Lead FAQ: Part 1

We have had some good questions asked about the Lead Test Process, so I thought I would keep a running list in case everyone has the same question!!

 

1.  

Debby ReedComment
Exploring the Standards - Outdoor Gross Motor Environments

Exploring the Standards

Lauren Peterson

LD5 – Outdoor Gross Motor Environment

The program provides an appropriate and well-maintained outdoor gross motor area with equipment that is accessible to all children in the program.

Standard LD5 looks at how your program’s outdoor environment is supporting children’s gross motor development. The standard addresses two key components – that a variety of skills are being addressed and that there are appropriate opportunities for children of all ages and developmental levels.

Reviewers often find that insufficient or unclear evidence for LD5 results in this standard not being passed. Usually, this is because the evidence submitted does not always address the gross motor needs of all of the ages and developmental levels of all of the children in the program. Two issues are often the reason for this. The first issue is that the written description and/or the photographs do not address the important component of different age groups/skill levels. The second issue is that the photographs lack explanatory captions, are unclear, or are insufficient in number to support the written description. Below are a few things to consider as you address this standard in your portfolio.

Written Description:

Your written description for LD5 can be a simple summary of how your outdoor environment supports the children’s large motor development. What do the children do when they play outside? Tell us about how the children use their bodies in a variety of ways such as running, crawling, jumping, digging in the sand, or rolling balls. If you have infants and toddlers in your program, tell us about how they enjoy being outside. What do the preschoolers like doing? Do older, school age children play outside in your program? How do they use their bodies?

It is important to include documentation that addresses all of the ages and skill levels in your program. Reviewers often see numerous photos representing the preschooler’s space and equipment but none indicating that the outdoor gross motor needs are being addressed for the younger (infants/toddlers) or older (school age) children. If you have infants and toddlers, the ways in which you are meeting their unique gross motor needs should be clearly addressed. Smaller climbing structures and trikes for toddlers or a space for infants to safely crawl around or have “tummy time” outdoors on a blanket can be described and photographed for your portfolio. Similarly, if you have school age children, describe and document how their gross motor skills are being enhanced in your program.

Photos:

Clear, captioned photos provide the documentation of your written description. For example:

·  A picture of your play structure with the caption “LD5 3-star --  equipment for climbing.”

·  A photo of a grassy area for your mobile infants to safely crawl with the caption “LD5 3-star -- crawling area for babies.”

·  A picture of your trikes might be captioned “LD5 4-star -- portable gross motor equipment/trikes.”

·  A picture of a large open area indoors captioned “LD5 5-star -- indoor gross motor space”

The captions help the reviewers understand what specifically your photos are demonstrating. Additionally, please be sure to submit enough photos to indicate that there is adequate space and equipment for the number of children in your program.

Dorothy SpenceComment
The Environment Rating Scales Are Coming to Spark!

One of the exciting additions coming to Spark is the inclusion of the Environment Rating Scales (ERS). The ERS will serve as evidence for how some Spark standards are being met, as well as provide information to guide quality improvement efforts.  The ERS are comprised of a variety of “indicators,” which are research based best practices in early childhood care and education. The ERS focus on three basic needs of children:

Protection of health and safety – “Children thrive when their health and safety needs are met and healthful habits are established for a lifetime.”

Supporting and guiding social/emotional development -- “Children develop good feelings about themselves and strong social skills from adults who are nurturing and use positive methods of guidance.”

Opportunities for intellectual and language stimulation and appropriate learning activities-- “Meaningful learning occurs when children have plenty of time to choose from a variety of activities with a teacher who brings learning out of play.” (Teachers College Press, 2018).

The authors highlight the importance of this wholistic approach. “No one component is more or less important than the others, nor can one substitute for another.  It takes all three to create quality and education” (Teachers College Press, 2018).

Each indicator is rated on a scale from 1-7, with 1 being considered an inadequate and 7 reflecting an excellent implementation of that practice. This rating scale provides an opportunity for programs to see the degree to which the needs of children are being met in each area, highlight strengths, and determine where more resources are needed. ERS author Debby Cryer points out that some indicators will score lower than others and emphasizes that the combination of indicators is more important than any single item. “Kids don’t need perfection for good development.”

There are 4 versions of the ERS. The Family Child Care Environment Rating Scale (FCCERS), the Infant/Toddler Environment Rating Scale (ITERS), the Early Childhood Environment Rating Scale for preschoolers (ECCERS), and the School-Age Environment Rating Scale (SACERS).  Each scale addresses the same basic categories of indicators, including the environment, interactions, curriculum, program structure, and basic care routines, with adaptations addressing the specific qualities of those settings and age groups.

