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: 21 hours b. License-exempt child care centers: N/A c. Licensed family child care homes: Child Development Home Caregivers and staff: 12 hours Expanded Home Caregivers and staff: 15 hours d. License-exempt family child care homes: N/A e. Regulated or registered in-home child care: N/A f. Non-regulated or registered in-home child care: 12 hours 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). N/A 6.3.3 Professional development appropriate for the diversity of children, families, and child care providers Describe how the Lead Agency’s training and professional development requirements reflect the diversity 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? Professional developmental trainings are aligned to meet one or more of the core knowledge areas that are defined by OSSE. The core knowledge areas outline the 13 areas of specific knowledge and skills professionals need to work effectively with young children and families. To support educators working with dual language learners and English learners, professional development opportunities are offered in the area of Diversity: Family, Language, and Culture Society. Additionally, the core knowledge area of Inclusive Practices provides professional development focused on meeting the needs of children with developmental delays and/or disabilities. To ensure accessibility, professional development opportunities are available in English, Spanish, and Amharic and can be taken self-paced and/or instructor led. All professional development opportunities are tagged for educators based on setting and age group served to ensure that the workforce can select training tailored to their setting and roles. Below are examples of trainings offered that reflect specialized populations in the District. Please note that this District of Columbia does not have federally recognized tribes and as such, the child care professional development training does not address this specialized population. Infants • The Developing Infant and Toddler • Safe Sleep and Sweet Dreams for Infants School-age Children • School-Age Care: Learning by Design • Arts in the Natural World: Exploring Science through Dance • Dyslexia Awareness Module 2024: Pre-K Individuals with Limited English proficiency • Dual Language Learners Children who are Bilingual • Biliteracy Instruction: Leveraging the Science of Reading • Dual Language Essentials: Program Definitions and Content and Language Allocation Plan Children with Developmental Delays • Child Language Development and Signs of Delay • Basics of Inclusion • The Nuts and Bolts of Developmental Screening 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: Child care subsidy providers are required to conduct a developmental screening of enrolled children under age 6 within 45 days of enrollment and submit and document referrals to Strong Start, the District’s early intervention program for children birth to age three, or to Early Stages (children 3 to 5 years of age), as applicable. Strong Start regularly provides training opportunities to the early childhood workforce focused on healthy development, support for young children and families, and screening tools, such as the Ages and Stages Questionnaire (ASQ) (third edition). Educators may complete this training in person and/or online to fulfill the District’s annual professional development requirements focused on developmentally appropriate practices. In collaboration with families, educators can leverage these tools and available resources to make informed referrals for children requiring additional support and early intervention services.