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: All staff members who work at the center complete 12 hours of continuing staff development each year. Additionally, the director, head teacher(s), group teacher(s), and program supervisor(s) shall each complete 20 hours of staff development per year. Recommended topics of training for these staff include: 1. Educational and physical activity; 2. Special needs programming and program development; 3. Social- emotional and behavioral development for young children; 4. Legal issues, including ADA guidelines; and 5. Leadership and advocacy. b. License-exempt child care centers: Summer Youth Camps: All Summer Youth Camp staff must annually complete at least four (4) hours of in-service training. The in-service training must include a review of, and updates on, the health, safety, child development, social-emotional and behavioral intervention, and other subjects covered in the orientation trainings. c. Licensed family child care homes: All registered Family Child Care Providers and approved home staff must annually complete at least six (6) hours of in-service training. The in- service training must include a review of, and updates on, the health, safety, child development, social-emotional and behavioral intervention, and other subjects covered in the orientation trainings. d. License-exempt family child care homes: N/A e. Regulated or registered in-home child care: All registered Family Child Care Providers and approved home staff must annually complete at least six (6) hours of in-service training. The in-service training must include a review of, and updates on, the health, safety, child development, social-emotional and behavioral intervention, and other subjects covered in the orientation trainings. 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 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? DHS/DFD offers training and PD that supports the workforce in their work with children birth to age 13. The various supports, such as technical assistance and coaching, are provided to reinforce training through our contracted agencies including the Child Care Health Consultants, CCR&Rs (Infant-Toddler Specialists and Quality Improvement Specialists), NJ School Age Care Coalition, mental health consultants, and the Grow NJ Kids Technical Assistance Specialists. The hands-on implementation approach focuses on developmentally appropriate practices in working with all children. All contracted agencies that provide training and professional development focus content on meeting the individualized needs of all children. In addition, all Quality Improvement Specialists and Technical Assistance Specialists have received rigorous training on Dual Language Learners and Cultural Competency. The intent is to provide programs and providers with hands-on supports to individualize education and care for children. With limited English proficiency and Children who are bilingual: DHS/DFD contracted training agencies have bilingual trainers and access to training consultants for a variety of other languages. Staff are available to support providers with limited English proficiency. Training is offered online and statewide in both English and Spanish and translations are available upon request based on the need for any additional language(s). DHS/DFD also offers bilingual caseworkers or translators for parents and providers, provides informational materials about child care assistance in non-English languages, offers child care assistance applications in other languages besides English, and covers English language development in state early learning guidelines for English Language Learners. NJ offers career pathways for the child care workforce that include specializations or credentials for working with English language learners and children with disabilities. Scholarships and merit rewards have been established in these areas to recruit and support career ladders for bilingual early childhood professionals and those who speak languages other than English, as well as those who want to serve children with disabilities. Understanding that cultural responsiveness and promoting bilingualism and biliteracy are keys to successful early childhood programs, DHS/DFD contracts with Rutgers Institute for Families to offer a 6-hour self-paced online course titled ￿Supporting Cultural Competency and Dual Language Learners. The training is available to all providers and staff in both English and Spanish and includes the following topics: Foundations, Awareness and Identity, Supporting Dual Language Learners, Taking an Anti-Bias Approach and Developing an Action Plan. Who have developmental delays and disabilities: DHS/DFD requires that all contracted partners/vendors are ADA compliant and have written policies and procedures. The State's Web Accessibility Policy (0712NJOIT) is attached to all state websites, web-based applications, and online services including the www.ChildCareNJ.gov website. The purpose of the policy is to improve the ease with which all users, including those with disabilities, can access and benefit from web-based government services and information. While developing the website, special attention was put into the development of "easy to read" and "frequently asked questions" documents with clear, user focused language. Some of the information on the website is available in alternative formats other than plain text such as audio recordings (including recorded webinars) and videos. In addition, users