Trainings are being developed to bring more information and resources on the ERS scale to early childhood professionals across Oregon. Watch your local training calendar! You can also learn more by visiting the Environment Rating Scales Institute website at https://www.ersi.info//index.html.

ERS information cited from Teachers College Press. (2018). The Environment Rating Scale Institute. Retrieved from https://www.ersi.info//index.html.



Spark Alternate Evidence Clarifications Are Here!

Spark! Oregon’s Quality Improvement System (QIS) for family and center-based childcare programs, is now easier to use and more accessible to all with the recent release of the Alternate Evidence Pathways from The Teaching Research Institute (TRI) at Western Oregon University.

Creating the portfolio to become Star-Rated is a big project. TRI staff has been working to make this important quality improvement process manageable.  These Alternate Evidence Pathways are the response to valuable feedback from previous Spark! cycles and are available for use right now. If you have not received this notification, the information you need is right here!

    Alternate Evidence’s purpose is to:

  • Simplify and streamline documentation of some Spark standards

  • Offer programs options on how to document practice for some Spark standards

It is important to note that the standards of Spark! have not changed. Programs must still work toward meeting the standards. What has changed is now programs can submit their evidence of meeting the standards the usual way listed in the portfolio, or they can use the Alternate Evidence forms to demonstrate how they meet the quality improvement standards in other ways by using the Alternate Evidence forms for documentation.

Not all of the Standards have the Alternate Evidence possibility.  TRI created the Alternate Evidence option based on input and research, selecting the standards that would ease accessibility without affecting quality. The table below shows the included standards and the reasoning for the change:   

         Standard

Reasoning for Alternate Evidence

PQ 1-5 Professional Qualifications for providers and staff to be reviewed on a case-by-case basis, recognizes quality work in progress, lets programs identify their aides’ qualifications, eliminates PD plans, and simplifies documentation of ethical commitment.

The Alternate Evidence option has always existed for family childcare. Additional challenges identified during the field test extended this to Center Care and beyond PQ!

LD 2- Implementation of Curriculum

Programs can authentically describe how their curriculum addresses the age groups represented in their programs and streamline the evidence, reducing the workload on programs without compromising the integrity of Spark.

AB Domain

The QRIS process evaluation study indicated that the vast majority of programs passed the AB domain. This data gives us confidence that expanding alternative evidence to this domain will not compromise the integrity of our system. Additionally, the benefit of this change will mean that programs will no longer need to compile evidence, saving them considerable amounts of time.

How can you access the Alternate Evidence forms as well as other Spark! info?  Several Ways….

For those new to Spark! or getting ready to fill out an application, the Alternate Evidence forms come with your Welcome Kit White Box that is sent when you apply. The above contacts can connect you.


Watch and Share for Child Care!

Last year, educators, parents, advocates, and allies across the country helped make the largest-ever increase in the Child Care and Development Block Grant happen. Now, we need your help to show how that funding is making a difference in your states, and why Congress must do more to make quality, affordable child care a reality! 

Watch this video to learn more!

Provider Spotlight

Venetia Fields is a Certified Family Child Care Provider in St. Helens, OR. She is in the process of applying for a Star Rating through SPARK and is committed to ongoing quality improvement and professional learning. I first met Venetia at her home. We sat around the table and chatted, her with two children bouncing in her lap, she shared with me her years of experience in the field. Her deep care for the children in her program is evident as she participated in this process while balancing all the duties of being a child care provider. Even as we spoke on the phone, I could hear her responsive interactions with children on the other end of the phone as they went about their routines for the day. Venetia recently expanded the number of children in her care when she switched to Certified Family. She expressed how important it was to her to have enough preschool children together to help them learn and practice key social skills like sharing and turn taking. Venetia is joining us for our Positive Behavior Intervention and Supports training series this Winter to continue growing her knowledge in evidence based practices and building social-emotional competence in all learners. We appreciate the time Venetia took to thoughtfully respond to the following interview questions. It is a pleasure to work with Venetia and support her ongoing Professional Development.


What brought you to the field?


