Presenters

1. Early Head Start – Child Care PartnershipsComprehensive Services Part 1: Curriculum and Assessment

2. Presenters Angie Godfrey Infant Toddler Program Specialist, Office of Head Start Jennifer Boss Director, Early Head Start National Resource Center Katherine Falen Technical Assistance Specialist, National Center on Child Care Quality Improvement

3. Objectives • Describe what curriculum looks like in EHS • Identify key components of curriculum • Explore HS definition of assessment • Look at the intersection of Head Start Program Performance Standards and QRIS

4. Benefits of Partnering

5. What are Comprehensive Services in EHS? • Early Learning and Development • Health • Nutrition • Opportunities for Socialization • Family Engagement Photo courtesy of EHS NRC

6. Comprehensive Services Support Implementation of Curriculum • Integrating health and nutrition • Building relationships with families • Happens within the context of close, nurturing, culturally responsive relationships Photo courtesy of EHSNRC

7. Curriculum provides a framework to support the planning of meaningful experiences for children that support their development and learning. Curriculum is: An evidence-based, written plan built on principles of child development Individualized with goals for each child Nested in responsive care that plans for learning experiences across all domains, and children’s interest Relational, and with infants and toddlers particularly, involves the relationship of child, family and provider What is Curriculum in EHS? Photo courtesy of EHS NRC

8. School Readiness Goals §1307. 3Five Essential Domains For Birth to Five

9. Social and Emotional Language and Literacy ATTACHMENT – foundational to learning in all domains Physical Development and Health Approaches Towards Learning Cognition and General Knowledge

10. What Does Individualizing Mean? • observation and ongoing assessment; • active partnering with families; and • knowledge of child development. Tailoring care that is responsive to each infant and toddler to support development and learning based on

11. Observation • Head Start Program • Performance Standards • 1304.21(a)(2)(ii) – Parent opportunities to increase their child observation skills… • 1304.21(c)(2) – Staff use of strategies to promote and support children’s learning and developmental progress based on observation… Photo courtesy of EHSNRC

12. Planning • School readiness • Curriculum • Interactions • Routines • Daily Schedule • Experiences • Environment Photo courtesy of EHS NRC

13. Implement “When experiences are planned and tailored to the developmental needs of infants and toddlers, they become engaged, active learners.” (NITCCI, Infant/Toddler Curriculum and Individualization, pg. 28) Following a child’s lead … “create[s] with the child a learning experience that is personally meaningful and responsive, moment by moment.” (CA DOE, Infant/Toddler Learning and Development Program Guidelines, pg. 107) Photos courtesy of EHSNRC

14. Responsive Caregiving

15. A Few Notes About Well-Designed Environments… • Send powerful messages to children and families and affect how children and adults feel and behave • Ensure safety and promote health • Support the social/emotional needs of infants and toddlers as well as their development in the other essential domains Photos courtesy of EHS NRC

16. A Few Notes About Well-Designed Environments… • Encourage responsive care from adults • Support peer relationships • Are culturally appropriate Photos courtesy of EHS NRC

17. What is Assessment? OHS Definition 1304.31: (1) Assessment means the ongoing procedures used by appropriate qualified personnel throughout the period of a child's eligibility to identify: (i) The child's unique strengths and needs and the services appropriate to meet those needs; and (ii) The resources, priorities, and concerns of the family and the supports and services necessary to enhance the family's capacity to meet the developmental needs of their child.

18. Ongoing Assessment 1. What it is: • A system of regular information collection (child data) throughout child’s enrollment • A teacher’s written observations of a child’s behaviors • Identifies a child’sstrengths and needs as well as services to meet needs

19. Ongoing Assessment 2. What it DOES: Supports individualizing & learning. Supports family engagement. Informs the curricula to maximize the child’s learning. Supports positive child outcomes.

20. Ongoing Assessment for ALL Children Written observations are vital-they produce child data • Look for and document examples of a child’s behaviors – what they say and do – throughout the day. • Record information about attention span, persistence and interests. • Document interactions with other children and adults. • Obtain documentation for ALL children.

