OFFICE OF CHILD DEVELOPMENT & EARLY LEARNING

Transcription

1 OFFICE OF CHILD DEVELOPMENT & EARLY LEARNING Glossary of Commonly Used Terms Accountability Block Grant ACT 48 of 1999 Ages and Stages Questionnaire (ASQ) Better Kid Care See Pennsylvania PACT Beginning July 1, 2000, Act 48 of 1999 required persons holding Pennsylvania professional educator certification to complete continuing education requirements every five years in order to maintain their certificates as active. All educators holding Pennsylvania public school certification including Instructional I and II, Educational Specialist I and II, Administrative, Supervisory, Letters of Eligibility and all vocational certificates are required to meet these requirements. Also included are non-certified teachers and administrators employed by charter schools. A developmental and social-emotional screening for children from one month to 5 ½ years. Highly reliable and valid, ASQ looks at strengths and trouble spots, educates parents about developmental milestones, and incorporates parents' expert knowledge about their children. Sponsored in part by the Office of Child Development, Better Kid Care is operated by Penn State University, College of Agricultural Sciences, and Cooperative Extension. It provides educational materials, learning experiences and programs to child care practitioners and parents in Pennsylvania. This is accomplished in several ways, including its Web site, satellite workshops, training workshops, video learn-at-home units, on-site training and a toll-free telephone help line. Materials are free to practitioners and parents in Pennsylvania. For additional information, please visit BUILD Early Childhood enews Sponsored by the Pennsylvania Office of Child Development and Early Learning and the Pennsylvania Build Initiative, the BUILD Early Childhood E-News is a biweekly e-newsletter to inform early learning professionals, the early childhood community, policymakers, community leaders and the public on developments in early childhood education and care in Pennsylvania. For additional information, visit Bureau of Certification Services An OCDEL Bureau which oversees Licensing and Inspection of child care, and acts as an information source on DPW regulations for child care. Page 1 of 31 November 2010

2 Bureau of Early Intervention Services (BEIS) Bureau of Early Learning Services Bureau of Subsidy Services Center for Early Literacy Learning An OCDEL Bureau which oversees the Infant/Toddler and Preschool Early Intervention programs and Early Intervention Technical Assistance (EITA). In overseeing the Early Intervention Program for infants, toddlers and children from birth to school age, the Bureau works with local administrators including county Mental Health/Mental Retardation Programs, Intermediate Units (IUs), school districts, and a provider. An OCDEL Bureau which oversees Pennsylvania Pre-K Counts, Keystone STARS, PA Early Learning Keys to Quality, Head Start State Supplemental, Full Day Kindergarten and Family Support Programs. An OCDEL Bureau which oversees Child Care Works and Child Care Information Services (CCIS) with Parent Counseling and Referral Services. A major focus of CELL is technical assistance on early literacy practices for young children birth to 6 years of age. The CELL model and approach includes both evidence-based intervention and implementation practices that technical assistance providers can use to promote use of early literacy learning practices for both practitioners and parents. Findings reported in research syntheses of early literacy learning practices and adult learning practices are the foundations for the CELL practices. For additional information, please visit Certificate of Compliance Certificate of Registration Chapter 14 A document issued to a legal entity permitting it to operate a specific type of facility or agency, at a given location, for a specified period of time, and according to appropriate departmental program licensure or approval regulations (55 Pa Code 20.4). A document issued by DPW to a legal entity permitting the legal entity to operate a specific type of facility at a specific location for a specific period of time not to exceed two years from the date of issue, according to applicable departmental regulations. A certificate of registration approves the operation of a facility subject to Article X(c) of the Public Welfare Code (62 P.S ; 55 Pa Code ). The state regulations pertaining to the delivery of special education services and programs. Page 2 of 31

3 Child Care Center (CCC) Child Care Information Services (CCIS) Child Care Works (CCW) Child Day Care The premises in which care is provided at any one time for seven or more children unrelated to the operator. The facility must comply with the regulations at 55 Pa Code Chapter 3270 and must have a certificate of compliance from DPW in order to legally operate. DPW contracts with 59 local CCIS agencies which manage the Child Care Works subsidized child care program. An agency, which is a DPW contractor, that administers child care services for families receiving public assistance benefits, as well as families of low-income. Provides subsidized child care services based on yearly family income and work requirements. CCW serves both as a welfare prevention program by making it feasible for poor and near poor families to work and as an economic stimulus program by improving employee productivity and reliability on the job. Care in lieu of parental care for part of a 24-hour day to children under 16 years of age, away from their own homes (62 P.S and 1070). There are three types of child day care facilities under the regulatory authority of DPW: Child Day Care Center, Group Child Care Home, and Family Child Care Home. Child Development Associate Credential (CDA) A national credential awarded to an individual who has demonstrated his/her competence to meet the needs of children and to work with parents and other adults to nurture children's physical, social, emotional, and intellectual growth in a child development framework. For specific CDA requirements, please visit Classroom Assessment Scoring System (CLASS) A pilot program designed to provide opportunities for assessors to offer extensive feedback on the ease of administration, value as a training tool for teachers, and relevance to classroom practice. Page 3 of 31

4 Commonwealth of Pennsylvania Access to Social Services (COMPASS) An online portal that allows Pennsylvanians to apply for and renew a range of benefits, including health care coverage, cash assistance, the Supplemental Nutrition Assistance Program (food stamps), and child care. Also includes an early childhood provider search which provides resources and information about selecting quality early learning programs and allows individuals to search for providers of these programs across the state. For additional information, please visit CONNECT Helpline Information Services for Early Intervention. For additional information, please call Continuing Education Units (CEU) Continuous Quality Improvement (CQI) Continuous Quality Improvement (CQI) Core Body of Knowledge (CBK) Council on Accreditation (COA) Standard unit of measure used to quantify continuing adult education. One CEU equals ten hours of instruction. A comprehensive quality improvement plan developed by a facility. It includes information from the Facility Professional Development plan (FPD) and a variety of other sources and determines not only staff professional development needs but also considers budget/finance and other program management priorities. Refers to the complete process of identifying, describing and analyzing strengths and problems and then testing, implementing, learning from and revising solutions. The CQI is developed using various sources of information to identify areas needing improvement. It summarizes needs for the entire facility for a specified period of time. Some sources of information used to contribute to the CQI may be environment rating scales, individual staff professional development plans, parent and staff program evaluations, certification inspection summaries and action plans from various accreditation processes. A document identifying what early childhood and school-age care professionals need to know and be able to do when caring for and educating children. Identifies three levels of knowledge for each of eight knowledge/content areas. The Council on Accreditation (COA) partners with human service organizations worldwide to improve service delivery outcomes by developing, applying, and promoting accreditation standards. For additional information, please visit Page 4 of 31

