ABOUT CCANBE PHASE 3

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The Child Care Advancement Network for Building Educators (CCANBE) Phase 3 is a proposed provider development and grant-readiness initiative to be administered by the Maryland State Family Child Care Association (MSFCCA). The program is designed to strengthen the capacity of family child care providers to participate successfully in Maryland’s Pre-K Expansion and to sustain high-quality early learning programs over time.

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Phase 3 is designed to operate through a hub-to-independence model. If funded, MSFCCA will serve as the fiscal and administrative hub, applying for and managing grant funding on behalf of participating providers during the pilot year. This structure is intended to allow providers to focus on instructional improvement and program development while building the administrative systems and compliance capacity required for independent grant participation.

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The primary objective of Phase 3 is to prepare providers to transition from supported participation under the hub model to direct, independent applicants in subsequent funding cycles. By the conclusion of the program period, participating providers are expected to be equipped to manage grant administration, reporting, budgeting, and operational oversight independently.

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CCANBE Phase 3 is designed to build on the foundation established through earlier program phases, including quality improvement mentorship and credential alignment initiatives. Eligible participants will have demonstrated engagement in professional development and program improvement, allowing the initiative to focus on advanced capacity building and long-term sustainability.

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Through individualized coaching, technical assistance, and structured professional learning communities, the proposed program will support providers in strengthening:

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• Instructional practices and curriculum implementation

• Assessment, documentation, and monitoring systems

• Grant compliance and reporting procedures

• Financial management and budgeting practices

• Staffing and operational planning

• Family engagement and communication strategies

• Long-term program sustainability

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Participants are expected to engage in collaborative peer networks that promote shared learning, professional growth, and consistency in program quality across sites.

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In addition to administrative and instructional supports, Phase 3 is designed to prioritize the development of high-quality learning environments. Providers will receive guidance and resources to strengthen literacy-rich classrooms, instructional materials, and developmentally appropriate learning experiences.

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By combining centralized administrative support with intentional independence planning, CCANBE Phase 3 is intended to establish a clear pathway for providers to become autonomous, high-performing Pre-K partners.

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Through this proposed model, MSFCCA seeks to advance Maryland’s mixed-delivery prekindergarten system by strengthening family child care programs, expanding access to high-quality early learning, and supporting a stable, professionally prepared early childhood workforce.