1. WELCOME ! ILLINOIS EARLY LEARNING GUIDELINES For Administrators and Supervisors (Train the Trainer Session)

2. Welcome and Introductions ILLINOIS EARLY LEARNING GUIDELINES Presenters Dr. Patricia Brady Consultant Bill McKenzie Senior Training Manager Ounce of Prevention Fund

3. Train the Trainer Agenda – Day 1 9:00Registration and Breakfast 9:30Welcome and Introductions Purpose / Goals of Train-the-Trainer for Administrators and Supervisors 10:00As we begin… 10:30Getting to Know You - Roles Activity 11:00Orientation to 4 Hour Training for Providers 12:00Lunch 1:00IELG in Action: How to Use the Guidelines 1:45Practice Using the Guidelines 3:00Resource Toolkit 3:45Reflections / Preview of Day Two

4. Purpose / Goals of Train-the-Trainer  To prepare trainers of administrators and supervisors of early childhood 0-3 programs to support providers in implementing the Illinois Birth to Three Early Learning Guidelines in practice.  To provide an overview of the Illinois Birth to Three Early Learning Guidelines for early childhood professionals that will increase quality in early learning programs for low-income and disadvantaged children.  To provide a framework for aligning current practices in the field with statewide and national educational expectations from birth through 12th grade that ensures successful entry into careers and the workforce.

5. Timeline 2011: RACE TO THE TOP (RTT) – Obama’s administration announces a $500 million initiative for education 2012: Illinois becomes one of now, 20 states to create comprehensive plans to raise the quality of early learning 2013: IELG TRAIN THE TRAINERS 2009-2012 Illinois Early Learning Guidelines developed

6. As we begin…

7. Getting To Know You Bingo For Administrators/Supervisors 1.Walk around to as many different individuals 2.Have them initial your bingo cells (10 Minutes)

8. Role of Administrator Purpose is to:  Ensure ongoing alignment on scope of work, prioritization and accountability for achievement of performance goals and to make adjustments as required throughout the year.  Include:PrioritiesTime benefits TasksJob role in relationship to mission / goals TimelinessNeeded resources Time management Performance evaluator

9. Role of Supervisor Reflector – What it (the work) is “doing” to you and others. (the Ounce, 2009) Supporter – Support staff who support families and children (build self-esteem) Collaborator (component of reflective supervision; staff, funders, families Observer ( routinely provide time for observation, reflection and exploration of the dynamics and impact of practice; routinely assess the match between a staff member’s professional and personal goals to job requirements. (2009) Regulator (p. 6) -Foundation of program development Co-Regulator (p. 38) Nurturer (p.4) Caregiver (p. 4) Provider (p. 4) Manager - Build a program (or relationship) in which staff can continually grow and learn. (the Ounce, 2009) Motivator – (3 levels) – Motivate staff, to motivate families, to motivate their children. Parallel Process In Action !

10. Orientation 4 HOUR TRAINING Administrators and Supervisors

11. WELCOME ! ILLINOIS EARLY LEARNING GUIDELINES For Administrators and Supervisors (Trainer Manual)

12. Notes to the Trainer  Using this PowerPoint File  Audience  Maximum Attendees  Dividing the Training Session  Materials  Gateways Registry Approval  Members and Non-members  Forms, Supplements, and Applications  How to Become a Registry-Approved Trainer

13. WELCOME! ILLINOIS EARLY LEARNING GUIDELINES For Administrators and Supervisors

14. 4 Hour Training for Administrators & Supervisors Agenda 9:00Welcome and Introductions 9:12Illinois Standards Orientation 9:32Introduction to the IELG 9:42Early Learning Guidelines in Action 10:02Practice! 12:05Guidelines in Action Summary 12:10Resources Toolkit 12:25Action Plan 12:45Reflection and Evaluation

15. Introductions Activity  Name  Role  Identify a staff member and a wish you have for them.

16. Learning Objectives As a result of participation in this four hour training, program leaders will:  Identify administrative and supervisory practices necessary for the consistent implementation of the Illinois Early Learning Guidelines by providers serving children and families.  Become aware of the history, purpose and role of the Illinois Early Learning Guidelines in the context of Illinois Learning Standards.  Develop a working knowledge of the provider training and resources associated with the Illinois Early Learning Guidelines for use by providers.