5 County Assistance Office (CAO) Cultural Competency Department of Public Welfare (DPW) Developmentally Appropriate Practice (DAP) Local offices of state government that administer the Temporary Assistance to Needy Families (TANF) program, and provide eligibility for Medical Assistance and Food Stamps. These offices also determine eligibility for child care subsidy to families participating in TANF. Using knowledge and understanding of the diverse cultural, ethnic and racial context of children and families in creating strategies in early childhood and school-age programs, policies and practices. The Department of Public Welfare is charged with numerous program areas. The Department oversees the Offices of Child Development & Early Learning; Children, Youth & Families; Office of Developmental Disabilities Programs; Income Maintenance; Medical Assistance and Social Program issues in the Commonwealth. A framework of principles and guidelines for best practice in the care and education of young children, birth through age 8, which is grounded both in the research on how young children develop and learn and in what is known about education effectiveness. For additional information, please visit Director Credential Division of Regulatory Administration (DRA) Early Care & Education (ECE) Early Childhood Education Linkage Systems (ECELS) See Pennsylvania Director Credential. Located in Harrisburg, the DRA is responsible for planning, developing, implementing, analyzing, coordinating, monitoring and evaluating regulation, policy procedures and operations relating to the certification and registration of child care facilities. Quality early learning which impact children s intellectual, social, and emotional development. Operated by the PA Chapter of the American Academy of Pediatrics (PA AAP), and provides consultation to the Office of Child Development and Early Learning (OCDEL) and practitioners in the field regarding national best practices for health and safety in child care settings. Page 5 of 31

6 Early Childhood Environment Rating Scale Revised (ECERS-R) Designed to assess group programs for children of preschool through kindergarten age, 2½ through 5, the ECERS R is one of four environment rating scales. The scale evaluates: Physical Environment; Basic Care; Curriculum; Interaction; Schedule and Program Structure; and Parent and Staff Education. For additional information, please visit Early Childhood Executive Leadership (ECEL) Institute Early Childhood Mental Health (ECMH) Consultation Project A program which focuses on what early childhood leaders and educators need to know and be able to do in order to understand and connect the variety of systems serving children (birth to grade 4) and to ensure instructional improvements that will lead to student growth in cognitive, social, emotional, and attentional areas. A project designed to assist early care and education programs in meeting the social and emotional needs of children who exhibit challenging behaviors in the classroom. The projects goals are to: 1) reduce the number of children expelled from early care and education settings due to behavioral issues, 2) increase understanding of social and emotional development and its impact on educational success, and 3) link and bridge systems and services on behalf of a child, family, and program. Early Childhood Program to Program Articulation Early Intervention (EI) Early Intervention Technical Assistance (EITA) Early Learning Career Lattice A seamless transfer of an ECE associate degree program that contains a 30 credit early childhood professional studies curriculum aligned with NAEYC Associate Degree Standards and PDE PK-4 core competencies, into a PK-4 certificate program with 54 or more credits counted towards graduation. Early Intervention in Pennsylvania consists of services and supports designed to help families with children birth to age 5 who have developmental delays and disabilities maximize their potential so they are successful in any early education setting. Early Intervention builds upon the natural learning occurring in those first few years. It is a process that promotes collaboration among parents, service providers, and others significantly involved with the child. A program that provides technical assistance, professional development and consultation to early childhood programs serving children with disabilities. See Pennsylvania Early Learning Keys to Quality Career Lattice Page 6 of 31

7 Early Learning Council (ELC) Early Learning Network (ELN) Early Learning Standards (ELS) English Language Learners (ELLs) English Language Learners Tool Kit Environment Rating Scales (ERS)/Environmental Rating System Assessment The purpose of this Council is to plan for the expansion of effective early learning and development services for young children and their families, and make recommendations to ensure the plans are implemented successfully. The Council will be responsible for coordinating the delivery of these Federal and Commonwealth programs designed to serve young children from birth through their entry into school, and to ensure a smooth transition for those children into K-12 education and other programs serving older children. Please see Pennsylvania Early Learning Network See Pennsylvania Early Learning Standards. A term used to refer to those children and their families who rely on a second or a language other than English. Research-based information, guidelines, and principles for early learning professionals to promote culturally competent practice in working with those families who rely on a second or other language. General term used to refer to assessment tools used to measure the quality of early childhood and school-age programs. There are four environment rating scales: Infant/Toddler, Early Childhood, School-Age and Family Child Care. Each scale evaluates: Physical Environment; Basic Care; Curriculum; Interaction; Schedule and Program Structure; and Parent and Staff Education. For additional information, please visit Facility Professional Development Plan (FPDP) A module used to assist practitioners in their development of a professional development plan for their program. Several sources of evidence (LIS, PDRs, ERS, Health & Safety checklist, etc.) are used to practice identifying professional development needs of staff and how individual needs inform a plan for the entire facility. For additional information, please visit Family Centered Refers to a child's services and/ or supports which are based upon the strengths and needs, concerns, priorities, and resources as identified by the child's family. Services and supports are designed to respect the family's concerns, interests, values, and priorities. Page 7 of 31