21. Strategies for Ongoing Assessment Explore the match between naturally occurring curriculum-based assessment items & the daily schedule. Take notes or collect observations during routine care and play. Make use of work samples: child’s creations + descriptions. Photo courtesy of EHS NRC

22. Standards and RegulationsComponents of Quality Licensing regulations Early learning guidelines Quality rating systems Head Start Program Performance Standards Photo courtesy EHS NRC

23. Quality Rating Improvement Systems (QRIS) • Method to assess, improve and communicate the quality of child care programs • Set standards of excellence for child care providers • Supports to programs to improve quality • Quality assurance and monitoring Photo courtesy EHS NRC

24. Strategies that Support Children’s Learning • Regulatory approaches • Licensing and Health and Safety requirements • Quality Improvement efforts such as QRIS • Professional Development and Workforce Initiatives

25. Comparable Not Comparable • Licensing requirements are comparable to EHS standards • Primary caregiver, written plan of learning activities, developmental domains • QRIS standards are comparable to EHS • Observation and assessment of children • QRIS not comparable to Head Start Performance Standards • QRIS assess learning environment with environment rating scales • QRIS align learning activities to States’ early learning and development guidelines • National Program Standards Crosswalk Tool https://occqrisguide.icfwebservices.com/index.cfm?do=crosswalk

26. Learning Environment Standards

27. Developmental Domains

28. Observation and Assessment

29. Where To Go for More Information and Resources https://childcareta.acf.hhs.gov http://eclkc.ohs.acf.hhs.gov/hslc/hs/grants/ehs-ccp

30. Resource Examples • EHS TA Paper No.15- Observation: the Heart of Individualizing Responsive Care https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/ehsnrc/Early%20Head%20Start/early-learning/caregiving/ehsta15.htm • EHS TA Paper No. 4- Developmental Screening, Assessment, and Evaluation: Key Elements for Individualizing Curricula in Early Head Start Programshttps://eclkc.ohs.acf.hhs.gov/hslc/tta-system/ehsnrc/Early%20Head%20Start/early-learning/assessment/intodd_pub_00006a_070705.html • Podcast- Look at Me! Using Focused Child Observation with Infants and Toddlers https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/ehsnrc/Early%20Head%20Start/early-learning/assessment/LookatMeUsing.htm • Podcast- Clearing Your View: Staying Objective in Observation https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/ehsnrc/Early%20Head%20Start/early-learning/assessment/ClearingYourVie.htm • National Program Standards Crosswalk Tool • https://occqrisguide.icfwebservices.com/index.cfm?do=crosswalk • National Resource Center for Health and Safety in Child Care and Early Education • http://nrckids.org/index.cfm/resources/state-licensing-and-regulation-information/ • Comparison of State Licensing and QRIS Standards for Infants and Toddlers in Child Care Centers: Learning Environment, Developmental Domains, and Assessment • https://childcareta.acf.hhs.gov/early-head-start-child-care-partnerships

31. Resource Examples • Head Start Bulletin- The Curriculum: A Written Plan for Action https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/ehsnrc/Early%20Head%20Start/early-learning/curriculum/edudev_art_00031_071005.html • Head Start Bulletin- Infants Have Their Own Curriculum. https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/ehsnrc/Early%20Head%20Start/early-learning/curriculum/edudev_art_00032_071005.html • Tip sheet #6- What is Screening? https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/ehsnrc/events-conferences/screening.htm • News You Can Use- Approaches Toward Learning: Foundations of School Readiness (Parts 1,2,3) https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/ehsnrc/Early%20Head%20Start/early-learning/curriculum/nycuschoolread01.htm (2) https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/ehsnrc/Early%20Head%20Start/early-learning/curriculum/nycuschoolread02.htm (3)https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/ehsnrc/Early%20Head%20Start/early- learning/curriculum/nycuschoolread03.htm

32. Are You Planning To Apply? Register with Grants.gov • Only the Applicant organization needs to register • The registration process can take one to three weeks depending on your organization, so start now!   • You will receive notifications based on Funding Opportunity Number (FON) A FON is a number that a federal agency assigns to each specific grant announcement Obtain Data Universal Numbering System (DUNS) Number Register in System for Award Management (SAM) Eligibility Requirements Visit: http://www.acf.hhs.gov/grants/register-and-get-ready

33. Email Questions To: ehs.ccpartnerships@acf.hhs.gov

34. STAY TUNED For the next webinar in the series • Comprehensive Services Part II: Health, Mental Health, Nutrition & Disabilities This session will highlight expectations around health, mental health, nutrition and required services to children with disabilities. The role of child care health consultants will also be highlighted. • March 25, 2014 2-3:30pm ET Photo courtesy EHS NRC

35. THANK YOU