschool spaces associated with such program's child day care program or school readiness program shall be considered to meet the staff qualifications required under subparagraphs (B) and (C) of subdivision (2) of this subsection. No such early childhood education program shall terminate any such individual from employment for purposes of meeting the staff qualification requirements set forth in subparagraph (B) or (C) of subdivision (2) of this subsection.

(4) Any individual with a bachelor's degree in early childhood education or child development or a bachelor's degree and twelve credits or more in early childhood education or child development, other than those bachelor's degrees specified in subparagraphs (B) and (C) of subdivision (2) of this subsection, may submit documentation concerning such degree for review and assessment by the office as to whether such degree has a sufficient concentration in early childhood education so as to satisfy the requirements set forth in said subparagraphs (B) and (C).

(5) Any individual with an associate's degree with twelve credits or more in early childhood education or child development, as determined by the commissioner or the president of the Board of Regents for Higher Education, after consultation with the commissioner, from an institution of higher education (A) accredited by the Board of Regents for Higher Education or Office of Higher Education, and (B) regionally accredited, who has been employed in the same early childhood education program that accepts state funds for infant, toddler and preschool spaces associated with such program's child day care program or school readiness program since 1995 shall be considered to meet the staff qualifications required under subparagraphs (B) and (C) of subdivision (2) of this subsection until June 30, 2025. On and after July 1, 2025, such individual shall hold a childhood development associate credential or an equivalent credential, described in subparagraph (A) of subdivision (2) of this subsection, or otherwise meet the staff qualifications required under subparagraph (C) of subdivision (2) of this subsection. Any such individual who terminates his or her employment with such early childhood education program on or before June 30, 2025, and accepts a position at another early childhood education program accepting state funds for spaces associated with such program's child day care program or school readiness program shall submit documentation of such individual's progress toward meeting the staff qualification requirements set forth in subparagraph (B) or (C) of subdivision (2) of this subsection in a manner determined by the office.

The following Fiscal Impact Statement and Bill Analysis are prepared for the benefit of the members of the General Assembly, solely for purposes of information, summarization and explanation and do not represent the intent of the General Assembly or either chamber thereof for any purpose. In general, fiscal impacts are based upon a variety of informational sources, including the analyst's professional knowledge. Whenever applicable, agency data is consulted as part of the analysis, however final products do not necessarily reflect an assessment from any specific department.

OFA Fiscal Note

State Impact:

Note: GF=General Fund

Municipal Impact:

Explanation

Section 1 requires the Office of Early Childhood (OEC) to collect data for a trend analysis of regionally accredited bachelor's degree programs in early childhood education or child development, which is not anticipated to result in a cost as OEC currently has the staff available to do so.

Section 2 requires local or regional boards of education and regional education service centers that operate preschool magnet programs, as well as state or local charter school governing councils offering a preschool program, to obtain National Association for the Education of Young Children (NAEYC) program accreditation beginning in the 2017-18 school year. This could result in a potential cost to local and regional boards of education and regional education service centers that are not currently certified. The cost would vary by program, and by school. For example, preschool programs serving 60 children or fewer would incur costs of $1,570 for initial accreditation and $550 for renewal annually thereafter. For programs serving from 61 students up to 120, initial accreditation would cost $1,945 and $650 for annual renewal.

Section 3 could result in a cost to the Office of Early Childhood (OEC) associated with allowing OEC to provide funding to local and regional early childhood councils for the implementation of early care and education and child development programs. OEC currently supports local early childhood councils via grants to Discovery communities to develop, refine and implement their local plans for early childhood. Grants totaled approximately $600,000 in FY 14, with an average grant award of $20,200. To the extent that this language results in the agency providing assistance 1) to an increased number of councils and/or 2) for different purposes than they currently do, OEC could incur additional costs. It should be noted that the bill requires funding be provided within available appropriations. It does not appear that this mandates that the agency perform the activity regardless of available funding, therefore the cost described above is potential.

Sections 4 and 5 expand the responsibilities of OEC, which is not anticipated to result in a fiscal impact as they have the staff available to do so.

Section 6 specifies that any preschool program created or expanded using Smart Start grants must have a classroom staffed with a teacher who holds professional certification, rather than any type of teaching certificate. This is a not anticipated to result in a fiscal impact.

Section 7 requires local and regional boards of education to include OEC's preschool experience survey in kindergarten registration material; this could result in a cost of less than $1,000 per district associated with printing and disseminating the survey.

Section 8 makes various technical changes, which do not result in a fiscal impact.

Section 9 extends the deadline for meeting staff qualification requirements, which results in a cost to the Office of Early Childhood (OEC) to the extent this allows programs to remain eligible for certain early childhood education funding.

House “A” alters the original bill by extending the deadline for meeting staff qualifications, which results in the potential cost described above.

The Out Years

The annualized ongoing fiscal impact identified above would continue into the future subject to inflation.

OLR Bill Analysis

sHB 7020 (as amended by House "A")*

AN ACT CONCERNING EARLY CHILDHOOD EDUCATORS AND INITIATIVES.

SUMMARY:

This bill makes a number of changes in various early childhood education statutes. It requires:

1. the Office of Early Childhood (OEC) to (a) collect and publicly post data for a trend analysis of regionally accredited bachelor's degree programs in early childhood education or child development, (b) review analysis results when considering for approval bachelors' degrees that lack state or regional accreditation, and (c) make school readiness staff qualification findings based upon trend analysis results (§ 1);

2. local or regional boards of education and regional education service centers operating preschool magnet programs, as well as state or local charter school governing councils offering preschool programs, to obtain National Association for the Education of Young Children (NAEYC) program accreditation beginning in the 2017-18 school year (§ 2);

3. OEC to develop a plan to help early childhood education program providers implement stricter staff qualifications already required by law and report on the plan to the Education Committee by January 1, 2016 (§ 4);

4. OEC to report to the Education Committee, by July 1 annually, on the status of school readiness program providers' compliance with the stricter staff qualification requirements (§ 5);

5. local and regional boards of education to include OEC's preschool experience survey (see BACKGROUND) in its kindergarten registration materials (§ 6); and

6. “grandfathering” certain school readiness staff into stricter staff qualifications until June 30, 2025 (§ 8).