8 Family Child Care Environment Rating Scale (FCCERS) Designed to assess family child care programs, the FCCERS is one of four environment rating scales. The scale has evaluates: Physical Environment; Basic Care; Curriculum; Interaction; Schedule and Program Structure; and Parent and Staff Education. For additional information, please visit Family Child Care Home (FCCH) Family Support Programs Family Survey Full Day Kindergarten Gate Opener Initiative Group Child Care Home (GCCH) A home other than the child s own home, operated for profit or not-for-profit, in which child day care is provided at any one time to 4, 5, or 6 children unrelated to the operator. A family child day care home must comply with the regulations at 55 Pa Code Chapter 3290 and must have a certificate of registration from DPW in order to legally operate. Programs supported through OCDEL which include Nurse-Family Partnership, Parent-Child Home Program and Children s Trust Fund. An annual opportunity for family members to provide valuable input on OCDEL programs that is used to guide continuous program improvement efforts statewide. A program which provides children with at least a 5 hour school day for a minimum of 180 days or 900 hours per year, during which children are transported to and from school, fed a hot lunch and participate in special subjects such as Art, Physical Education and Music. A joint project of OCDEL in collaboration with the Pennsylvania Key and the Grable Foundation, the Heinz Endowments and the William Penn Foundation, in which nine (9) institutions of higher education received funding to work with early childhood professionals on various challenges these individuals face in accessing four-year institutions, staying in school and obtaining a Bachelor s degree in Child Development or ECE, with or without ECE Certification. Premises in which care is provided at one time for more than 6 but fewer than 16 older school-aged children (see , relating to definitions) or more than 6 but fewer than 13 children of another age level who are unrelated to the operator. The term includes a facility located in a residence or another premise. A GCCH must comply with the regulations at 55 Pa Code Chapter 3280 and have a DPW certificate of compliance in order to legally operate. Page 8 of 31

9 Head Start (HS) & Head Start Supplemental Assistance Program (HSSAP) Head Start and Early Head Start are federally funded programs to provide comprehensive early childhood services to children up to 100% poverty. The focus is on 3- and 4-year-old children; the Early Head Start program serves pregnant women and families with children 0-3 years of age. The Head Start Supplemental Assistance Program is a state funded investment to expand Head Start services in Pennsylvania as well as to support the provision of comprehensive pre-kindergarten Head Start to additional children in Pennsylvania. The program was initiated in FY 04/05 and is funded through PA Department of Education to the Berks Intermediate Unit (IU) who manages the distribution to grantees. The state of Pennsylvania is an Early Head Start grantee and funds Early Head Start services in 8 partner sites. PA Early Head Start funds 128 additional infants and toddlers. I am Moving, I am Learning A proactive approach for addressing childhood obesity in children. IMIL seeks to increase moderate to vigorous physical activity every day, improve the quality of movement activities intentionally planned and facilitated by adults, and promote healthy food choices every day. For additional information, please visit Independent Regulations Review Commission (IRRC) Passed by the General Assembly in 1982, the Regulatory Review Act established the Independent Regulatory Review Commission (IRRC) with a mission to review regulations to make certain that the agency has the statutory authority to enact the regulation and determine whether the regulation is consistent with legislative intent. IRRC then considers economic impact, public health and safety, reasonableness, and clarity. The Commission also acts as a clearinghouse for complaints, comments, and other input from the General Assembly and the public regarding not only proposed and final regulation, but also existing regulations. For additional information, please visit Individual Education Plan (IEP) A plan which documents and guides the Early Intervention process for children with developmental delays and disabilities and their families. It contains information about the services necessary to facilitate a child's development and enhance the family's capacity to facilitate the child's development. Page 9 of 31

10 Individual Family Service Plan (IFSP) Individuals with Disabilities Education Act (IDEA) Infant Toddler Environment Rating Scale Revised (ITERS R) A plan which documents and guides the Early Intervention process for children with developmental delays and disabilities and their families. It contains information about the services necessary to facilitate a child's development and enhance the family's capacity to facilitate the child's development. The federal law that governs the provision of special education services and the rights of parents of a child with a disability. Designed to assess group programs for children from birth to 2½ years of age, the ITERS R is one of four environment rating scales. The scale evaluates: Physical Environment; Basic Care; Curriculum; Interaction; Schedule and Program Structure; and Parent and Staff Education. For additional information, please visit Inspection Summary (IS) Keystone Babies Keystone Color Me Healthy Keystone STARS When an inspection is conducted at a child care facility that is certified or registered, DPW records the results as this document. It is the document on which regulatory noncompliance is cited, correction is required, a plan to correct noncompliance is submitted and correction is documented (see 55 Pa Code and 20.71(3) and (4); 55 Pa Code (a) and (c) (1) and (2)). A voluntary, center-based program offered to PA Keystone STAR 3 or 4 programs applying for a classroom of infants and toddlers who are enrolled in the Child Care Works program. Keystone Babies uses evidence-based approaches to fill gaps in early childhood services, to extend high quality learning opportunities to Pennsylvania's infants and toddlers, to promote all areas of child development (language, thinking, physical health and social-emotional development), and offer supportive resources to their families. A curriculum which reaches children four and five years of age, and their parents and teachers that provides fun, innovative, interactive learning opportunities on physical activity and healthy eating. Keystone STARS is a system of continuous quality improvement for child care through Standards, Training/Professional Development, Assistance, Resources, Support. Keystone STARS is an initiative of the Office of Child Development & Early Learning to improve, support and recognize quality child care programs in Pennsylvania. Keystone STARS works to support the capacity and quality of programs through performance standards, financial incentives and STAR designation awards. Page 10 of 31