“Fate, that is the only way I can explain it. I never intended to be a stay at home mom much less an at home childcare provider. While I was in my 9th year of Naval Service my husband, who got out after serving 18 years – because we were recently married and the Navy could not station us together, was hired by Intel. When we arrived in Oregon, I discovered I was pregnant with our 5th child. Throughout our marriage we have always been able to have one or the other parent home with our children. Intel operates on a compressed work week meaning, 4 days on 3 days off one week and 3 days on and 4 days off the next in 12-hour shifts. We were certain I was not going to find a job that would accommodate the opposite in my profession of Medical Credentialing, that would want to hire a pregnant woman. “Hi, can I have a job? And, by the way, I need to take 3 months off in 9 months or so.”  Didn’t seem fair to an employer or practical. So, we learned to live on one income. Looking back, I have no idea how we kept the lights on and food on the table.


Three years later one of my daughter’s friends’ moms came over and asked, “How much do I owe you?” “Owe me? For what?” I asked. “You’ve been watching my two kids every day after school for a month. I think I should pay you.” WHAAAAAT? You can get paid for the neighbor kids coming over and playing with your own kids? Sign Me Up!


And the adventure began. I researched what it meant to become licensed by the State and then it just grew into my, our (if your family is not on board with you providing childcare in your home then you should not be doing it) way of life. Now it seems everything I do has something to do with child development, safety, education, entertainment, happiness. Children are my life.”


How long have you been an early educator/caregiver?


“I have been a childcare provider for 21 years. I have been teaching preschool to childcare children plus other children that come in just for preschool for 8 years.”


What do you find to be the most challenging part of the job?


“The paperwork is the most challenging! And cleaning.”


What brings you the most happiness and satisfaction with your work?


“Laughter! Children laughing and playing well together. And seeing one of mine do something respectful I have taught them while they are in public.”


What do you think are the most important qualities in a childcare provider?


“You have to LOVE the children! Despite what you might think of their parent, or whatever challenge they present, you HAVE to LOVE the children.”


What are your busiest times of day?


“The busiest time of day is when the public-school kids arrive. Every one of them have the entire day they want to share with me all at the same time while I’m preparing them food because they are starving when they get here.”


What does a typical day look like for you?


“My days—while I hope that they are predictable—they’re not. I’m constantly dealing with other people’s lives and it’s kind of a hard thing. I struggle to squish it all into to try and make something consistent out of that. That’s kind of how my day goes.”




Want to be the next Provider Spotlight? We would love to hear from you! Reach out to any of your Professional Development Support Specialists and we can set you up with an interview and some incentives.




Introduction: Meet Dorit Harvey-Skidmore! Our New Professional Development Support Specialist
Dorit.jpeg

I have always gravitated towards caregiving and education as a career. I find inspiration in the natural power children have to create something out of nothing—their wild imaginations, kind hearts, limitless resilience, and enthusiasm for learning keeps me moving forward.


I was born in Israel (hence the Hebrew name) and moved to Gig Harbor, Washington with my mom and brother when I was a year old. Having a single mom who was working and completing college at the same time, I found personal value in caring and acting as an advocate for my younger brother. We came to Oregon after my stepdad retired from the Army and my mom got a job with Nike. I grew up in Beaverton where I attended Arts & Communication Magnet Academy until I started college at NYU. I started working in Early Childhood Education in 2010 at a center in downtown Portland where I taught preschool between finishing my degrees. I came to Nike in 2014 as a Seasonal Floater and started as a Lead Teacher in Swoosh in 2016. In 2017 I finished my Masters in Inclusive Education at Portland State.


I come to the NW Regional CCR&R after four years working with the Nike Child Development Program. While working through my years as lead teacher, I developed a passion for sharing my professional knowledge with my colleagues and supporting their endeavors as we grew collaboratively in our process to create quality learning opportunities for all learners in our care. I have a special interest in Positive Behavior Interventions and Supports and using evidence based strategies to help build social-emotional competence in early childhood. My other interests include using integrated methods by exploring concepts across developmental domains and supporting fellow educators to use ongoing assessment and observation to inform quality experiences. I am excited to continue sharing these passions with the field of early childhood education as I grow into the position of Professional Development Support Specialist for Columbia County. Already I have been honored to meet and partner with a wide array of different providers. I look forward to learning alongside my team and being a part of professionalizing the field of Early Childhood Education.


In my free time I enjoy listening to audio books, camping, hiking, biking around and exploring the city with my husband, kickboxing, singing, goofing around with my three year old Siberian Husky, and visiting family.  


