Child Care Aware of Kentucky

ECE 137: Regulation Health and Safety Training (1 hour)

Video Transcript

Hello.

Before you begin this session, I wanted to take a minute to introduce myself. My name is Jessica Abner and I’m the infant toddler specialist at the Division of Child Care. I want to thank you for taking the time to attend this training session on regulatory updates for child care, health and safety standards. This training was designed to assist you in meeting new regulatory requirements.

We hope you feel more confident as you implement the changes and continue doing an awesome job keeping the children in Kentucky safe and healthy.

You will also be receiving 1 Clock hour for attending this session, so thank you again for everything you do for Kentucky’s children and families.

Welcome to ECE 030! This training was designed to assist you in understanding and implementing the new health and safety training regulations. You will receive 1 Clock hour upon the completion of this course.

Choose the first topic below to verify your information and begin learning.

FET 3: Group Training Days Details

Fundamentals of Effective Training: Virtual Training Sessions

Thank you for your flexibility in joining us virtually for our group training day!!!

We are excited about this opportunity to offer FET in this format. We look forward to “meeting you” and hope the following information is helpful as you plan for our upcoming group training day.

There are two dates for the virtual sessions and you must attend both sessions. Between the sessions, there will be an assignment for you to work on and turn in prior to Session #2. This assignment will involve practicing writing your very own training plan. The Training Coaches will all host optional Office Hours in between the sessions should you need some additional assistance.

If you have difficulty connecting to the group training day please contact Christine Hausman at 859-519-0401.

August 9, 2021 – Group Training Day 1( Required)

Tech check in: 4:00- 4:30 pm ( Eastern Daylight Time)

Open for tech check in to make sure you can log on OK. No need to stay on the full time. For those new to Zoom you may want to make sure you can connect and know how to use the basic features of Zoom so you can actively participate. Our two hour session will require you to be actively engaged so we want to be sure you know how to use your audio and video features.

Join from PC, Mac, Linux, or mobile device: https://uky.us/j/87954205958 (click or copy and paste into your browser)

Session time: 4:30 p.m. to 6:30 p.m. ( Eastern Daylight Time)

Training Agenda: Implementation of Training Design

Opening Component

Welcome and Introductions
Housekeeping
Opener

Content Delivery Component

Training Design Review
Outlining Content
Implement PACES^TM
Create Training Plan Using PACES™
Training Activity: Problem Solving

Closing Component

Next Steps

In preparation for the group training session #1 you will need:

Completed needs assessment & training plan worksheet from FET 2, either printed out or accessible on the computer. During today we will be addressing completing a training plan and have an opportunity to review the needs assessment & worksheet and use in a practical exercise.

Access to the Professional Development Framework (PDF) either printed out or accessible on the computer. During today we will be review Core Content Subject Areas and will be using the PDF during a practical exercise.

In the meantime, if you have any questions, feel free to contact your Training Coach or Christine Hausman via e-mail: christine.hausman@uky.edu.

August 12, 2021 – Group Training Day 2( Required)

Tech check in: 4:15- 4:30 pm ( Eastern Daylight Time)

Join from PC, Mac, Linux, or mobile device: https://uky.zoom.us/j/83834657452 (click or copy and paste into your browser)

Session time: 4:30 p.m. to 6:30 p.m. ( Eastern Daylight Time)

Training Agenda: Implementation of Training Design continued

Opening Component

Training Plan Debrief Welcome and Introductions

Content Delivery Component

Demonstration of Training Methods
Organizational Strategies for Successful Training
Levels of Evaluation

Closing Component

Evaluation
Trainer Credential Application
Question/Comments
Implementation Plan
Summary
Next Steps

In preparation for the group training session #2 answer the following questions:

Was working on the Training Plan Project harder or easier than you thought it would be?
What areas did you find you needed to focus on more?
What questions do you have, thus far, about the Training Plan portions you’ve completed?

In the meantime, if you have any questions, feel free to contact your Training Coach or Christine Hausman via e-mail: christine.hausman@uky.edu.