11 Keystone STARS Core Professional Development Series The Keystone STARS Core Professional Development Series includes professional development designed to meet specific needs of Keystone STARS selected practitioners under the Keystone STARS Performance Standards. The professional development is delivered by a number of organizations that have been approved to offer this professional development for Keystone STARS practitioners. The Keystone STARS Core Professional Development Series consists of the following: Early Childhood Environment Rating Scale (ECERS-R), Infant/Toddler Environment Rating Scale (ITERS-R), School-Age Environment Rating Scale (SACERS), Family Child Care Rating Scale for Home Based Child Care practitioners (FCCERS), Core Body of Knowledge/Professional Development Record (CBK/PDR) for Directors and/or Home-based practitioners and Developing a Child Care Facility Professional Development Plan. Kindergarten Advisory Committee Kindergarten, Here I Come & Kindergarten, Here I Am calendars Learning is Everywhere The purpose is to improve communication between the Department of Education, the Office of Child Development and Early Learning (OCDEL), and the school districts offering full-day kindergarten programs. The role of the committee is to provide input to program and policy development, to provide insight and advice regarding program implementation, and to be knowledgeable about the early learning needs of young children, how they are met by the services of OCDEL, and to serve as advocates for the services and work of OCDEL. Kindergarten, Here I Come and Kindergarten, Here I Am are parent activity guides which families can use to support children's learning. Simple materials found within the home provide the basis for wonderful activities and experiences that children and parents can do together that are linked to Pennsylvania's Learning Standards for Early Childhood. Available in both English and Spanish. A monthly calendar (hard copy and web-based) of themed activities for infants, toddlers, pre-kindergarten and kindergarten children which are aligned with the Pennsylvania Early Learning Standards (ELS). For additional information, please visit Legally Unregulated Day Care Facility A facility in which children receive day care services that is not required to be certified or registered according to the provisions of Articles IX and X or 55 Pa Code Chapters 20, 3270, 3280, and The term relative/neighbor care is typically used to reference a facility that is eligible to receive public dollars as payment for child care, but is not required to be certified or registered. A relative/neighbor provider who participates in the child care subsidy system is required to comply with funding standards included in the provider agreement for child care subsidy. Page 11 of 31

12 Links to Learning Local Education and Resource Networks (LEARN) A series of 25 hours of professional development modules to support practitioner understanding of the role of afterschool in providing complementary supports to ensure developmental progress of children. Participants learn how to guide curriculum planning in afterschool and how to link activities to learning standards and quality standards. The content of the modules also explores theme- and project-based learning, coordinating and communicating with schools and family engagement. Community based networks comprised of a variety of citizens who have an interest in supporting and promoting quality early learning for Pennsylvania s children through outreach to families with engagement and support, partnering around transitions into early learning and school age settings, and acting as a local resource on quality early learning supports. For additional information, please visit Local Interagency Coordinating Council (LICC) Market Rate Survey Middle States Commission on Higher Education (MSCHE) The LICC is made up of parents and professionals working together to coordinate and plan for Early Intervention services in the local community. The Market Rate Survey measures the consumer s child care payment amounts in a specific geographic area, with all regulated child care providers surveyed. Although it is a Federal requirement to conduct a market rate survey every two years, OCDEL conducts them annually to have access to the most recent market rate data. The results are used for Federal reporting as part of the State Plan and to help set the Maximum Child Care Allowance (MCCA) or county ceiling rates for children receiving subsidized child care. The Middle States Commission on Higher Education is the unit of the Middle States Association of Colleges and Schools that accredits degree-granting colleges and universities in the Middle States region, which includes Delaware, the District of Columbia, Maryland, New Jersey, New York, Pennsylvania, Puerto Rico, the U.S. Virgin Islands, and several locations internationally. The Commission is a voluntary, non-governmental, membership association that defines, maintains, and promotes educational excellence across institutions with diverse missions, student populations, and resources. It examines each institution as a whole, rather than specific programs within institutions. For additional information, please visit Page 12 of 31

13 Mind in the Making Mutually Agreed Upon Written Arrangement (MAWA) National After School Association (NAA) (formerly National School-Age Care Alliance or NSACA) Created by Families and Work Institute, Mind in the Making is a 12-part facilitated research-based learning process designed to help teachers become engaged in understanding their own and their children s learning process; become more mindful of their own teaching practice; and have a working knowledge of the significant research in child development and be able to translate this knowledge into their teaching practice. Section 304 of Act 212 of 1990 designates PA Department of Education (PDE) as the responsible entity for providing services to eligible preschool children. The MAWA is the Act's terminology for a contract between PDE and a local intermediate unit, school district, or provider agency to provide Early Intervention services locally to eligible young children on behalf of PDE. The National After School Association, formerly the National School-Age Care Alliance, was founded in We are a professional association with a membership component-our membership includes more than 7,000 practitioners, policy makers, and administrators representing all public, private, and community-based sectors of after-school and out-of-school time programs, as well as school-age and after-school programs on military bases, both domestic and international. As the leading voice of the after-school profession, it is dedicated to the development, education, and care of children and youth during their out-of-school hours. For additional information, please visit National Association for the Education of Young Children (NAEYC) The National Association for the Education of Young Children (NAEYC) is dedicated to improving the well-being of all young children, with particular focus on the quality of educational and developmental services for all children from birth through age 8. NAEYC is committed to becoming an increasingly high performing and inclusive organization. In 1985, NAEYC established a national, voluntary accreditation system to set professional standards for early childhood education programs, and to help families identify high-quality programs. Membership is open to all individuals who share a desire to serve and act on behalf of the needs and rights of all young children. For additional information, please visit Page 13 of 31

14 National Association for Family Child Care (NAFCC) The focus of NAFCC is to provide technical assistance to family child care associations. This assistance is provided through developing leadership and professionalism, addressing issues of diversity, and by promoting quality and professionalism through NAFCC's Family Child Care Accreditation. For additional information, please visit National Child Care Information Center (NCCIC) NCCIC is a service of the Child Care Bureau of the U.S. Department of Health and Human Services, is a national clearinghouse and technical assistance center that links parents, practitioners, policy-makers, researchers, and the public to early care and education information. NCCIC responds to requests from parents, child care practitioners and other early education professionals, researchers, policy-makers, national organizations, businesses, and the general public. NCCIC provides technical assistance and professional development to States, Territories, and Tribes. For additional information, please visit National Council for Accreditation of Teacher Education (NCATE ) National Early Childhood Program Accreditation (NECPA) Through the process of professional accreditation of schools, colleges and departments of education, NCATE works to make a difference in the quality of teaching and teacher preparation. The National Early Childhood Program Accreditation has been supporting educational programs strive for excellence since1993. NECPA has been carefully crafted to create broad public understanding of the benefits of high quality early childhood care and education. Coupled with this increased understanding is a raised awareness of the professional expertise required to deliver that high quality care and an appreciation of the advantages that children receive from accredited centers and schools. For additional information visit Page 14 of 31

