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: Twelve (12) hours annually b. License-exempt child care centers: Idaho does not have license-exempt center child care. c. Licensed family child care homes: Twelve (12) hours annually d. License-exempt family child care homes: Twelve (12) hours annually e. Regulated or registered in-home child care: Twelve (12) hours annually f. Non-regulated or registered in-home child care: Idaho does not license in-home child care. 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). Idaho’s training and professional development system are open to all child care professionals, which includes all providers supported through Indian tribes or tribal organizations and who are in the field of early care and education. Within the IdahoSTARS data system training offerings are posted on an electronic training calendar as well as within the training catalog for provider’s training registration and training requests. Offerings include live in-person, live webinar, online (e- learning), approved company, and targeted technical assistance/coaching for professional development hours. Individuals who are unaware of or do not utilize the data system are able to access the IdahoSTARS website where information is available on how to join the Professional Development System, how to create an account in the data system, and how to access other opportunities. 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? IdahoSTARS training (live, webinar, and eLearning), targeted technical assistance, and coaching are offered within the Quality Domain of Inclusion & Diversity: Access-provides a wide range of activities and environments for every child by removing physical barriers and offering multiple ways to promote learning, Participation-uses a range of instructional approaches to promote engagement in play and learning activities, and a sense of belonging for every child, Supports- refers to broader aspects of the system such as professional development, incentives for inclusion, and opportunities for communication and collaboration among families and professionals to assure high quality inclusion, and Diversity-the program support children’s social and cultural identity as it relates to race, color, religion, sex, income level, national origin, and home language. IdahoSTARS live in-person and webinars offer child care providers interpreters as needed to ensure a better learning experience. Infant and Toddler Mental Health: Recognizing the critical importance of mental health in early childhood, providers are encouraged to pursue specialized training and recognition to obtain the Infant and Family Associate (IFA) Endorsement category recognized by the Alliance. • In partnership with AIM Early Idaho, IdahoSTARS IFA endorsed team members support child care providers in reviewing their professional development record (PDR) to identify gaps and recognize strengths. These IdahoSTARS team members develop training plans and support the provider through the application process. IdahoSTARS endorsed team members also act as endorsement reviewers, reviewing and recommending applicants from other entities in Idaho for endorsement. Providers are also assisted with a Pyramid Model Crosswalk and RISE Application crosswalk of approved trainings that meet the required competencies required to earn endorsement. •Through intentional training opportunities IdahoSTARS highly trained team members offer training, coaching, and Targeted Technical Assistance (TTA) on infant and toddler mental health through the Pyramid Model, Zero to Three Critical Competency training, and other identified training in our RISE Application. IdahoSTARS equips providers with the knowledge and skills to promote healthy social-emotional development in infants, identify early signs of mental health concerns, and support families in nurturing their child’s emotional wellbeing. IdahoSTARS live in-person and webinars offer child care providers interpreters as needed as well as any accommodation (Visual, Hearing, or Mobility) to ensure the best learning experience. All IdahoSTARS developed training, eLearning or PowerPoint, are developed using accessibility best practice for all learners. Every training developer must create their training with the lens of adaptations for the content to support all children and deliver these supports during the training. IdahoSTARS also offers many eLearning opportunities in Spanish with more being translated each year. To better address the needs of specific populations, IdahoSTARS offers a comprehensive array of professional development opportunities that include specialized training and credentials tailored to providers who care for infants, school-age children, individuals with limited English proficiency, children who are bilingual, children with developmental disabilities or delays, and Native American children, 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. Here's a more detailed and specific description of how IdahoSTARS incorporates these elements into its training and support services: IdahoSTARS Training and Support for Diverse Populations General Overview: IdahoSTARS provides a robust professional development framework within the Quality Domain of Inclusion & Diversity, encompassing Access, Participation, Supports, and Diversity. These initiatives are designed to ensure that every child has