Children’s Responses to Crises and Tragic Events
Infants, toddlers, preschoolers, and young children who experience a tragic event may show changes in their behaviors. They may also be indirectly affected by a crisis by what they see on the TV or hear. The most important role you can play as a parent in an emergency situation is to stay calm. Children of all ages easily pick up on their parents or other’s fears and anxieties. This may cause changes in behaviors. Children, no matter what their age, do not always have the words to tell you how they are feeling. They may not know how to talk about what has happened. Their behavior can be a better sign. Sudden changes in behavior can mean they have been exposed to trauma or a crisis.

Infants, toddlers, preschoolers, and young children who experience a tragic event may show changes in their behaviors. They may also be indirectly affected by a crisis by what they see on the TV or hear. The most important role you can play as a parent in an emergency situation is to stay calm. Children of all ages easily pick up on their parents or other’s fears and anxieties. This may cause changes in behaviors. Children, no matter what their age, do not always have the words to tell you how they are feeling. They may not know how to talk about what has happened. Their behavior can be a better sign. Sudden changes in behavior can mean they have been exposed to trauma or a crisis.

Check out this article from the National Center On Early Childhood Health and Wellness to learn more.

Eva MandersonComment
What is Addiction?
When people who use drugs can't stop taking a drug even if they want to, it's called addiction. The urge is too strong to control, even if you know the drug is causing harm.

When people who use drugs can't stop taking a drug even if they want to, it's called addiction. The urge is too strong to control, even if you know the drug is causing harm.

Check out this article from easyread.drugabuse.gov to learn more about addiction.

Lauren O'DriscollComment
The Benefits of Being Bilingual
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A Head Start currently serves more than 300,000 children who are dual language learners (DLLs) in 87.4 percent of its classrooms (Office of Head Start, 2011). This document lists some reasons bilingualism is an asset to individuals, families, and our entire society. Head Start staff can share the benefits of bilingualism with families, find ways to support children’s home languages, and encourage families to keep their language strong

Check out this article to learn more from Planned Language Approach.

Lauren O'DriscollComment
Provider Spotlight

**This article represents a new feature we are making a regular happening.  We are spotlighting one early childhood professional who is currently working and making things work while highlighting a part of early childhood education and care that is important right now. This quarter, meet Jeri Normandin of Clatsop County. Jeri receives a Lakeshore Learning Gift Certificate as the Spotlight Provider. If you are interested in being in the spotlight, let us know!” –NW Regional CCRR- nwregionalccrr@nwresd.k12.or.us.  

**

Fifty-eight professionals in Clatsop, Columbia and Tillamook Counties hold Registered Family (RF) childcare licenses making it the most commonly held license in the region.  By contrast, there are only four Certified Family (CF) professionals; two in Clatsop County; one in Columbia and one in Tillamook.  The largest difference between the two licenses is that a RF can care for a maximum of ten children, depending on ages, while a CF can serve 12 (16 with individual approval from the Office of Child Care).  Still, few professionals make this move. Last fall, after learning one of her families was expecting a baby, Clatsop County RF provider, Jeri Normandin began exploring the process of changing from RF to CF.  Let’s meet Jeri now.


Since joining the childcare profession thirty years ago, Jeri has been caring for children of all ages. “Three-and-a-half months is my youngest right now and seven years the oldest,” reports Jeri.  “I started babysitting when I was young,” Jeri continues, discussing her journey to a family childcare career. “I have been a nanny; worked with special needs children for thirty years and coached Special Olympics for nine years. I have a medical background and I am a children’s author.  I write books teaching children about kids with special needs. I have always loved working with children.”  


Jeri’s pleasantly green, country location east of Astoria on Highway 30 houses her Registered Family (RF) business, Jeri’s Starfish Minis In-Home Day Care making her one of the region’s fifty eight RF professionals and a critical, vital part of Oregon’s overall childcare picture.  Center and non-residential programs employ more professionals and care for greater numbers, but can lack flexibility and the homey vibe of family childcare.  They can also have high turnover, high prices and long waiting lists.  Many families, like the seven Jeri serves, rely on family childcare for scheduling flexibility. For example, Jeri’s hours in the NACC database show her willing to start her care day at 4:00 a.m. and to stay open until 7:00 p.m. and for many holidays!   Value in pricing and the ability to have siblings in the same program are other popular reasons for choosing family childcare.  In fact, Jeri began exploring the transition from RF to CF when she learned that one of her families was expecting a new baby. This long-term relationship keeps many families in home-based care. “A childcare provider is not (only) a babysitter,” declares Jeri.  “They are part of a child’s family and support system for parents.”