15 The National Infant & Toddler Child Care Initiative (NITCCI) As a project of the Office of Child Care, NITCCI at ZERO TO THREE works collaboratively with Child Care and Development Fund (CCDF) administrators and other partners to advance system initiatives to improve the quality and supply of infant/toddler child care. Through customized technical assistance, NITCCI works with States, Territories, and Tribes to develop a deeper knowledge about specific elements of the early care and education system that supports quality infant/toddler child care. NITCCI collects and disseminates information on infant/toddler child care supply, investments, and initiatives; produces materials and resources; and responds to requests for information and technical assistance related to infant/toddler child care. For additional information, please visit National Institute for Early Education Research (NIEER) The National Institute for Early Education Research (NIEER) conducts and communicates research to support high quality, effective, early childhood education for all young children. Such education enhances their physical, cognitive, and social development, and subsequent success in school and later life. The Institute offers independent research-based advice and technical assistance to policy makers, journalists, researchers, and educators. For additional information, please visit Office of Child Development & Early Learning (OCDEL) Ounce Scale (OS) An office housed in the Departments of Education and Public Welfare that provides policy and procedural oversight for programs for children and families, with a focus on the early education and care programs, and provides crossdepartmental leadership for the Administration s early education and care priorities. This office is a national model with the appointment of its Deputy Secretary in the Departments of Education and Public Welfare. As a systematic assessment effort across early childhood programs, the Ounce Scale is an authentic, observationbased assessment tool designed to be used with infants, toddlers and young pre-kindergarteners ages Birth through 3 ½ years old which answers specific questions about children s learning, knowledge, skills, and interests. For additional information, please visit Page 15 of 31

16 Parent-Child Home Program (PCHP) Pennsylvania Child Care Association (PACCA) A program which provides a home visitor to help parents learn how to read to and play with their children in a way that promotes early learning and builds a positive parent-child bond. Parent-Child Home Program is for families who enroll their children between 18 months and two years of age and participate for two years, and are challenged by low levels of education, poverty, literacy and language barriers, and/or are isolated and not accessing community services. PACCA is a statewide, non-profit organization dedicated to facilitating the provision of quality early care and education to the children of Pennsylvania. For additional information, please visit Pennsylvania Children s Trust Fund (CTF) Pennsylvania Department of Education (PDE) Pennsylvania Director Credential Pennsylvania Early Learning Career Lattice (Career Lattice) The PA Children's Trust Fund is dedicated to funding community-based child abuse and neglect prevention programs. Current grantees are implementing programs which teach parents and early education providers about ways to strengthen families and build protective factors (such as parenting skills and resilience in times of stress; building social connections and a support network; and knowledge of child development) in an effort to prevent child abuse and neglect before it begins. The PDE is charged with numerous program areas and oversees Pre K-12 Schools; PA Higher and Adult Education; Teacher Certification and Commonwealth Libraries issues in the Commonwealth. A standard by which to measure program and fiscal management and leadership abilities of early childhood and school-age directors and administrators. A guide to the education levels required for many different positions in the Early Care and Education field. The Career Lattice encourages practitioners to attain credentials and degrees and to plan their educational pathway according to the position that they are interested in attaining. Page 16 of 31

17 Pennsylvania Early Learning Keys to Quality (Keys to Quality; K2Q) A quality improvement system in which all early learning programs and practitioners are encouraged and supported to improve child outcomes. The PA Early Learning Keys to Quality System is implemented in collaboration with the Office of Child Development & Early Learning through the PA Key and six PA Regional Keys. Visit for specific information. Pennsylvania Early Learning Network (ELN) Pennsylvania Early Learning Standards (ELS) Pennsylvania Enterprise to Link Information for Children Across Networks (PELICAN) Pennsylvania Information Management System (PIMS) A comprehensive unified data system for assessing individual-level child outcomes across multiple programs. It links existing data systems by child identifier and will collect additional information on child and family services across program area. When fully implemented, the data will be used to inform state policy decisions, investments, and improvement efforts for early educational programs from birth to third grade. The ELS include a comprehensive set of learning areas: math and logic, language and literacy, person-social, physical-health, approaches to learning, creative arts, science and social studies. Each learning area is comprised of individual standards, indicators (the smaller steps that children progress through to achieve the standard) examples and supportive practices for teachers. An additional learning area, program partnerships, guides programs inclusion of community and family partners in their children s learning process. The computerized system used by the CCIS s for the management of the Subsidized Child Care Program. Pennsylvania Department of Education s statewide longitudinal data system to improve data capabilities by enhancing school districts' capacities to meet student-level data reporting requirements and provide robust decision support tools, based on open internet standards that enable sharing among diverse, otherwise incompatible systems and includes safeguards for data quality and security. Page 17 of 31

18 Pennsylvania Key (PA Key) The PA Key provides statewide leadership in collaboration with the Office of Child Development & Early Learning in the development of an integrated coordinated system of program quality improvements and professional development supports. The PA Key creates comprehensive statewide approaches, recommendations, and strategies in areas such as career lattice, infant/toddler, school-age and relative/neighbor care; employs and supervises the Environment Rating Scale Assessors; manages statewide initiatives related to professional development; implements special initiatives; and provides supports in the areas of community engagement and regional planning. The Head Start Collaboration Project and the Pre-K Partnership for Quality Child Care are also located at the PA Key. For additional information, visit Pennsylvania Keys to Professional Development Refund Voucher Program Pennsylvania Keys to Professional Development formerly Pennsylvania Pathways (PA Pathways) Pennsylvania PACT Pennsylvania Nurse-Family Partnership (NFP) A program which offers reimbursement for courses that earn college credits (including CDA coursework) and payment for the CDA assessment. Vouchers are available to teachers working in STAR 1 or higher child care programs, or in Pennsylvania Pre-K Counts classrooms. A component of Pennsylvania s professional development system serving practitioners in family homes, centers, and school-age settings. Professional development is provided through several options, which include non-credit workshops, conferences, satellite downlinks, video learn-at-home units, and college courses. Consolidated funding which includes Increase in Basic Education Funding (BEF), Accountability Block Grant (ABG), and Education Assistance Program (EAP), and provides resources for schools and districts to invest in proven practices that will ensure that all students achieve greater academic success. A program which provides first time mothers the supports necessary to provide an excellent start for their children. Registered nurses work with the expectant mothers to ensure a healthy pregnancy, to engage in activities with the baby that will promote healthy development, and to make plans for the future. Page 18 of 31