who are deaf or hard of hearing may call TTY (877) 294-4356 to access any of the hotlines listed on the "Resources" page of the website (voice calls use 711 NJ Relay). All contracted agencies that provide training and professional development focus content on meeting the individualized needs of all children. In addition, all Quality Improvement Specialists and Technical Assistance Specialists have received rigorous training on Dual Language Learners and Cultural Competency. The intent is to provide programs and providers with hands-on supports to individualize education and care for children. Special Populations: Infants and Toddlers and School-Age: DHS/DFD contracted partners/vendors provide trainings to support the various developmental stages of children from infants to school age. Trainings include, but are not limited to, early learning standards for each age category. Furthermore, as stated above, to support caregiver’s implementation of training strategies, DHS/DFD contracts with infant-toddler specialists and the NJ School Age Coalition to support technical assistance and coaching for infants and toddlers, and school-age providers. 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: DHS/DFD contracts with Rutgers Institute for Families to provide access to training on developmental screening for all providers in NJ. Currently, three courses are offered including: a 6-hour live-virtual Overview of Developmental Screening, a 3- hour, live-virtual ASQ-3 Developmental Screening Tool training and a 3-hour, live-virtual ASQ SE-2 Developmental Screening Tool training. In the Overview training, participants learn about the importance and process of developmental screening for all children, identify the roles of both the family and program in their partnership, examine the benefits of developmental screening in interactions with children, families and curriculum, and learn how to communicate screening results to families and discuss provider strategies for partnering with families throughout the screening process, including the navigation of difficult conversations. In addition, participants learn about the variety of outlets for children to receive screening￿pediatricians, child care, EI, school districts, CCR&Rs, etc. The importance of developmental screening is further emphasized through New Jersey’s QRIS, Grow NJ Kids, as there are several related quality standards on the adoption and use of developmental screening to identify children who may need additional evaluation and/or intervention strategies. Working with a Technical Assistance Specialist, providers develop policies and protocols to ensure all children and families have access to regular developmental screening and that appropriate staff are trained in their adopted developmental screening tool￿in NJ this is typically the ASQ-3, ESI-R, ESI-3, or Brigance tool. Policies and protocols include partnering with families to access a formal assessment, when needed. The DHS/DFD Child Care website has several resources for parents and providers related to developmental screening, including parent videos and brochures in English and Spanish to support parent involvement. The website also provides information related to why and how to access evaluation through the New Jersey Early Intervention System (NJEIS), under the DOH Division of Family Health Services. Information is also available for families of children 3-years and older with special needs on how to get assistance from Project Child Find or through their local school district. Through the CCR&Rs, NJ Family Engagement Specialists organize and conduct Books, Balls and Blocks (BBB) events once a quarter at each county. BBBs are organized for parents and caregivers to provide a fun and educating venue to provide information about child development, developmental screenings and community resources. The Ages and Stages Developmental Screening tool is available for families to complete during the BBB Events. Filling out developmental screening draws parents’ attention to skills their child already has and to those they have yet to learn in a non-threatening way. These activities also enable parents to strengthen their observation skills regarding their child’s development. This can open up conversations with parents about their child’s development and uncover any concerns, as well as provide opportunities for community resource connections. CCR&Rs use a variety of approaches to reach parents. Some offer an incentive, such as a book, to give to every child when the parent completes the developmental screen. Some have assigned staff and trained volunteers to encourage parents to complete the developmental screening while their child plays. Parents will have the chance to observe their child while completing the screen. Volunteers and staff can point out learning as it happens during play and can reinforce parents giving close attention to their child. Instructions are shared with parents by trained professionals or trained volunteers on how to complete the developmental screening. The scoring and results summary are usually completed during the event and shared with parents/caregivers during the event time. If needed, parents also receive referrals, additional information and activities to support their child’s development. Parents are encouraged to share the results of the Developmental Screening with their child’s pediatrician or school to facilitate a conversation about their child’s development and any concerns they may have.