Child Care Online Training for Providers and Parents. Presented by LaShonda Brown

Transcription

1 Child Care Online Training for Providers and Parents Presented by LaShonda Brown 1

2 2 Inputs of Quality Programs

3 CLI engage A new online platform for free statewide delivery of: A partnership with the 3

4 4 CLI Engage Neighborhood

5 TSR Service Delivery Models TSR Comprehensive available to: ISDs, Open Enrollment Charter Schools, Head Start Programs, Child Care Programs (for profit/nonprofit, faith and community based), Local Government, Community Based Organizations (CBO), Colleges/Universities, Education Service Centers (ESC), Local Workforce Development Boards TSR Online+ available to: ISDs, Open Enrollment Charter Schools ONLY TSR Online available to: ISDs, Open Enrollment Charter Schools, Head Start programs, Texas Rising Star Certified Providers, and all agencies participating in TSR Online+ and TSR Comprehensive 5

6 6 CLI Engage Dashboard

7 Components of CLI Engage Professional Development Resources e-circle Professional development courses on effective instructional practices CIRCLE Activity Collection Scripted lessons tied to progress monitoring results Video-based Coaching Video-based, personalized instructional feedback and goal setting Data-Driven Instructional Tools CIRCLE Progress Monitoring User-friendly progress monitoring that gives teachers immediate feedback about a child s progress and activities that will support further learning Classroom Observation Tools Classroom Environmental Checklist Teacher Observation Tool for Coaches Teacher Observation Tool for Administrators 7

8 8 e-circle Professional Development

9 9 Framework of a Course

10 Two ecircle Delivery Models ecircle Delivery Models The ecircle course content can be delivered in four models. In each delivery model, the course content is fully explored. In addition to the online course content, an online discussion area and pre/post assessments are available to enhance the course. The online discussion allows face-to-face participants to interact together outside of the session. It is a valuable tool in the hybrid and self-paced models to keep participants connected and learning from each other. Additionally, facilitators may choose to use pre/post assessments during each course to assess self-paced learning. Before beginning ecircle courses, each organization should determine which of the following models will best fit the needs of their participants. Face-to-Face Sessions This delivery model allows for participants to come together in a face-to-face setting and participate in the courses as a group, covering one or two sections of each course. These sessions are designed to be one-two hours in length and be held at regularly scheduled intervals, such as weekly or every other week throughout the year. Activities for participants to practice in the classroom between sessions are included. Extended Face-to-Face Sessions In this model, participants meet together for a full, six to eight hour day of professional development and cover multiple sections of each course. These sessions may take place during scheduled professional development days, on additional days set aside specifically for ecircle classes, release days, etc. As in the shorter face-to-face sessions, activities for participants to implement in the classroom are included as part of the agenda. Self-Instructed or Facilitated Hybrid Sessions: The hybrid session combines a face-to-face session with additional assigned, self-paced learning. The participants meet together face-to-face to cover one or two sections of the course. At the end of the session, the facilitator assigns additional course sections to be covered independently by the participants and completed by a specific deadline. The face-to-face learning sessions are one or two hours in length and spaced out sufficiently to allow participants ample time to complete the independent course work between sessions. 10 Self-Paced Courses In this delivery model, no face-to-face sessions for participants are offered. The ecircle facilitator determines specific content to be covered and assigns it to participants for independent study.

11 11 e-circle Professional Development

12 12 e-circle Professional Development

13 TSR Supports Local Initiatives o o Choose components that fit your community needs. Supplement your own training and teaching resources. o Follow CLI s training calendar to understand how to utilize resources. o Utilize facilitator s guide for instructor-led ecircle sessions. o Collaborate with ESCs or establish communities of practice to improve implementation. 13

14 CIRCLE Activity Collection Tied to progress monitoring results Annotated videos of the activities performed in real classrooms Heavy scripting to cue the teacher to best instructional practices 14

15 15 CIRCLE Activity Collection

16 16 Coordinated Approach for Parents and Caregivers to Support Infant and Toddler Development and Learning

17 Infant Toddler Courses 1. Introduction to Infant, Toddler Early Learning Guidelines Checklists and Developmental Milestones Recognizing Developmental Red Flags Steps to take when Red Flags Present 2. Language Development 3. Social and Emotional Development Responding to Signals 4. Shared Reading and Exploring Books 5. Developmental Needs of Infant and Toddlers Role of Environment in Supporting Needs 17