19 Pennsylvania Pre-K Counts (PAPKC) Pennsylvania Promise for Children Established by the Department of Education, PKC is based on the quality components adopted for pre-kindergarten by the State Board of Education. It provides families in participating communities with the choice of quality prekindergarten in a school, child care center, Head Start, or nursery school. PKC increases access to quality prekindergarten to children and families throughout the Commonwealth with a priority in at-risk communities. There are PKC classrooms in 57 of Pennsylvania s 67 counties. Sponsored by PA Build Initiative, The Heinz Endowments, William Penn Foundation, The Grable Foundation, and PA Key, PA Promise for Children is a campaign to raise awareness about the importance of providing every young child in Pennsylvania with access to quality early learning opportunities. For additional information, please visit Pennsylvania Quality Assurance System (PQAS) System designed to ensure the quality of professional development provided to child care professionals in Pennsylvania. This system is designed so that individual trainers are reviewed rather than individual sessions. Approved trainers are required to maintain established qualifications, including educational achievements and experience. In addition, the PQAS approves Professional Development offered by selected organizations that offer Continuing Education Units (CEUs), Act 48 credit, Head Start, Intermediate Units (IUs), Early Intervention Technical Assistance (EITA), the International Computer Driver s License (ICDL), Public Librarians and the PA Key. For additional information, please visit Pennsylvania Regional Keys There are six PA Regional Keys that develop and implement a regional quality improvement plan for professional development and technical assistance; encourage participation in Keystone STARS; administer Keystone STARS standards and offer guidance through the self-study process; assist programs in accessing financial supports for STARS; conduct outreach campaigns; and provide professional development opportunities and funding. Pennsylvania School-Age Professional Credential (SAPC) A competency based program modeled after the Child Development Associate (CDA) that requires 120 hours of coursework focusing on thirteen (13) Functional Areas, as well as additional requirements. Page 19 of 31

20 Pennsylvania State System of Higher Education (PASSHE) Pennsylvania Statewide Afterschool Youth Development Network (PSAYDN) Pennsylvania Training and Technical Assistance Network (PaTTAN) Professional Development Record (PDR) The Program for Infant/Toddler Care (PITC) Program Reach and Risk Assessment (Reach & Risk) Project T.E.A.C.H. Scholarship The largest higher education provider in Pennsylvania whose mission is to increase the intellectual wealth of the Commonwealth, to prepare students at all levels for personal and professional success in their lives, and to contribute to the economic, social, and cultural development of Pennsylvania s communities, the Commonwealth, and the nation. Promotes sustainable, high-quality out-of-school youth development programs through advocacy and capacity building to enhance the welfare of Pennsylvania s children, youth, and families. PSAYDN s mission is that all children and youth deserve access to high quality out-of-school time programs that promote positive youth development and support the successful transition to adulthood. A Statewide organization which supports the efforts and initiatives of the Bureau or Special Education, and builds the capacity of local educational agencies to serve students who receive special education services. For additional information, please visit A document to help caregivers track their accomplishments and plan their professional growth and development. Provides forms to list employment history, track education and professional development as it corresponds to the CBK, and prepare annual professional development plans that meet their educational needs. The goal of PITC is to help infant/toddler care teachers recognize the crucial importance of giving tender, loving care and assisting in the infants' intellectual development through an attentive reading of each child's cues. The PITC's videos, guides, and manuals are designed to help child care managers and infant/toddler care teachers become sensitive to infants' cues, connect with their family and culture, and develop responsive, relationship-based care. The training materials provide the foundation for a style of care in which infant/toddler care teachers study the infants in their care, reflect on and record information about the children's interests and skills, and search for ways to set the stage for the child's next learning encounters. For additional information, please visit An annual report which provides information on the level of risk of school failure for children throughout the commonwealth and how well the commonwealth is reaching its young children with quality early learning services. The data is provided for each county and Pennsylvania's 27 largest cities. See Teacher Education and Compensation Helps (T.E.A.C.H.) Scholarship Page 20 of 31

21 Provider Survey Quality Rating Improvement Scale (QRIS) Race Matters Relative / Neighbor Care (RN) An annual survey that focuses on provider perception of the most beneficial aspects of STARS and on ease of use of the various STARS resources. A systemic approach to assess, improve, and communicate the level of quality in early and school-age care and education programs. Provides an opportunity for States to increase the quality of care for children; increase parents understanding and demand for higher quality care; and increase professional development of child care providers. Also called quality rating systems (QRS). Using programs, policies, practices, and communications to effectively serve all of Pennsylvania s children and families, by identify discrepancies among various racial or cultural groups, and determining ways in which the Commonwealth can address those discrepancies. Child care services provided by an informal provider, i.e. someone caring for fewer than 3 or fewer children, not including their own. (See Legally Unregulated Day Care Facility for additional information.) Risk Management Plan School-Age Care Environment Rating Scale (SACERS) School-Age Child Care (SACC) A plan in the child care facility that identifies potential operational risks to children and staff specifying ways to reduce or eliminate the risks and establishes procedures to be followed in an emergency or crisis involving an individual or the community of the child care facility. Designed to assess group-care programs for children of school age, 5 to 12, the SACERS is one of four environment rating scales. The scale evaluates: Physical Environment; Basic Care; Curriculum; Interaction; Schedule and Program Structure; and Parent and Staff Education. Child care provided to school aged children ranging in age from 5 through 16 years. A SACC program can also be incorporated into an established Child Care Center or operate separate as a before and after school program. Page 21 of 31

