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: Ten hours of ongoing training is required annually. b. License-exempt child care centers: NA c. Licensed family child care homes: NA d. License-exempt family child care homes: Three hours of ongoing training is required annually. e. Regulated or registered in-home child care: Six hours of ongoing training is required annually. 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). Variety of Training Opportunities: Child Care Services (CCS) ensures that child care providers statewide, including those supported by Indian tribes across the nine tribal areas of the state, have access to a variety of training opportunities. These range from entry-level to advanced training, provided both onsite in various communities and through statewide and regional online platforms. Online Orientation and Health & Safety Training: CCS offers online, on-demand orientation training series that cover federally identified health and safety topics. Additionally, a Level II Ongoing Health and Safety training series was introduced in 2020. These training series are available to all child care providers at no cost, including those supported by tribal organizations. Monthly Training Calendars and Notifications: Early Childhood Enrichment (ECE) agencies publish monthly training calendars on their websites and provide notifications of upcoming training opportunities through emails and newsletters to all regulated providers, including tribal programs. These calendars are also posted on the CCS website for easy access. Collaboration with Tribal Entities: ECE agencies collaborate with licensing staff and tribal entities to identify and address potential gaps in training needs and accessibility. This collaboration includes providing on-site classes upon request, Child Development Associate (CDA) training classes to child care providers in tribal communities and establishing articulation agreements with colleges to encourage further education and degree attainment. Online Training Organization Partnership: CCS has license agreements with an online training organization to improve the accessibility of CDA training and Continuing Education Units (CEUs) to child care providers in rural areas of the state. This initiative aims to address geographical barriers to training access. Overall, CCS's training initiatives demonstrate a commitment to providing accessible, culturally relevant, and comprehensive professional development opportunities for child care providers across South Dakota, including those in tribal communities. This approach supports the continuous improvement of child care quality and the well-being of children in care. 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? The Child Care Services (CCS) in South Dakota has established a comprehensive approach to training and professional development for child care providers, recognizing the importance of meeting the diverse needs of families and children in their care. Here's a summary of their training initiatives: Generalized and Specialized Training: While basic training and professional development requirements are generalized for all providers, specialized training is available throughout the state specific to the types of care provided. This includes age-specific entry-level training for infant-toddler care, preschool age care, or care of school-age children. Cultural Competence Training: CCS acknowledges the unique cultural backgrounds of families and offers training to help child care providers understand and support families of various cultures and economic levels. Understanding Cultural Diversity: Professional development opportunities provided by the Early Childhood Education (ECE) System assist providers in understanding cultural diversity, creating partnerships with families, and supporting children who have English as a second language or a disability. Inclusive Practices for Children with Disabilities: Training for best meeting the needs of children with disabilities is embedded in all training to ensure providers understand the concept of inclusion and implement inclusive practices into their programs. Providers are also supported on a case-by-case basis for specific training needs. SD Early Learning Guidelines (ELG): The ELG serves as a resource for child care providers serving children with disabilities. This document, for children birth to age five years, includes information on working with English Language Learners and offers a variety of strategies and suggestions for setting up the environment to support all children. Direct Support from Licensing Staff: Licensing staff work directly with providers and inform them of available supports with limited English proficiency. They use pictorials to describe compliance items and overcome communication challenges on a case-by-case basis with the help of interpreters or English-speaking family members. Overall, CCS's approach to training and professional development emphasizes cultural competence, inclusivity, and meeting the diverse needs of children and families. By offering specialized training and resources, they ensure that child care providers are well-equipped to create nurturing and supportive environments for all 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: Information on accessing developmental screenings is provided to child care providers through a variety of regional training opportunities offered by the ECE System. Available statewide training offerings such as the SD Orientation to Child and School- Age Care series, the South Dakota Child Development Associate (SD CDA) Training Program and the Infant and Toddler Entry Level series address developmental screenings and provide related resources. Child Care Services participates on the state Learn the Signs, Act Early team lead by SD Parent Connections and distributes materials such as the developmental milestones checklist to child care providers and parents to improve early identification of developmental delays and disabilities by encouraging developmental monitoring and promoting developmental screening to help families access the early services and support they need. Through this work, CCS also assists with by providing additional resources for parents and providers that address how to inquire about or request services, and how to approach the subject of screening with a parent. Referrals to local developmental screening opportunities including South Dakota's EPSDT Program, Birth to Three, and vision and hearing screenings are also made upon request from child care programs. 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 delay.