FET 2: Training Design

In this course, you will learn about the Professional Development Framework (PDF) that includes the key components to address the needs for Education, Training, and Credentialing of Early Care, Early Intervention, and Early Childhood Education professionals in Kentucky.

Prior to starting the first lesson in this course you should have access to the Professional Development Framework. It will be utilized throughout FET. Please note this document is 93 pages. If you do not have a pre-printed copy already, you have the option of printing it out or downloading the document for future reference.

To access the document please click on the following link.

PD-Framework Download

FET 2: Training Design Download

FET 1: Effective Trainers, Adult Learners, and Learning Environments

Welcome to the Fundamentals of Effective Training (FET)!

FET is a hybrid training that consists of several sections of content online plus two virtual Zoom sessions (in lieu of the one day of face to face training). All sections must be completed in order as this training is sequential, building on content from each previous section. The learning management system is set up to let you progress to the next section once you have completed the necessary prior assignment. FET is designed for flexibility, allowing you to work as your schedule permits and saving your work as you go.

However, it is important to start working through the courses as soon as they open and complete by the designated due date. This will allow you to pace yourself and move through the content at a comfortable rate. The time it takes to complete each course may vary for each participant due to previous experience with the content and/or their level of comfort with online training.

Each Course in FET will have a ‘Course Content’ table below its home page. Please start each course by clicking the first lesson.

ECE 020: Requirements for Reopening Child Care in Kentucky

Greetings! It looks like you are not yet logged in, or have not registered for this course.

Register Yourself

Register Someone Else

This course will review the requirements for child care to reopen in June 2020, including:

the current regulations on healthy and clean environments,
the new enhanced regulations for childcare programs open during the COVID19 state of emergency, and
a refresher course on mandatory reporting of child abuse.

Video captioning available. Haga clic aquí para ver subtítulos en español.

FET 310: Beyond Fundamentals: Putting FET to Work (2nd Edition, 7 hours)

Putting FET to Work is an online learning experience that helps you design a training plan on a topic of your choosing. Upon completion, you will have a new, custom training session that you can begin training on immediately.

FET 345: Beyond Fundamentals – Tech for Trainers: Polling and Assessment

In this online course, trainers will learn the importance of polling and assessment and will get a brief introduction to several types of polling and assessment tools that can be used in training sessions.

Learning Objectives

Define the difference between polling and assessment.
Use a polling and assessment program.

Course Developers

Bambi Cliffe

Bambi is standing inside, by a brick wall

Bambi Cliffe

Southern Bluegrass Training Coach

Bambi has been the Child Care Aware Training Coach for Southern Bluegrass since 2013. She holds a bachelor’s degree in Child Development and a master’s degree in Family Studies: Early Childhood Education Emphasis. Bambi lives in Lexington with her husband, 2 daughters, 5 cats and 2 dogs.

Jennifer Chien

Instructional Designer

Jennifer Chien is an instructional designer at the Human Development Institute. Jennifer assists with online course design and development at HDI. She has been working as an instructional designer for the past 8 years. She is also a recipient of the Open Education Resource grant. During her spare time, she enjoys taking classes and learning.

FET 370 Beyond Fundamentals: Introduction to Developing and Facilitating Online Training (2 hours)

To register for this course, click here.

Course Overview

Course will take approximately 2 (two) hours to complete
No clock hours awarded upon completion (ECE or how to train other adult)
Audience: Trainers

Course Description

More and more often online training sessions are being requested and offered virtually. Virtual training sessions can be a great resource for both employers and employees in obtaining early childhood clock hours. Virtual learning has developed and evolved over the years, and there are many unique and engaging ways to offer credit for an online training session that go beyond watching a video and reading questions. This session will help identify different ways content can be presented, how to award credit, help the participant understand some basic principles for virtual training sessions, and review regulatory requirements for virtual learning.

This course satisfies the Division of Child Care (DCC) regulatory requirement for cabinet approved online training development course for credentialed trainers who will be conducting online training or webinars.

