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: 20 hours b. License-exempt child care centers: 10 hours c. Licensed family child care homes: 20 hours d. License-exempt family child care homes: N/A e. Regulated or registered in-home child care: 5 hours 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). The Lead Agency communicates with the tribal agencies interested in accessing its professional development system. The communication includes outreach from the CACs to the tribal organizations in their respective service delivery areas. This outreach includes notification to tribal agencies of classes taught in their region each quarter. This ensures that training classes are available and accessible to providers working in tribal childcare programs. 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? Utah’s professional development requirements are limited to the mandatory preservice and annual training required by Child Care Licensing (CCL). All providers, regardless of the facility type, are required to take an online New Provider Training offered by Child Care Licensing through their website. Some of the topics are included in the rule, and some are embedded within training to make sure required topics are covered. Child Care Licensing offers the new provider orientation in English and Spanish, and includes required topics on health and safety and additional topics, as described below: Infants or school-age children: Rule section 24 "Infant and Toddler Care" for Centers, Homes, and Hourly. All license types are trained on prevention of shaken baby syndrome, abusive head trauma, and coping with crying babies, prevention of sudden infant death syndrome, prevention, signs, and symptoms of child abuse, principles of child growth and development and the use of safe sleeping practices. OST and Commercial Preschools do not have section 24 since they do not have infants and toddlers, but they do get the additional training topics. Individuals with limited English proficiency: Rule section 18 "Activities" trains on activities that support child growth and development, as well as the principles of growth and development, children with special needs, and cultural competency. Children who are bilingual: Rule section 18 "Activities" trains on activities that support child growth and development, as well as the principles of growth and development, children with special needs, and cultural competency. Children with developmental delays or disabilities: Rule section 18 "Activities" trains on activities that support child growth and development, as well as the principles of growth and development, children with special needs, and cultural competency. 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: Licensing does not train specifically on this except the general items listed above. Licensing strongly recommends that providers also train on the following additional topics that are crucial for providers and staff and count as CCL annual required training time: culturally and linguistically appropriate practices to meet the developmental needs of children, current research and best practices relating to the skills necessary to engage families and culturally and linguistically appropriate practices to engage families. 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 contracts with United Way of Utah County’s Help Me Grow program to provide information, training, and further resources regarding the Ages and Stages Questionnaire (ASQ) and the Ages and Stages Questionnaire Social/Emotional (ASQ-SE) screenings. Twice a year, Help Me Grow is responsible for distributing informational flyers to child care providers regarding how the ASQ screenings can be utilized within their programs. Community liaisons coordinate with community providers to present information on the importance of developmental screening and how to participate. Training is offered to the providers on a monthly basis so that providers that are interested in hosting ASQ screenings can learn how to utilize the ASQ, ASQ-SE, and the state’s Enterprise System, which collects ASQ information that is filtered down to different support systems based upon an individual child’s information, as well as the importance of family engagement and education on the importance of these screenings. In coordination with the Lead Agency, child care providers that have completed training are provided with ASQ kits and program access to the Enterprise System. These liaisons are also responsible for providing technical support to any private provider using ASQ as well as following up with providers that may not be completing screenings within the recommended timeframes. Help Me Grow is also responsible for providing resources that both support the provider and the family, based upon screening indicators.