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: 10 b. License-exempt child care centers: 10 c. Licensed family child care homes: 10 d. License-exempt family child care homes: N/A e. Regulated or registered in-home child care: 10 f. Non-regulated or registered in-home child care: N/A 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 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? The state’s health and safety trainings must include infant and toddler specific information, such as safe sleep practices and preventing shaken baby syndrome. Further, training requirements specify that information on emergency preparedness must address accommodations for infants and toddlers, children with disabilities, and children and staff with chronic medical conditions. State approved trainers and training organizations in areas with large populations of Dual Language Learners (DLL) also develop trainings. The Lead Agency also offers two types of Summer Transition Programs which operate during the months of June and July. Each program offers high- quality instruction with a focus on language, literacy and math and is designed to reduce the achievement gap. Further, the Lead Agency’s DECAL Scholars program, which provides financial supports for the workforce to attain a degree or credential, offers higher stipend rates for individuals pursing an infant/toddler or family child care specific credential, such as the Infant Toddler or Family Child Care CDA. The Lead Agency provides a variety of trainings for early learning professionals focusing on understanding the importance of the laws that support children with disabilities, and strategies to support all children in high quality early learning environments. The trainings are designed to increase access to quality child care for children with disabilities and their families. The lead agency provides a mini grant to early learning professionals who would benefit from technical assistance to support children with disabilities in their care. Professionals receive coaching and materials, equipment, or training needed to support the child’s development. The Lead Agency also has a training series titled The Engaging World of Infants and Toddlers designed to increase classroom quality through targeted sessions focusing on early literacy skills, responsive caregiving practices and engagement children in STEAM focused activities at an early age. Any infant and toddler early learning professionals can attend the training series and will receive a package of classroom materials to use within their learning environment. The agency plans to fund this training series for 300 early learning professionals annually over the next three years. Georgia does not have any recognized Native American tribes. 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: The Lead Agency provides training and professional development on child developmental screenings to all providers through the CDC's "Learn the Signs. Act Early." materials and the "Watch Me! Celebrating Milestones and Sharing Concerns" training modules. Teachers, administrators, and others complete the Watch Me! modules and can request a kit of developmental monitoring materials to use in their classrooms and to share with families. A fifth module, "Acting Early in Georgia," provides information on developmental monitoring and the specific steps to take if there are developmental concerns. The module includes information on obtaining developmental screening through various Georgia-specific programs such as Children 1st, early intervention, special education, or through the primary care physician. The modules and materials are promoted through social media, the agency website, and through flyers provided to child care providers by their licensing consultants. Families, child care providers, and teachers can also call the SEEDS Helpline statewide to receive direct assistance in obtaining services, including the services as part of the Early and Periodic Screening, Diagnosis, and Treatment program, and services available under section 619 and part C of the Individuals with Disabilities Education Act. Information about developmental screening and monitoring is provided in the professional development training in the Lifting Infants and Toddlers through Language-rich Environments (LITTLE) grants and through on-site coaching provided by Infant Toddler Specialists.