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: 10, and at least one hour must be in a health and safety topic relevant to the ages of children served. Licensed child care center programs must complete 10 hours of annual in-service training, and at least one hour must be in a health and safety topic relevant to the ages of children served in that program. WAC 110-300- 0107. b. License-exempt child care centers: 10, and at least one hour must be in a health and safety topic relevant to the ages of children served. License exempt certified child care center programs must complete 10 hours of annual in-service training, and at least one hour must be in a health and safety topic relevant to the ages of children served in that program. A certified for Payment Only license exempt Center is monitored by a separate entity to ensure it initially meets and maintains standards prescribed by its governing body: the federal military; a local, state or federal government; or the federally- recognized Tribe. c. Licensed family child care homes: 10, and at least one hour must be in a health and safety topic relevant to the ages of children served. Licensed family home child care programs must complete 10 hours of annual in-service training, and at least one hour must be in a health and safety topic relevant to the ages of children served in that program. WAC 110- 300-0107. d. License-exempt family child care homes: 10, and at least one hour must be in a health and safety topic relevant to the ages of children served. License exempt certified family home child care programs must complete 10 hours of annual in-service training, and at least one hour must be in a health and safety topic relevant to the ages of children served in that program. WAC 110-300-0107. A certified for Payment Only license exempt family home is monitored by a separate entity to ensure it initially meets and maintains standards prescribed by its governing body: the federal military; a local, state or federal government; or the federally-recognized Tribe. e. Regulated or registered in-home child care: FFN providers must complete a minimum of two hours of health and safety training 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). Washington’s professional development system is accessible to all providers supported through Indian tribes or tribal organizations receiving CCDF funds. All training and higher education coursework aligns back to the state’s competencies, allowing providers to develop professional development plans grounded in a progressive set of knowledge and skills while personalizing to meet the unique needs for each provider. Higher education partners serving Tribal communities have provided outreach to Tribal Head Start programs and Northwest Indian College has taken the initiative to modify the Stackable Certificates to embed content focused on native culture and traditions. DCYF consults with the Indian Policy for Early Learning Council (IPEL) and is able to consult with this group to learn of needs, barriers, and opportunities to continue to partner more strongly with Tribes. 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? Professional development requirements align with both best practice for children and best practice for educators of children, youth and their families. State early learning guidelines and professional competencies are embedded to guide the development of content and delivery of learning opportunities for professionals working with a variety of age groups. The state adopted anti-racist practices in the Relationship-Based Professional Development (RBPD) competences in 2019 and applies these to the development of content and delivery. Training opportunities have been developed by the state and in partnership with other agencies to offer a menu of training topics. The goal is to provide reliable content that is culturally responsive, inclusive, and intentional about connecting the professional development offerings with community populations. The following are examples of curriculum Washington has designed and delivers focused on leveraging the knowledge and wisdom of communities: 1) Since Time Immemorial Tribal Sovereignty Early Learning Curriculum: Focuses on embedding and honoring Native American culture and traditions in the early childhood learning environment, with lessons on Tribal sovereignty, local Tribal history, and contemporary issues as related to Tribes of Washington State; 2) Dual Language Learners Curriculum and Communities of Practice: Six hours of training content plus a community of practice model to engage educators and coaches in preserving home language while preparing children to become bilingual and honoring native languages for language retention; 3) Enhancing Quality Early Learning (EQEL): this 20-hour training includes content on inclusive practices for children with development delays and disabilities, and culturally responsive practices; 4) Washington’s ECE Stackable Certificates offer a series of three certificates that serve as a starting point for an early childhood educator’s career. In addition, the stackable certificates include content for inclusive practices, screening, assessment, and communicating with families about developmental delays or different abilities: -Initial Certificate (1st certificate): Students can earn this certificate as the starting point of their career or to continue their professional development. The courses in this certificate provide a foundation of information and include a 5-credit Introduction to Early Childhood Education; a 5- credit Health, Safety and Nutrition course, and a 2-credit practicum to apply learning. -Short Certificate of Specialization (2nd certificate): This certificate builds on the Initial Certificate (for a total of 20 credits). At this point, professionals can choose one of six specializations: ECE general, infant-toddler care, school-age care, family child care, outdoor nature-based learning and ECE administration. For each specialization, students must take a 5-credit Child Development course, plus a course aligned with the specific specialization. -ECE State Certificate (3rd certificate): This final stackable certificate includes Language and Literacy Development; Observation and Assessment; Child, Family and Community; Guiding Behavior; Environments for Young Children; and Curriculum Development. It also requires college- level math and English to prepare students for the next step: an associate degree in ECE. With all three certificates, the total number of credits earned by the student is 47. 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: Providers are given information regarding development screening in their initial orientation and in Child Care Basics training. DCYF's website includes information and links to Help Me Grow, a free service that connects caregivers (and parents) to an array of supports, including developmental screening. Licensors and Early Achievers coaches also direct providers to this information. Finally, through DCYF's Birth to 3 Quality Initiative, providers serving infants and toddlers receive information and outreach about the Ages and Stages Questionnaire (ASQ). Providers can obtain screenings for children in their care in numerous ones, for example by accessing the ASQ through Help Me Grow's website at https://helpmegrowwa.org/what-you-need-to-know-about-developmental-screenings.