access to high-quality early childhood education, irrespective of their background or developmental needs. The training is delivered through live sessions, webinars, and eLearning, with additional targeted technical assistance and coaching. Specialized Training and Credentials: 1. Infants and Toddlers: Infant and Family Associate (IFA) Endorsement: IdahoSTARS encourages providers who work with infants to pursue specialized training in infant mental health, including the IFA Endorsement recognized by the Alliance. This endorsement emphasizes the importance of early childhood mental health and equips providers with the skills to support infants' social-emotional development. Partnership with Aim Early Idaho: IFA-endorsed team members assist providers in reviewing their Professional Development Record (PDR) to identify gaps, develop training plans, and support the application process for endorsement. These team members also serve as endorsement reviewers, ensuring that applicants from across Idaho meet the required competencies. Pyramid Model and Zero to Three Training: IdahoSTARS provides training on the Pyramid Model and Zero to Three Critical Competencies, focusing on promoting healthy social-emotional development, identifying early signs of mental health concerns, and supporting families in nurturing their infants' emotional well-being. 2. School-Age Children: Developmentally Appropriate Practices: IdahoSTARS offers training on developmentally appropriate practices for school-age children, emphasizing engagement in learning activities that foster a sense of belonging. Providers learn to create inclusive environments that accommodate the varied needs of school-age children, ensuring their participation and success in child care settings. 3. Individuals with Limited English Proficiency and Bilingual Children: Culturally Responsive Training: IdahoSTARS provides specialized training to equip providers with strategies for supporting children who have limited English proficiency or are bilingual. This includes offering interpreters during live and webinar training sessions to enhance learning experiences for providers. Training emphasizes creating inclusive environments that honor and support the linguistic and cultural identities of these children. Language Support: The training and technical assistance offered by IdahoSTARS focus on developing instructional approaches that facilitate language acquisition and support bilingualism, promoting participation and engagement in the learning process. Diverse Classroom Materials: Providers are trained on selecting culturally diverse books and materials that reflect the backgrounds of the children they serve, promoting a sense of belonging and cultural identity. 4. Children with Developmental Disabilities or Delays: Inclusion and Accessibility Training: IdahoSTARS offers professional development on inclusive practices that address the needs of children with developmental disabilities or delays. This includes training on modifying environments, adapting instructional methods, and utilizing assistive technologies to remove barriers to participation and learning. Collaboration with Families: Providers are trained to collaborate closely with families and other professionals to develop individualized support plans that promote the full inclusion of children with disabilities in all aspects of the child care environment. EC Series by SESTA: This series includes Early Care and Education Environment Indicators for Inclusion, which guide providers in adapting their environments to meet the needs of all children. 5. Native American Children, Including Indigenous Populations: IdahoSTARS offers training that emphasizes the importance of understanding and respecting the cultural identities. This includes fostering an environment that supports these children’s social and cultural identity, including their language, traditions, and values. Continuous Support and Professional Development Technical Assistance and Coaching: IdahoSTARS offers ongoing support through targeted technical assistance (TTA) and coaching to help providers apply what they have learned in their professional development. This ensures that training is not just theoretical but also practical and impactful in everyday childcare settings. Collaborative Opportunities: Providers are encouraged to engage in communication and collaboration with families and other professionals to ensure the highest quality of inclusive care, reflecting the diverse backgrounds and needs of the children in their care. 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 Providers are introduced to developmental screenings through the Idaho Child Care Program In-office Orientation (IIO) as they decide to become an ICCP provider. IdahoSTARS has embedded an emerging indicator in our state quality and rating improvement system inclusive of the use of developmental monitoring and screening. Child care providers engaged with the Idaho Pyramid Model Collaborative begin using developmental screeners as a component of their roadmap in Year 2 or Year 3 of our three year roadmap. Providers additional have access to training and Targeted Technical Assistance (TTA) associated with developmental screeners specifically the ASQ 3 and ASQ SE 2. General information on developmental screening is located on the IdahoSTARS website in the Basics of Child Development tab.