22 Standards Aligned Systems (SAS) The Standards Aligned System identifies six elements which when used together, provides a common framework for continuous student achievement. Clear Standards, Fair Assessments, Curriculum Framework, Instruction, Materials and Resources, and Interventions are the six elements high achieving programs have in common. The website provides information on the Standards Aligned System, as well as practical resources for implementing SAS in early education settings. STARS Advisory Committee STARS Designation STARS Education and Retention Award (ERA) A committee formed to advise the Office of Child Development and Early Learning (OCDEL) of best practices in early learning and to recommend policies, procedures, and operations for the facilitation of the Keystone STARS program. Recommended or suggested improvements in programming should be designed to: 1) increase the capacity to support children s learning and development; 2) increase educational attainment among practitioners; and, 3) enhance professional skills and competencies in support of children s learning and development. A process of determining the STAR level at which a provider has achieved and is performed by the Regional Keys review of the provider programs. The intent of ERAs is to assist programs in establishing a stable workforce as they work towards higher levels of quality. In order to reduce turnover, acknowledge highly qualified practitioners and improve the education of early childhood professionals, ERAs are granted to eligible staff. A facility must meet site-specific requirements as well as staff-specific requirements. A Center or Group Home must have had 5% of the total number of children whose care was subsidized by the Child Care Information Services (CCIS) or the County Assistance Office (CAO) at any one time during the past year. OR A Family Child Care Home must have served at least one child whose care was subsidized by the CCIS or CAO at any one time during the past year. STARS Managers/Specialist Regional Key staff that assist early childhood providers in participating in Keystone STARS through mentoring/guidance, providing access to resources, professional development, STARS TA, grants and awards, and other supports (i.e. vouchers, region specific resources, etc.) The Managers/Specialists are the interpreters of the STARS Standards. Page 22 of 31

23 STARS Merit Award The purpose of merit awards is to assist eligible STARS participating programs in improving the quality of service at their sites. The award must be used for site-specific quality improvement. Merit awards cannot be used to purchase land, new construction, or major renovations. A Center or Group Home must have had 5% of the total number of children whose care was subsidized by the Child Care Information Services (CCIS) or the County Assistance Office (CAO) at any one time during the past year. OR A Family Child Care Home must have served at least one child whose care was subsidized by the CCIS or CAO at any one time during the past year. STARS Support Grant The intent of the Keystone STARS Support Grant is to assist STAR Designated Practitioners in achieving a higher STAR designation. The grant covers two categories of supports including Professional Development and Site Supports. They may use grant funds to meet the needs identified in one or both the categories. They may not use the support grant to supplant any other funding currently allocated to operate this facility or to purchase land, new construction, or major renovations. A Center or Group Home must have had 5% of the total number of children whose care was subsidized by the Child Care Information Services (CCIS) or the County Assistance Office (CAO) at any one time during the past year. OR A Family Child Care Home must have served at least one child whose care was subsidized by the CCIS or CAO at any one time during the past year. STARS Technical Assistance (STARS TA) State Interagency Coordinating Council (SICC) A specialized, one-on-one, time-limited, on-site assistance and consultation to help practitioners achieve specific Keystone STARS standards. The SICC is a 15-member advisory board of parents, Department of Education, Public Welfare, and Health professionals, and others who are appointed by the governor. Through bimonthly meetings, the SICC advises and supports state agencies by making programmatic recommendations to the PA Departments of Education, Health, and Public Welfare. Page 23 of 31

24 Strengthening Families An approach implemented by OCDEL in which child- and family-serving programs adopt the Strengthening Families approach to frame their work with children and families around building five, research-based Protective Factors: Parental resilience; Social connections; Knowledge of parenting and child development; Concrete support in times of need; and Children s social and emotional development Research shows that these factors reduce the likelihood of child abuse and neglect by providing parents with what they need to parent effectively, even under stress. By building relationships with families, programs can recognize signs of stress and build families Protective Factors with timely, effective help and create the environment children need for optimal development. For additional information, please visit Teacher Education and Compensation Helps (T.E.A.C.H.) Scholarship Program Teacher Induction Technical Assistance Accountability Plan (TAAP) Temporary Assistance for Needy Families (TANF) Transition (Transition to Kindergarten) T.E.A.C.H. (Teacher Education and Compensation Helps) Early Childhood Pennsylvania scholarship program provides funding to assist staff, who work in a regulated child care setting, to attain a CDA, an Associate s Degree or, in some cases, a Bachelors Degree in Early Childhood. The model requires a partnership between the scholarship recipient, the sponsoring child care center, and the scholarship management organization (PACCA). The support and guidance provided to novice teachers and school administrators in the early stages of their careers. Induction encompasses orientation to the workplace, socialization, mentoring, and guidance through beginning teacher practice. This encourages them to remain in the field and earn their permanent teaching certificate. A protocol which establishes baselines for expectations of measurable success of the technical assistance delivered. TANF provides money for dependent children and their parents or other relatives with whom they live, and for pregnant women. TANF payments are funded by Federal and State dollars. Applicants must meet certain eligibility requirements and provide proof of their statements about household circumstances. The process of establishing transition to kindergarten practices which provide continuity and consider the contexts and relationships that interact with each other and the child, thereby easing the transition process and providing the foundation for positive learning experiences. Page 24 of 31

25 Work Sampling System (WSS) As a systematic assessment effort across early childhood programs, the Work Sampling System is an authentic assessment tool designed for children 3-years old through the 6th grade, and answers specific questions about children s learning, knowledge, skills, and interests, as well as including the complimentary processes of documentation and evaluation. Page 25 of 31