In order to satisfactorily complete the session all content must be completed, and a final assignment must be submitted and reviewed for accuracy. Upon successful completion of all components your ECE-TRIS record will be updated to confirm completion, however no clock hour credit will be awarded.

Course Facilitators

Dawn Griffin

Northern Bluegrass Region Training Coach
dawn.griffin@uky.edu

Julie Halitzka

Salt River Region Training Coach
julie.halitzka@uky.edu

If you encounter technical issues with the site, please use the “Contact Us” button at the bottom of this page.

Training Outcomes

By the end of this session participants will be able to:

Recall key terms related to online training.
Compare ways to organize online training content.
Learn what accessibility is and how to make online trainings accessible.
Describe how to calculate and award credit hours.
Identify ways to deliver training content in an online setting.
Learn ways to incorporate quality assurance into online training design.

Workplace Outcomes

Participants will return to the workplace with an understanding of how to organize and create content in an online setting. They will be able to create a training outline and identify different methods for presentation of content.

When you see this icon, please note that important regulatory information will be provided. Read each regulatory item thoroughly before proceeding.

FET 220 – Beyond Fundamentals Tech for Trainers: Put More Power in your Point with PowerPoint (3 hours)

Description:

PowerPoint is the most frequently used training aid, but often the most under-utilized. Understand the advanced features you’ve dared not tried but wish you knew how to use! Practice using these within an application activity and for creating not only effective but Powerful presentations in the future.

In this course, you will explore several functions of Microsoft PowerPoint. Some of them you may already know, others might be a refresher. Our hope is that you learn a few additional functions that you can use to either edit an existing or create a new PowerPoint presentation.

Target Audience: 👩‍🏫 Trainers who wish to expand their knowledge of Microsoft PowerPoint, and more effectively use media to enhance presentations.

Credit Hours: 🏆 3 hours Adult Learning/How to Train Other Adults

Course Welcome and Introduction

Audio Transcript

In this course, you will explore several functions of PowerPoint.
Some of them you may already know, others might be a refresher.
We hope that you learn a few additional that you can use to either edit an existing or create a new PowerPoint presentation.

In this course, there is an application activity.
The application activity is used to assess your understanding of the features in PowerPoint.

You must submit a PowerPoint to receive credit for this course.

In the course handout, there is much more information than what will be covered online.
I hope you will keep the handout as a reference.

I hope you enjoy this online course and please don’t hesitate to contact us with any questions!

ECE 102: External Transitions: Suspension and Expulsion – Programmatic Impacts (1 hour)

External transition is described as the temporary or permanent relocation of a child from one child care setting to another. External transitions may be voluntary, such as when a parent chooses to move a child to a different program because of a change of residence. These transitions may be involuntary when a child is removed from a child care setting as a result of suspension, expulsion, or the child being removed from a program because of intervention from an agency.

This 3-part course series will:

Review research showing how moving from one child care setting to another child care setting has an impact on children, families, and child care providers.
Review research showing how staying in the same child care setting with the same caregivers can help children develop socially, emotionally, and physically.
Review research that supports making changes in the classroom and teacher actions to prevent behavioral problems.
Suggest ways to work through behavior problems when they happen.
Share ideas on how to create prevention and intervention plans in the classroom and throughout the entire center to lower the number of times a child moves due to behavioral problems.
Review ways to support children who must move so that there are less negative impacts on children, families, and the child care provider.

External-Transitions-100-Series-Glossary Download

External Transitions References

Brandtjen, H. M., & Verny, T. M. (2001). Short and Long-Term Effects on Infants and Toddlers in Full Time Daycare Centers. Journal of Prenatal & Perinatal Psychology & Health, 15(4), 239.

Data Snapshot: Early Childhood Education (pp. 1-17, Rep. No. Issue Brief No. 2). (2014). Washington, DC: United States Department of Education Office of Civil Rights.

De Gioia, K. (2009). Parent and Staff Expectations for Continuity of Home Practices in the Child Care Setting for Families with Diverse Cultural Backgrounds. Australasian Journal of Early Childhood, 34(3), 9.

