Status Summary

First reading, referred to Human Services & Early Learning on 1.15.2020. Public hearing in the House Committee on Human Services & Early Learning on 1.28.2020. Executive session scheduled, but no action taken, in the House Committee on Human Services & Early Learning on 2.5.2020. Executive action taken in the House Committee on Human Services & Early Learning on 2.7.2020; 1st substitute bill passed and referred to Appropriations. Public hearing and executive action taken Appropriations on 2.11.2020; passed 1st substitute bill proposed by Human Services & Early Learning and referred to Rules 2 Review. Rules Committee relieved of further consideration. Placed on second reading on 2.12.2020. 1st substitute bill heard in the House and passed unanimously on 2.13.2020. IN THE SENATE: First reading, referred to Early Learning & K-12 Education on 2.17.2020. Public hearing in the Senate Committee on Early Learning & K-12 Education on 2.24.2020. Executive action taken in the Senate Committee on Early Learning & K-12 Education on 2.28.2020;  ; majority pass and refer to Ways & Means. Referred to Ways & Means on 2.28.2020. Public hearing in the Senate Committee on Ways & Means on 2.29.2020. Executive action taken in the Senate Committee on Ways & Means on 3.2.2020; majority pass and passed to Rules Committee for second reading. Placed on second reading consent calendar on 3.4.2020. Rules suspended. Placed and passed on Third Reading on 3.6.2020. IN THE HOUSE: Speaker signed on 3.9.2020. IN THE SENATE: President signed on 3.10.2020. OTHER THAN LEGISLATIVE ACTION. Delivered to Governor on 3.11.2020. (updated 3.13.2020) 

Legislative Session

2020

Status

Passed

Sponsor

Rep. Dent

Regulatory relief for early learning providers is provided by establishing an accessible, affordable instructional program that satisfies licensure requirements, and evaluating the financial impacts of state licensing requirements on providers. 

The department shall implement a Fundamentals of Instruction program to instruct providers on how children learn and interact. This program must meet educational requirements associated with child care licensure. The department is prohibited from applying the core competencies to minimum licensing standards. 

The Cost of Child Care Regulations Work Group is established to study the financial impacts of department regulations, and costs and benefits to providers associated with the Early Achievers quality rating system. 

Amendments: 

Summary of the substitute bill:

By July 1, 2021, the DCYF must implement a noncredit-bearing, community-based training pathway for licensed child care providers to meet professional education requirements associated with child care licensure. The DCYF must consult with specified stakeholders in the development and implementation of the pathway, including: the statewide child care resource and referral network; Ÿ a community-based training organization that provides training to licensed family day care providers; ; a statewide organization that represents the interests of licensed child care centers; an organization representing the interests of refugee and immigrant communities; a bilingual child care provider whose first language is not English; an organization that advocates for early learning; an organization representing private and independent schools; and the State Board for Community and Technical Colleges (SBCTC). The community-based training pathway must align with early learning core competencies, include culturally relevant practices, and be made available: at low cost to providers and at prices comparable to the cost of similar communitybased trainings, not to exceed $250 per person; in multiple languages; and in an accessible manner for providers in rural and urban settings. The DCYF must allow licensed child care providers until at least August 1, 2026, to comply with licensing rules that require a provider to hold an ECE initial or short certificate or complete community-based trainings. The term "demonstrated competence" is defined to mean that an individual has shown that he or she has the skills to complete required work independently. The DCYF and the SBCTC must collaborate with local community and technical colleges to develop a plan to allow community-based training that is completed by licensed child care providers to qualify for college credit. The DCYF must submit the plan to the Governor and the Legislature by December 1, 2021.