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: 15 b. License-exempt child care centers: 6 c. Licensed family child care homes: 15 IDHS, the former Lead Agency for licensed childcare was informed of non-compliance from the preliminary notice issued on March14, 2024. The Lead Agency does not have established requirements for ongoing professional development for all caregivers, teachers, and directors appropriate to the setting and age of children served. CCDF- eligible Licensed Daycare Homes do not have ongoing training requirements for assistant caregivers and assistant caregiver substitutes. CFS seeks to provide clarity as it pertains to the preservice orientation training as it appears to not be clear. The Illinois Department of Children and Family Servies (IDCFS) and IDEC are in the process of the regulatory changes needed to come into full compliance. Additional time is required to complete the approval process and then to implement changes to policies and tools. d. License-exempt family child care homes: 6 e. Regulated or registered in-home child care: 6 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). Illinois’ first tribe was recognized in April 2024. The lead agency will reach out to the TA center to determine the best ways to collaborate. 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 Lead agency contracts with the Illinois Network of Child Care Resource and Referral Agencies (INCCRRA) and the Child Care Resource and Referral Agencies (CCR&Rs) to provide statewide training opportunities to support providers ’ professional development. INCCRRA supports training efforts with a library of online trainings through the ilearning website. These training include content for providers who provide care for infants/toddlers, school age, and children with limited English proficiency, children with developmental delays or disabilities and Native American children. Additionally, INCCRRA supports with administering the Illinois Trainers Network that has standardized curriculum offerings for providers. These training curriculums cover social emotional, trauma informed care, developmental screening, quality care and improvement, Pyramid Model, business practices in child care settings, nutrition and healthy habits, and care environments for children with special needs. In addition to the standardized curriculum through the Trainer’s Network, the CCR&Rs provide training opportunities statewide. These training offerings vary based on the service delivery area’s identified needs for support and training. To assess this, diverse, and impactful training opportunities for their provider types. This allows a wide variety of training opportunities across the state specific to the diversity of the provider and the type of care setting. INCCRRA and the CCR&Rs work to offer trainings in English and Spanish. Training materials for professional development opportunities in Spanish are provided as available and applicable. Lastly the Gateways to Opportunity Professional Development System offers Credentials for individuals to access that includes but is not limited to Early Childhood, School Age Youth Development, ESL/Bilingual, and Infant and Toddler. The Illinois Early Learning Project has Early Learning Standards tip sheets in eight different languages. The state has developed a system to identify and support multilingual providers through the use of a State Seal of Bi-literacy. Providers can add this designation to the Gateways Registry. Illinois supports providers, including those with disabilities, that demonstrate they have the physical and mental health capacity that does not interfere with child care responsibilities. For licensed providers, this is verified through the physical examination report. 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: Early childhood special education services for children birth through five years of age and their families, are provided through an early intervention provider or the local school districts and special education cooperatives. Professionals with training and expertise in special education services implement the federal Individuals with Disabilities Education Act (IDEA), Part B and C, by supporting the educational needs of young children and families. Early childhood special education professionals and related services personnel provide specialized educational services to children with disabilities in a variety of settings such as early childhood, preschool, child care, prekindergarten/Preschool for All, Early Head Start/Head Start and other early childhood settings to meet the developmental learning needs of these children. In addition, families and early childhood providers may request information about appropriate expectations for children’s development. Child Care providers work in tandem with their local school districts/special education cooperatives and/or Child Care Resource and Referral agency to refer parents and caregivers to child find events where developmental screenings take place if there is a suspected cognitive or other developmental delay.