Disproportionality. (n.d.). Retrieved from https://www.nasponline.org/resources-and-publications/resources/diversity/disproportionality

Eller, J. F., & Eller, S. A. (2013). The Principalship: Working with Difficult Staff. Educational Leadership, 70(7). Retrieved July 21, 2018, from http://www.ascd.org/publications/educational-leadership/apr13/vol70/num07/Working-with-Difficult-Staff.aspx

Felitti, V. J., MD, Anda, R. F., MD, & Nordenberg, D., MD., et al. (1998). Relationship of Childhood Abuse and Household Dysfunction to Many of the Leading Causes of Death in Adults. American Journal of Preventative Medicine, 14(4). Retrieved July 21, 2018.

Gilliam, W. S., Ph. D., & Shahar, G., Ph. D. (2006). Preschool and Child Care Expulsion and Suspension Rates and Predictors in One State. Infants & Young Children, 19(3), 228-245.

Governor’s Task Force on Early Childhood. (2003). Building a Strong Foundation for School Success Kentucky’s Early Childhood Standards (pp. 1-182) (United States, Commonwealth of Kentucky, Governor’s Office of Early Childhood). Frankfort, KY.

Kentucky Department of Education. (2018). Kentucky Education Facts. Retrieved July 15, 2018, from https://education.ky.gov/comm/edfacts/Pages/default.aspx

Kentucky Department of Education. (2017). 2016-2017 Safe Schools Annual Statistical Report Kentucky Department of Education (pp. 1-47, Rep.). Frankfort, KY.

Kentucky’s Children 2017 (pp. 1-8). (2017). Washington, DC: Child Welfare League of America.

Kentucky Public School Enrollment Requirements. (2018, May 23). Retrieved July 10, 2018, from https://education.ky.gov/comm/newtoKY/Pages/Kentucky-Enrollment-Requirements.aspx

Malik, R., & Hamm, K. (2018). Mapping America’s Child Care Deserts (Rep.). Washington, DC: Center for American Progress. doi: https://www.americanprogress.org/issues/early-childhood/reports/2017/08/30/437988/mapping-americas-child-care-deserts/

Mayfield, M. I. (2003). Continuity among Early Childhood Programs: Issues and Strategies from an International View. (Teaching Strategies). Childhood Education, 79(4), 239

National Association for the Education of Young Children. (2016, September 28). Statement Regarding New Research on Implicit Bias and Early Childhood Educators. Retrieved July 22, 2018, from https://www.naeyc.org/about-us/press-releases/statement-naeyc-implicit-bias-research

National Head Start Fact Sheets. (2018, February 15). Retrieved July 15, 2018, from https://www.nhsa.org/facts

Nakazawa, D. J. (2016). Seven Ways Adversity Changes a Child’s Brain. ACE Study, Adverse Childhood Experiences, Child Trauma, Chronic Disease, Epigenetics, Trauma. Retrieved July 21, 2018, from https://acestoohigh.com/2016/09/08/7-ways-childhood-adversity-changes-a-childs-brain/.

Oberle, A., & Schonert-Reichl, K. A. (2016). Stress Contagion in the Classroom? The Link Between Classroom Teacher Burnout and Morning Cortisol in Elementary School Students. Social Science and Medicine, 159, 30-37. Retrieved July 20, 2018.

Oldham, J. (2018, April 13). Welcome to Life in America’s Child Care Deserts. Retrieved July 22, 2018, from https://slate.com/human-interest/2018/04/welcome-to-life-in-americas-child-care-deserts.html

Policy Snapshot: Suspension and Expulsion (pp. 1-6, Issue brief). (2018). Denver, CO: Education Commission of the States.

Policy Statement on Expulsion and Suspension in Early Childhood Settings (pp. 1-18, ODAS, ECD-ACF-PS-2016-01). (2016). Washington, DC: United States Department of Health and Human Services.

Rashid, H. M. (2009). From Brilliant Baby to Child Placed at Risk: The Perilous Path of African American Boys in Early Childhood Education. The Journal of Negro Education, 78(3), 347.

