1. WestEd.org When It Comes to the Guidelines, We’re the Guide by the Side PITC Partners for Quality Advanced Training 2014

2. WestEd.org What’s in Your Suitcase?

3. WestEd.org Learning Outcomes Participants will: Deepen their knowledge of the I/T Program Guidelines. Gain experience using the I/T Program Guidelines as a tool for developing and supporting quality improvement plans (QIPs) by: » Identifying guidelines and action points to support QIP goals. » Identifying resources and developing a timeline for QIP goals.

4. WestEd.org

5. I/T Learning & Development Program Guidelines

6. WestEd.org

7. Part One: Background Introduction Chapter 1. The Development of Programs with Families Chapter 2. New Insights into Early Learning and Development Chapter 3. The Role of the Infant Care Teacher Chapter 4. Program Leadership and Administration

8. WestEd.org Background Review Chapters 1-4 Review

9. WestEd.org Chapter 1: The Development of Programs with Families

10. WestEd.org Chapter 1, Key Concepts The Nature of Relationships Between Programs and Families The Importance of Establishing Working Relationships Cultural Perspectives on Nurturing Young Children

11. WestEd.org Chapter 2: New Insights into Early Learning and Development

12. WestEd.org Chapter 2, Key Concepts: The Four Insights Insight 1: Infants and toddlers learn and develop in the context of important relationships. Insight 2: Infants and toddlers are competent. Insight 3: Infants and toddlers are vulnerable. Insight 4: Infants and toddlers are a unique blend of nature and nurture.

13. WestEd.org Chapter 3: The Role of the Infant Care Teacher “The teacher is all at once a nurturer, a guide, a supporter, an encourager, an observer, a planner, a provider of new experiences, a safe lap, and a listener.” (Program Guidelines, p. 27)

14. WestEd.org Chapter 3: Key Concepts The Role of the Infant Care Teacher 1.Build and maintain positive relationships with families 2.Build and maintain positive relationships with children 3.Prepare the environment 4.Establish predictable, consistent routines 5.Appreciate physical activity as learning 6.Nurture social-emotional growth and development 7.Foster cognitive and language development & communication 8. Implement a curriculum process (Program Guidelines, p. 30)

15. WestEd.org “ Early care and education programs are important parts of communities. The programs play an essential role that is more than providing child care.” (Program Guidelines, p. 48) Chapter 4: Program Leadership and Administration

16. WestEd.org Chapter 4 : Table of Contents Leadership Policies supportive of professional growth Reflective supervision Policies for high-quality care & education Relations with surrounding community Administration Conclusion

17. WestEd.org Part Three: Resources Curriculum Resources Organizations and Web-sites Appendixes Work Cited Further Reading

18. WestEd.org Part Two: The Guidelines Chapter 5: Guidelines for Operating I/T Programs Sections 1-6 Chapter 6: Guidelines for Facilitating Learning and Development with Infants and Toddlers Sections 7-8

19. WestEd.org Chapter 5: Guidelines for Operating I/T Programs Section 1. Providing family-oriented programs Section 2. Providing relationship-based care Section 3. Ensuring health and safety Section 4. Creating and maintaining environments for infants and toddlers Section 5. Engaging in program development and commitment to continuous improvement Section 6. Helping teachers continue to grow professionally

20. WestEd.org Section 7. Understanding that learning and development are integrated across domains Section 8. Implementing an infant/toddler curriculum process Chapter 6: Guidelines for Facilitating Learning…

21. WestEd.org GuidelineRationaleAction Point Understanding the Program Guidelines

22. WestEd.org WhatWhyHow Understanding the Program Guidelines

23. WestEd.org Page Walk Guideline: Broad recommendation for program practice Action Points (for programs and teachers): Lists recommendations for how to apply guidelines in a childcare setting Rationale: A paragraph or two explaining why the guideline is important Section: Indicates specific guidelines section

24. WestEd.org Break

25. WestEd.org Guidelines Content With your table group, research your given Guidelines section. Then complete the quick sheet for your Guidelines section.

26. WestEd.org Quality Improvement Planning OBSERVATION PROGRAM FEEDBACK/INPUT DATA FROM ASSESSMENTS (CLASS, ERS, ETC.) QUALITY IMPROVEMENT PLAN (QIP)

27. WestEd.org Quality Improvement Planning To be effective, the QIP must: address the program’s specific needs and context (start where they are). include mutually agreed upon approaches. be limited to an achievable number of goals and action points with reasonable timeframes.

28. WestEd.org QIP Practice - Let’s try it out! Guideline Using the information you have gathered, what Guideline(s) would support this program in their continuous improvement process? Is there more information you need? Action Point What specific action point(s) under the guideline(s) chosen would support the program in their process? Make sure action point is understandable to the practitioner and feasible to implement Activity What specific activities or tasks need to be completed to fulfill the action point? By whom? By when?

29. WestEd.org SCENARIO: Potty in the Play Yard

30. WestEd.org SCENARIO: Potty in the Play Yard Observation: The provider is inside, in the kitchen, preparing lunch. The assistant is outside in the play yard with all of the 7 older children. The two younger infants are sleeping inside. There is one potty chair outside in the yard and the assistant proceeds to place each of the 7 toddler-aged children on the potty one after the other. To each child she says, "Sit there until you pee."

31. WestEd.org SCENARIO: Potty in the Play Yard The assistant does not use gloves during the diapering and toileting and there is no hand washing for the children or assistant. The potty chair is not sanitized between each child. Each child’s diaper is removed, before sitting on the potty chair, and the assistant places all of the diapers in the same plastic bag. During the diapering and toileting, the provider comes out once to bring more diapers to the assistant. Children are riding tricycles and playing around the child on the potty chair.

32. WestEd.org SCENARIO: Potty in the Play Yard After diapering and toileting, the children sit down for lunch. After lunch, the provider uses the same washcloth to wash each child's face. During my one-on-one feedback discussion with the provider, the provider mentions her son who is hitting and biting other children in her care. The provider asks if her assistant could attend the training as well.

33. WestEd.org SCENARIO: Potty in the Play Yard Recently trained on the topic of routines, modeled diapering in a training session and used a Glo-Germ training. Provider was inside preparing lunch. Assistant proceeded to place each child on the potty, one after the other saying, "Sit there until you pee.” Did not use gloves and no hand washing or hand sanitizing for the children or the assistant.

34. WestEd.org SCENARIO: Potty in the Play Yard Children were riding tricycles and playing around the child on the potty chair. Provider used the same washcloth to wash each child's face. Provider wanted to discuss her son who was hitting and biting other children in care. Provider has asked if her assistant could attend training.

35. WestEd.org Quality Improvement Planning

36. WestEd.org Quality Improvement Planning

37. WestEd.org QIP Practice - Let’s try it out! Guideline Using the information you have gathered, what Guideline(s) would support this program in their continuous improvement process? Is there more information you need? Action Point What specific action point(s) under the guideline(s) chosen would support the program in their process? Make sure action point is understandable to the practitioner and feasible to implement. Activity What specific activities or tasks need to be completed to fulfill the action point? By whom? By when?

38. WestEd.org Putting It All Together Use the Guidelines for Early Learning in Child Care Home Settings along with the I/T Program Guidelines for family child care QIPs. Focus on small, modest, achievable goals and action points. Intentionally focus observations and feedback on QIP goals and action points.

39. WestEd.org Questions/Challenges/Reflections What other support do you need to feel confident in using the I/T Program Guidelines in your delivery of PITC/PQ services ?