26 List of Acronyms AA AAP ACEI ABG ADA AGS AHA AI APS ARC ASQ ASQ: SE ASTM BA BKC BS CACFP CAO CAP CBK CC CCC CCDBG CCDF CCDFBG CCHC CCIS CCMIS CCP CD Associate Degree American Academy of Pediatrics Association for Childhood Education International Accountability Block Grant American Disability Act Assistant Group Supervisor American Heart Association Affiliate Instructor Approved Private School Advocacy & Resources for Citizens Ages & Stages Questionnaire Ages & Stages: Social Emotional American Society for Testing Materials Bachelor of Art Better Kids Care Bachelor of Science Child and Adult Care Food Program County Assistance Office Community Action Program Core Body of Knowledge (part of the Core Series Trainings) Certified Consultant Child Care Center Child Care and Development Block Grant Child Care and Development Fund Child Care and Development Fund Block Grant Child Care Health Consultant Child Care Information Services Child Care Management Information Services Child Care Professional Child Development Page 26 of 31

27 List of Acronyms CDA CDC CEG CEU CFOC CHEA CHIP CI COA CPSC CPSL CQI CSR CYS DI DOH DPW ECEAC ECE ECELS ECERS-R ECMH ECT EI EITA ELC ELL ELN ELS ER Child Development Associate Center for Disease Control Community Engagement Group Continuing Education Units Caring for Our Children (a book for health and safety resources) Council for Higher Education Accreditation Children s Health Insurance Program Certified Instructor Council on Accreditation Consumer Product Safety Commission Child Protective Services Law Continuous Quality Improvement Child Service Report Children & Youth Services Director Instructor Department of Health Department of Public Welfare Early Care and Education Advisory Committee Early Childhood Education Early Childhood Education Linkage Systems Early Childhood Environment Rating Scale-Revised Early Childhood Mental Health Consultation Enrollment Calculation Tool Early Intervention Early Intervention Technical Assistance Early Learning Council English Language Learners Early Learning Network Early Learning Standards Evaluation Report Page 27 of 31

28 List of Acronyms ERA ERS FAPE FAQ FBA FCC FCCERS-R FCCH FEIN FERPA FPD/FPDP FSW FTE GBB GED GCCH GS HS H & S HSSAP HSSCO IEP IFSP IDEA I/T ITERS-R IS IU IUs KS Education and Retention Award Environment Rating Scale Free Appropriate Public Education Frequently Asked Questions Functional Behavioral Assessment Family Child Care Family Child Care Environment Rating Scale-Revised (part of the Core Series) Family Child Care Home Federal Employment Identification Number Family Educational Rights and Privacy Act Facility Professional Development /Program (part of the Core Series) Family Social Worker Full Time Enrollment Good, Better, Best General Equivalency Development Group Child Care Home Group Supervisor Head Start Health & Safety Head Start Supplemental Assistance Program Head Start State Collaboration Office Individualized Education Program Individualized Family Service Plan Individuals with Disabilities Education Act Infant/Toddler Infant/Toddler Environment Rating Scale-Revised (part of the Core Series) Inspection Summary Intermediate Unit Intermediate Units Keystone STARS Page 28 of 31

29 List of Acronyms LAAEYC LEA LICC LRE MA MAWA MCCHP MERA MHMR MIM MOU MSCHE NAA NAEYC NAFCC NAA NCCIC NECPA NOREP NSL NSO OCDEL OCYS ODR OMHSAS OS OSEP OST PACCA PA HSSCO Lancaster Area Association for the Education of Young Children Local Education Agency Local Interagency Coordinating Council Least Restrictive Environment Medical Assistance/Medicaid Mutually Agreed upon Written Agreement Model Child Care Health Policies Merit and Education Retention Award Mental Health & Mental Retardation Mind in the Making Memorandum of Understanding Middle States Commission on Higher Education National After School Association National Association for the Education of Young Children National Association for Family Child Care National After-school Alliance National Child Care Information Center National Early Childhood Program Accreditation Notice of Recommended Educational Placement No Star Level New Staff Orientation Office of Child Development & Early Learning Office of Children & Youth Services Office for Dispute Resolution Office of Mental Health & Substance Abuse Services Ounce Scale Office of Special Education Programs Out of School Time Pennsylvania Association of Child Care Agencies Pennsylvania Head Start State Collaboration Office Page 29 of 31

30 List of Acronyms PaTTAN PD PDE PDII PDO PDR PELICAN PFA PHSA PIRC PKC PPC PPC PQAS PSAYDN PSP PSSA PVAAS QIP QUEST RAG RFA R & R SACC SACC-PD/TA SACERS SAPC SD SEA SICC Pennsylvania Training & Technical Assistance Network Professional Development Pennsylvania Department of Education Professional Development Instructor Institute (formerly TOT) Professional Development Organization Professional Development Record Pennsylvania s Enterprise to Link Information for Children Across Networks Pediatric First Aid Pennsylvania Head Start Association Pennsylvania Parent Information and Resource Center Pre-K Counts Parent Policy Council Pennsylvania Partnerships for Children Pennsylvania Quality Assurance System (formerly TQAS) Pennsylvania Statewide Afterschool/Youth Development Network Primary Staff Person Pennsylvania System of School Assessment Pennsylvania Value Added Assessment System Quality Improvement Program Quality Early Education through Salaries & Training Regional Association of Grantmakers Request for Application Resource and Referral School Age Child Care School-Age Care Professional Development and Technical Assistance School Age Environment Rating Scale School-Age Professional Credential Specialty Discipline Instructor State Educational Agency State Interagency Coordinating Council Page 30 of 31

31 List of Acronyms SNAP SPECS SQAP SSHE STARS STARS ERA STARS TA SWOT TA TANF TEACH UDL UW WAP WIC WS WSS State Nutritional Assistance Program Scaling Progress in Early Childhood Settings Staff Qualification Action Plan State System of Higher Education Standards, Training, Assistance, Resource, Support STARS Education and Retention Award STARS Technical Assistance or TA Strengths, Weaknesses, Opportunities, Threats Technical Assistance Temporary Assistance to Needy Families Teacher Education and Compensation Helps Universal Design for Learning United Way Waiver Action Plan Women, Infants & Children Program Work Sampling Work Sampling System Page 31 of 31