17. Illinois Standards Orientation Birth – Grade 12

18. Introduction to the Early Learning Guidelines  History and Development  Purposes  Beliefs about Children and Development  What the Guidelines are not

19. History and Development of Guidelines Statewide Collaboration  Illinois Early Learning Council  Infant Toddler Committee  IELG Work Group  IELG Domain Writing Team

20. Purposes  Create a foundational understanding  Improve the quality of care and learning  Develop a more qualified workforce  Enhance the current system of services  Serve as a resource

21. Beliefs about Children and Development “Children are actually growing and learning in all areas of development at all times” (pg.2)  Early relationships are most important and central to young children’s development.  Development occurs across multiple and interconnected domains.  Children develop in the context of their family, culture and community.  Play is the most meaningful way children learn and master new skills.

22. What the Guidelines are not  Not a curriculum  Not an assessment tool or developmental screening  Not an exhaustive resource of child development  Not a developmental checklist

23. Early Learning Guidelines in Action! A look inside at ‘How to Use the Guidelines’  Activity 1: Features of the Sections  Activity 2: Use of the Guidelines in a Program

24. How to Use the Guidelines (see page 6)

25. How to Use the Guidelines (see page 7)

26. Activity 1 – Features Of The Sections Pair and Share Strategies for Interaction Domains of Development Standards Age Descriptors Indicators for Children Sub Domains/Subsections Self-Regulation Approaches to Learning Call-Out Boxes

27. Use of the Guidelines by Providers Relationships Sleep States Culture Birth Order Differences in Learning Abilities Temperament Activity 2 – Essential Components Nurturing Caregivers Primary Caregivers Appropriate Activities Documentation of Observations Learning Differences Scaffold Learning Curricula Used

28. Use of the Guidelines by Supervisors and Administrators Documentation Professional Development Alignment with scope of work Assessment tools Planning Program Goals Evaluation of Program Goals Reflective Supervision Communication with families Staffing Parent Meetings Staff Meeting / Team Meeting Materials, Toys, Equipment Individual Family Plans Model Fidelity Fit of IELG with program model / curricula used Procedures: orientation, evaluation of performance Activity 3 – Essential Components

29. Practice!  Observe a Video Vignette  Documentation of facts: that are seen, heard, or done  Refer to the IELG  Reflect and Respond  Talking with Parents  Talking with Supervisor

30. Observation Worksheet: IELG (O-3 Years) (see handout and sample) Date: Age of Child: Initials of Child or First Name: Activity: _______________ (DOMAINS OF DEVELOPMENT: WORKSHEETS 1, 2, 3, and 4)

31. Observation 1: VIDEO CLIP http://www.youtube.com/watch?v=xRIVbRl3WZI “Infant learning to walk”

32. Sample Video Observation Feedback Vignette 1 “Learning to Walk” 12 months Domain 1 Social and Emotional Development: 7-18 months – Children trust in, engage with, and seek reassurance from the primary caregiver (s). Children can confidently explore their environment when in close physical proximity to an attachment figure. (P. 32) Indicators:  Distinguishes between primary caregivers and others  Initiates and maintains interactions with caregiver(s) Strategies for Interaction:  Comfort and reassure the child as needed  Follow the child’s lead and read the child’s cues when engaged in interactions Domain 2 Physical Development & Health: 7-18 months (Gross Motor) – Children develop mobility, as they purposefully move from one place to another with limited control and coordination. (P. 58) Indicators:  Moves from hands to knees to a sitting position  Takes steps independently Strategies for Interaction:  Create a safe environment for the child to move around in  Encourage the child to move by placing novel objects out of reach

33. Sample Video Observation Feedback (cont.) Domain 3 Language Development, Communication, & Literacy: 7-18 months – (Social Communication) – Children are participating in interactions with familiar others. Children also begin to demonstrate simple turn-taking skills while interacting. (P. 76) Indicators:  Uses facial expressions, vocalizations, and gestures to initiate interaction with others  Communicates and responds by grunting, nodding, and pointing Strategies for Interaction:  Name objects in the child’s environment  Use words that are found in the child’s context and culture Domain 4 Cognitive Development: 7-18 Months (Spatial Relationships) – Children begin to use trial and error in discovering how objects and people move and fit in relationship to each other. (P. 102) Indicators:  Begins to identify physical obstacles and possible solutions when moving around, e.g. crawls around a chair instead of under it  Drops objects such as toys and watches them more Strategies for Interaction:  Create safe play spaces in which the child can crawl, climb, and move around  Provide time outside for the child to explore and interact

