6.3 Ongoing Training and Professional Development

6.3.1 Required hours of ongoing training Provide the number of hours of ongoing training required annually for CCDF-eligible providers in the following settings: a. Licensed child care centers: The director, teachers' aides/assistant teachers, all service staff and all substitutes shall have at least one (1) hour of annual training in each of the eleven (11) required CCDF training topics. In addition to the CCDF training, directors shall obtain at least twenty-four (24) clock hours of training each year; childcare workers/teachers shall obtain at least twelve (12) clock hours of training each year; service staff (such as cooks, bus drivers, janitors) shall obtain at least four (4) clock hours of training each year. b. License-exempt child care centers: Childcare workers/teachers shall have at least one (1) hour of annual training in each of the twelve (12) required Health and Safety categories. c. Licensed family child care homes: Family Homes-The licensee and substitute shall have at least one (1) hour of annual training from the eleven (11) required CCDF training topics. In addition to the CCDF training topics, the licensee shall have at least twenty (20) clock hours of training related to childcare, and all substitutes shall have at least six (6) hours of training related to childcare annually. In a Group Homes, the licensee shall have at least twenty (20) clock hours of training related to childcare annually. The assistant caregiver shall have twelve (12) clock hours of training related to childcare and substitutes shall have six (6) clock hours of training related to childcare annually. The licensee, assistant caregiver and substitutes shall have at least one (1) hour of annual training in each of the eleven (11) required CCDF training topics. d. License-exempt family child care homes: Not applicable e. Regulated or registered in-home child care: Not applicable f. Non-regulated or registered in-home child care: NA 6.3.2 Accessibility of professional development for Tribal organizations Describe how the Lead Agency’s training and professional development are accessible to providers supported through Indian tribes or Tribal organizations receiving CCDF funds (as applicable). All providers that receive CCDF have access and opportunities for professional development, technical assistance, and support through regional and targeted quality enhancement agencies. Providers supported through the state's tribal organization (the Poarch Band of Creek Indians) are able to access and participate in all training available to providers receiving Lead Agency funding. All child care providers receive quarterly training calendars from the regional Quality Enhancement Agencies. Training agencies are listed on the CCDF lead agency website along with links to the training agency's website. 6.3.3 Professional development appropriate for the children, families, and child care providers Describe how the Lead Agency’s training and professional development requirements reflect the range of children, families, and child care providers participating in CCDF. To the extent practicable, how does professional development include specialized training or credentials for providers who care for infants or school-age children; individuals with limited English proficiency; children who are bilingual; children with developmental delays or disabilities; and/or Native Americans, including Indians, as the term is defined in Section 900.6 in subpart B of the Indian Self-Determination and Education Assistance Act (including Alaska Natives) and Native Hawaiians? Training and professional development activities are offered by the Lead Agency, in response to documented needs and are designed to improve the quality of child care provided to children of different ethnicities, race including Native Americans, special needs, varying ages including infants and toddlers, and individuals with limited English proficiencies. A variety of methods are encouraged, including resource libraries, provider networks, mentoring programs, and distance education. In collaboration with the Department of Public Health and Quality Enhancement Agencies. The Child Care Enhancement with a Purpose (CEP) initiative offers free inclusion training to childcare providers. CCEP utilizes experienced teachers and therapists to share simple, practical ways to work with and include children with special needs in daycare centers or home programs. This program offers a curriculum with a multidisciplinary approach, which utilizes developmentally appropriate practices and resources for assistance. The Alabama Early Learning Guidelines (AELG) credential training offers 9 modules of training to child care providers in domains specific to the development of children from birth through age five, including self-concept and emotional development, social development, physical development, language and literacy, and cognitive development. The training uses scientifically based, developmentally and age-appropriate strategies, and incudes activities that providers can implement in their programs. The AELG document includes a scientifically, research-based assessment tool. The After-School Community Network provides training to providers that specifically address activities and care for school age children. 6.3.4 Child developmental screening Describe how all providers receive, through training and professional development, information about: (1) existing resources and services the State/Territory can make available in conducting developmental screenings and providing referrals to services when appropriate for children who receive assistance under this part, including the coordinated use of the Early and Periodic Screening, Diagnosis, and Treatment program (42 U.S.C. 1396 et seq.) and developmental screening services available under section 619 and part C of the Individuals with Disabilities Education Act (20 U.S.C. 1419, 1431 et seq.); and (2) how child care providers may utilize these resources and services to obtain developmental screenings for children who receive assistance and who may be at risk for cognitive or other developmental delays, which may include social, emotional, physical, or linguistic delays: Information is shared by the Child Care Management Agencies (CMAs) and the Lead Agency Child Care Intake line. CMA agencies share information on the Help Me Grow Alabama and 2-1-1 Connects Alabama. The agencies connect families to health and developmental resources for children birth to age eight. The lead agency's funded initiative with Alabama Partnership for Children's Help Me Grow Alabama (a national model) offers free developmental screening to parents and child care providers using the Ages and Stages Questionnaires (ASQ-3 and ASQSE-2). Individuals with limited English proficiency and individuals with disabilities will be referred to the Free Communications Assistance line and/or the Alabama Relay Service. Through the Lead Agency's agreement with Alabama Department of Public Health and United Cerebral Palsy of the Huntsville and the Tennessee Valley training and technical assistance is provided to child care providers on the resources available to obtain developmental screenings, recognizing children at risk of developmental delays, and referral of children potentially eligible for Alabama's Early Intervention System.