18 18 Infant Toddler Courses

19 Infant Toddler Courses Click the words to learn more! 19

20 20 Infant Toddler Courses

21 Connecting with Parents Developmental Milestones, Checklists, What to do if a Child isn t Meeting Milestones Adapted PALS Disseminated thru: Schools/Childcares Community Based Organizations United Way Parent Education Provider Coalitions (Houston and Dallas ~ 200 Participants across Two Cities) Reach Out and Read ECI ECE 21

22 What is a CDA? The Child Development Associate (CDA) Credential is the most widely recognized credential in early childhood education. It is based on a core set of competency standards, which guide early care professionals. To qualify, early childhood teachers must have a strong knowledge base (education and professional development) and demonstrated practice (experience in the classroom). 22

23 Why a CDA? Benefits of the Child Development Associate Credential include: Career advancement Meet job requirements Reinforced commitment to early childhood education Provide parents with peace of mind Understand developmentally appropriate practice Increased confidence 23

24 CIRCLE CDA Training Program CLI is expanding its online courses to provide early childhood teachers the training hours needed to apply for the CDA Credential. In this training program, teachers will receive all 120 hours of high-quality professional development in the 13 CDA Functional Areas, as well as support to complete the required CDA Competency Statements and Professional Portfolio. CLI will pilot the CIRCLE CDA Training with 200 preschool teachers. All CIRCLE CDA Training materials will be hosted on CLI Engage, CLI s new e- learning platform. 24

25 CIRCLE CDA Training Program Teachers will complete 80 hours of ecircle online courses in the following areas: Foundations for Responsive Instruction School-wide Improvement Early Language and Literacy Instruction STEM Instruction Through the CIRCLE CDA Training, CLI will create 40 hours of new online courses in the following areas: Guidance Health Safety Families Physical Development Creative Arts Professionalism 25

26 26 CIRCLE CDA Training Hours

27 TRS Providers CLI will be providing a series of webinars on curriculum and lesson plans for TRS providers. More info to come soon! 27

28 Remote Coaching Data-based Feedback & Goal Setting Instructional Improvement Goals Reinforcing Positive Strategies 28

29 Collaboration Tools To Support Coaching 29

30 CIRCLE Progress Monitoring DIRECT ASSESSMENTS Vocabulary development Story retell & comprehension Book & print knowledge Letter recognition Letter-sound correspondence Phonological awareness Early science skills Early math skills Early social studies skills OBSERVATIONAL ASSESSMENTS Early writing skills Social & emotional skills Approaches to learning Physical health & development 30

31 Head Start Domains and CIRCLE Child Progress Monitoring Social & Emotional Development Positive Social Behaviors Classroom Community and Safety Emotion and Behavior Regulation Self Care Approaches to Learning Social/Emotional Approaches to Learning Initiative and Curiosity Language & Literacy Vocabulary development Letter recognition/ Letter-sound correspondence Cognition and General Knowledge Early Mathematics Skills Early Social Studies Skills Flexibility Early writing skills Early Science Skills Art, Creativity and Dramatic Play Book & print knowledge Story retell & comprehension Phonological awareness Physical Development and Health Fine and Visual Motor Checklist Gross Motor Checklist Health Status Checklist 31

32 CIRCLE Progress Monitoring Reporting o o o o Completion Report: tracks completion of required assessments Summary Report: allows districts and communities view children s performance across all subject areas Growth Report: allows districts, communities, and teachers to view children s gains over time Group Report: groups children with scores below age-related benchmarks and recommends activities for further skill development 32

33 CIRCLE Progress Monitoring Customization Available in English and Spanish Choose your own progress monitoring windows Prioritize measures according to local needs Exclude individual or classes of children, as needed Export data for independent analysis 33

34 34 Completion Reports

35 35 Benchmark Reports

36 36 Student Summary Report

37 37 Class Summary Report

38 38 Grouping Tools

39 COT Goal Setting System o Adapted from a validated research tool, the Teacher Behavior Rating Scales o Designed for setting instructional improvement goals and tracking progress over time o Goal behaviors are aligned to the Texas Prekindergarten Guidelines o Includes extensive video library of nearly 200 teaching behaviors 39

40 COT: Read Alouds Specific instructional strategies Supported by research Observing for presence of good behaviors On the radar = observed Needs Support to flag for follow-up 40

41 41 COT: Print/Letter & Early Reading

42 42 COT Reporting

43 43 Short-Term Goal Report

44 44 A-COT Course Resources

45 45 Classroom Environment Checklist

46 Child Care Online Training for Providers and Parents For more information visit 46