34. Observation Worksheet: IELG (O-3 Years) (see handout and sample) Date: Age of Child: Initials of Child or First Name: Activity: _______________ (DOMAINS OF DEVELOPMENT: WORKSHEETS 1, 2, 3, and 4)

35. Observation 2: Video Clip http://www.youtube.com/watch?v=N3PBjecBtos “My very smart 18 month old”

36. Sample Video Observation Feedback Vignette 2 “My Very Smart 18 Month Old” Domain 1 Social & Emotional Development: Attachment Relationships – 16-24 Months - Children begin to use nonverbal and verbal communication to connect and reconnect with their attachment figure. Indicators for Children:  Actively seeks emotional responses from caregiver (s) by waving, hugging, and crying  Plays physically away from primary caregiver with increasing confidence; moves closer as needed Strategies for Interaction:  Provide ample opportunities for play and interaction with nurturing adults  Respond to the child’s attempts to seek out a response, e.g., blow a kiss back after the child blows a kiss Domain 2 Physical Development & Health – Perceptual – 7-18 Months - Children begin to use sensory information received from their environment to alter the way they interact and explore. Indicators for Children:  Begins to manipulate materials  Begins to show preference for or aversion to particular activities Strategies for Interaction:  Provide the child with choices for experimenting with sensory objects  Expose the child to different textures, smells, sounds, and sights

37. Sample Video Observation Feedback (cont.) Domain 3 Language Development, Communication, & Literacy – 16-24 Months – Social Communication - Children increase their capacity for complex interactions as they use a greater number of words and actions, in addition to better understanding the rules of conversational turn-taking. Indicators for Children include:  Initiates and engages in social interaction with simple words and actions  Pays attention to the person communicating for a brief period of time Strategies for Interaction:  Describe the child’s play,  Listen and respond to what the child is communicating Domain 4 Cognitive Development: 16-24 Months- Quantity & Numbers - Children demonstrate awareness of quantity, counting, and numeric competence. Indicators for Children:  Uses nonverbal gestures to demonstrate understanding of quantities, e.g., holds up two fingers to express two of something  Begins to use "one", "two", and "three" to identify very small quantities without counting them Strategies for Interaction:  Use teachable moments, e.g., ask the child to pass you one crayon from the pile during art  Use numerical concepts in everyday activities, e.g., “ Would you like one cracker or two?”

38. Guidelines in Action Summary  Practice using the Guidelines with a hands on approach  Observation of young children’s development is critical in the planning and implementation of quality early childhood programs  Document behavior of the child or groups of children  Utilize resources available  Practice Makes Better…A better opportunity for young children to become successful contributors to our workforce and society!

39. Resources and Toolkit  Illinois Early Learning Guidelines & standards  Role of the Home visitor, Family Child Care and Center-Based Provider, Supervisor, Administrator  Flow Chart for Implementation of the IELG  Focused Teaching Cycle  Observation Documentation

40. Your Action Plan! IMPLEMENTATION STRATEGIES

41. Reflection and Evaluation

42. THANK YOU FOR YOUR PARTICIPATION!!!!

43. Sign-up sheet

44. WELCOME BACK TO DAY TWO!

45.  TRAINING PROVIDERS: Curriculum, Sessions, Tools  PLANNING: Your Training and Technical Assistance AGENDA

46. Training  4 Hr. Workshop: Curriculum, Sessions, Tools  Teach Back Practice (REFER TO SCHEDULE)

47. Lunch

48. Training (cont.)

49. Horizontal ALIGNMENT SHARE: How Implementation happens? Ask: Feed back based on current program profile? Ask : What needs to happen to align with IELG?

50. Planning  Your training and technical assistance!

51. Reflection and Evaluation

52.  Webinars for IELG trainers  Website: Discussion Board and Resources WHAT’S NEXT?

53. THANK YOU FOR YOUR PARTICIPATION!!!!