The bill also (1) extends by two years, from July 1, 2015 to 2017, the deadline by which certain school readiness staff must meet the first phase of heightened staff qualifications and (2) allows OEC to provide funding, within available appropriations, to local and regional early childhood councils (see BACKGROUND) for local implementation of early care and education and child development programs (§ 3).

It also makes various technical and conforming changes.

*House Amendment “A” (1) postpones by two years the date by which school readiness staff must meet the first phase of stricter qualifications; (2) removes the requirement that Smart Start preschool classroom teachers have a professional certificate, rather than any type of teaching certificate as required by existing law; and (3) requires OEC to find that an individual has met the state's school readiness staff qualifications if trend analysis results determine that his or her bachelor's degree in early childhood education or child development is aligned with NAEYC standards.

EFFECTIVE DATE: July 1, 2015, except the provisions (1) on OEC's plan to help early childhood program providers meet new staff qualifications, (2) postponing stricter school readiness staff qualifications, and (3) grandfathering school readiness staff are effective upon passage.

§ 1 – TREND ANALYSIS

Beginning July 1, 2015, the bill requires OEC to collect data on early childhood education or child development bachelors' degree programs from regionally accredited higher education institutions that have not been approved by the (1) Board of Regents for Higher Education (BOR) or (2) Office of Higher Education (OHE) and OEC.

Under the bill, OEC must use the collected data at least quarterly to conduct a trend analysis on (1) whether such degree programs align with NAEYC teacher preparation standards and (2) which courses and concentrations offered as part of these degree programs align with NAEYC teacher preparation standards. OEC must review the analysis results when considering whether individuals' bachelors' degrees that lack state or regional accreditation have a sufficient early childhood education concentration. If the trend analysis determines that an individual's bachelor's degree in early childhood education or child development is aligned with NAEYC standards, then OEC must find that the individual has met the state's school readiness staff qualifications.

§§ 4, 5, & 8 – INCREASED SCHOOL READINESS STAFF QUALIFICATIONS

Current law raises the school readiness staff qualifications in two phases. In the first phase, beginning July 1, 2015, at least 50% of classroom staff in each school readiness program must hold either a (1) teaching certificate with an endorsement in early childhood education or early childhood special education or (2) bachelor's degree with an early childhood education concentration that is accredited by the state or regionally accredited with state approval. The remaining 50% of the staff must hold an associate's degree in early childhood education, child study, child development, or human growth and development that is accredited by the state or regionally accredited with state approval.

In phase two, 100% of classroom staff in each school readiness program must meet the above requirements beginning July 1, 2020 (CGS § 10-16p(b)(2)(B)-(C)).

Postponement of Stricter Staff Qualifications (§ 8)

The bill postpones the deadline for the first phase of heightened qualifications by two years to June 1, 2017. The second phase, under existing law and unchanged by the bill, must begin July 1, 2020.

Grandfathering (§ 8)

Under the bill, school readiness staff members are considered to meet stricter staff qualifications (“grandfathered”) until June 30, 2025 if they have:

1. an associate's degree with at least 12 credits in early childhood education or child development from a higher education institution accredited by BOR or OHE and regionally accredited and

2. been employed by the same school readiness program since 1995.

Beginning July 1, 2025, these staff members must hold a childhood development associate credential or an equivalent credential or otherwise meet existing law's heightened qualification requirements (either a teaching certificate with an early childhood education or early childhood special education endorsement or a bachelor's degree with a concentration in early childhood education). If such a staff member terminates his or her employment with the program on or before June 30, 2025 and accepts a position at another program, he or she must submit documentation showing progress toward meeting the heightened requirements.

Staff Qualification Assistance Plan (§§ 4-5)

The bill requires OEC to develop a plan to help early childhood education program providers implement new staff qualifications required by existing law. The plan must include a means to:

1. help school readiness program staff members obtain bachelors' degrees with a concentration in early childhood education,

2. increase the salaries of or provide incentives for staff who already hold a bachelor's degree or otherwise meet the stricter qualifications, and

3. retain staff who already hold a bachelor's degree or otherwise meet the new qualifications.

BACKGROUND

Preschool Experience Survey

This voluntary survey allows boards of education to collect information about:

1. whether a child enrolling in kindergarten has participated in a preschool program and

2. either the (a) nature, length, and setting of the preschool program in which the child participated or (b) reasons why the child did not participate in a program, including financial difficulty, lack of transportation, parental choice, limited hours of operation, or any other barriers (CGS § 10-515).

Early Childhood Councils

Local and regional early childhood councils are responsible for developing early childhood policy and program planning, encouraging parental involvement, and allocating resources, among other functions (CGS § 10-502).

Legislative History

The House referred the bill (File 598) to the Appropriations Committee, which reported a substitute that (1) removes the requirement that SDE administer the kindergarten assessment tool to collect data for its public school information system and (2) allows, instead of requires, OEC to fund local and regional early childhood councils and specifies that funding must be within available appropriations.

COMMITTEE ACTION

Education Committee

Joint Favorable Substitute

Appropriations Committee

Joint Favorable Substitute