Redden, M. (2018, January 17). How America’s ‘childcare deserts’ are driving women out of the workforce. Retrieved July 22, 2018, from https://www.theguardian.com/us-news/2018/jan/16/us-childcare-parenting-mother-load

Report Shows Kentucky’s Preschool and Kindergarten Programs Effective, Need Greater Investment. (2017, October 16). Retrieved July 15, 2018, from
https://kypolicy.org/report-shows-kentuckys-preschool-kindergarten-programs-effective-need-greater-investment/

Reeves, D. B. (2009). Leading Change in Your School: How to Conquer Myths, Build Commitment, and Get Results. Alexandria, VA: ASCD.

Rous, B. & Townley, K. (Eds.). (2006). Building a strong foundation for school success: Kentucky’s early childhood continuous assessment guide. Frankfort, KY: Kentucky Department of Education.

S. (2017). Access to the South Australian Education System for Students with a Disability (pp. 1-165, Rep.). Adelaide City Centre, Australia: Parliament of South Australia.

School suspension, exclusion or expulsion. (2017, August). Retrieved July 22, 2018, from http://www.cyh.com/HealthTopics/HealthTopicDetails.aspx?p=114&np=141&id=2239

Spotlighting Progress in Policy and Supports (pp. 1-28, Rep.). (2016). Washington, DC: United States Department of Health and Human Services.

Sternberg, R. J., & Williams, W. M. (Eds.). (1998). Intelligence, Instruction, and Assessment: Theory into Practice. Mahwah, NJ: Lawrence Erlbaum Associates.

Stevens, J. E. (2017, April 25). Nearly 35 million U.S. children have experienced one or more types of childhood trauma. Retrieved from https://acestoohigh.com/2013/05/13/nearly-35-million-u-s-children-have-experienced-one-or-more-types-of-childhood-trauma/

The Partnership for Early Childhood Services. (2018). Retrieved July 22, 2018, from https://www.kentuckypartnership.org/

The State of Kentucky’s Preschool Program. (2014, May 22). Retrieved July 14, 2018, from https://kyyouth.org/the-state-of-kentuckys-preschool-program/

U. (2016, January 19). Developmental and Behavioral Screenings. Retrieved July 23, 2018, from https://www.acf.hhs.gov/occ/resource/im-2016-01

Understanding Implicit Bias. (2015). Retrieved July 22, 2018, from http://kirwaninstitute.osu.edu/research/understanding-implicit-bias/

U.S. Census Bureau QuickFacts: Kentucky. (2018). Retrieved July 13, from https://www.census.gov/quickfacts/ky

U.S. Department of Education (2016). 2013-2014 Civil Rights Data Collection: A First Look (pp. 1-13, Issue brief). Washington, DC: U.S. Department of Education Office of Civil Rights. Retrieved June 25, 2018, from https://www2.ed.gov/about/offices/list/ocr/docs/2013-14-first-look.pdf.

U.S. Department of Education Office of Special Education Policy (2018). Positive Behavioral Interventions & Supports – OSEP. Retrieved July 15, 2018, from
https://www.pbis.org/community/early-childhood

Zwolak, S. P. (2017, February 21). Lack of Investment in Our Youngest Residents Is a Problem. St. Louis Post-Dispatch (MO).

Corlia Logsdon

Course Author

Corlia Logsdon is a veteran education professional. She has been a champion of individuals with disabilities in educational settings, as both a school psychologist and a special education director. Corlia has had experience as a state and school district level administrator working with federal and state regulatory monitoring, compliance, and investigations, technical assistance, and professional development in K-12 and postsecondary settings. She is currently completing her doctorate in Education Leadership with a concentration in Counselor Education and Supervision through Eastern Kentucky University. She holds Education Specialist and Master of Science degrees in Educational and Counseling Psychology, majoring in School Psychology from the University of Kentucky as well as a Bachelor of Arts in English & Communications also from the University of Kentucky.