Though still home-based, Certified Family Childcare’s structure allows possibly caring for more children and hiring staff; something outside the usual limits of RF care.  Most providers who look into it do so for the same reasons Jeri did:  to explore ways to increase numbers in infant care. Infant/toddler care is in high demand across the state and the nation should make it possible for a family childcare provider to grow her business.  But the time and labor-intensive nature of infant/toddler care limits the total number of children a provider can accommodate. Certified Family licensing sometimes means an additional infant, but it also carries increased compliance, training and restrictions.  


“I read through all the different rules,” says Jeri of the process “and I would have to put a bigger fence all the way around my yard.  I just don’t have that kind of money. And all the extra inspections cost more money and they are every year instead of every two. Then you have to hire an extra person and that would take all the extra profits from the extra three kids I could have.” Jeri is talking about the fact that Certified Family childcare providers must renew their license every year instead of every two like RF. They also must undergo an Environmental Health Specialist inspection in addition to regular health and safety inspections. Furthermore, increasing the numbers of children is dependent on square footage of the space; as center-based care does.  And child/caregiver ratios mimic center-based care rules as well. These additional considerations can be daunting to RF providers like Jeri.  “A lot of extra money for very little return. I would love to do it,” she adds, “but they sure don’t make it easy to take just three more.”

Frustrations like these don’t keep Jeri from running a great program and enjoying her work.  She has a continuous spotless compliance, inspection and health and safety record up to and including her last inspection in October. She is also the only childcare provider that is a member of the local Chamber of Commerce!  And it isn‘t boring. When asked about a typical day, Jeri says, “we do Daily Sign Time (sign language lessons) and yoga; arts and crafts; outside time, weather permitting.  We go on field trips to the park and beach. I do preschool lessons with the children three and above. Plus singing, dancing, reading, and, of course, free play!”  


Busiest times of day?  “Before lunch and after nap!”


Favorite thing about the job? “Watching children grow and learn new things!”


Most important qualities in a childcare provider?  “Patience. Empathy. Good communication.  To love what you do is a very important part of being a childcare provider.”  


Most challenging part of the job? Building relationships with families means putting your heart on the line. And that comes with many ups and downs.”  


Happiness and satisfaction with her work?  “I have devoted many years to taking care of children. I love what I do very much.”


Thanks, Jeri.  Well said.


**has been read by provider and content verified and approved for accuracy by her.


Jeri and sign.jpg
jeri and kid 1.jpg
Margo McAllister Comment
NEW Safe Sleep Training and Requirements

The Office of Child Care recently passed new rules around infant safe sleep. Amongst these rules is one which states if a program is found with a safe sleep violation, that OCC will notify all parents of infants enrolled in that program by mail. Very often safe sleep violations occur in child care programs as a result of parents requesting for their child to sleep in that manner. Therefore, the letter, while informing parents of the violation, also serves the purpose to offer research on best safe sleep practices.


A brochure that you could share proactively with your parents can be found here: https://www.oregon.gov/oha/PH/HEALTHYPEOPLEFAMILIES/BABIES/Documents/English-SSBrochure.pdf


(In Spanish)  https://www.oregon.gov/oha/PH/HEALTHYPEOPLEFAMILIES/BABIES/Documents/Spanish-SSBrochure.pdf


Many providers have already shown their commitment to the safety of Oregon’s youngest children in your care by taking the Safe Sleep for Oregon’s Infants training. The goal of this training is to provide Early Educators with an opportunity to learn about safe sleep practices and to identify and prevent risks to the babies in your child care program. People have a lot of great things to say!

  • “Great Training.”

  • “Thank you for all of the knowledge on safe sleep.”

  • “It was very helpful.”

  • “I will use this knowledge every day as I work with infants.”

  • “This was easy to follow and complete.”

 

Find the training here: https://oregonearlylearning.com/providers-educators/professional-development/Self

 

At the end of the training you will take a Quiz. At the end of the Quiz is a Submit button which will go to ELD. The Submit button may not work in Chrome depending on your default pdf viewer. Download and save the file to your computer following your internet browser instructions to a location you can remember, complete training, attach to email and send to ELD.SafeSleep@state.or.us


Margo McAllisterComment
College Class Series Cancelled

 

October 16, 2018

 Greetings from NW Regional CCR&R.

 At this time, all four sessions of “Early Childhood Learning and Development” (College Class) scheduled for 6 pm Thursday evenings (October 11, 18, 25 and November 1) have been cancelled. Our plan is to regroup and bring these back to you the near future. Please watch for our Winter Newsletter for the reschedule.

 If you would like to host a training and have at least 6 people who would participate, please contact Virginia or Debby via email. We would love to add an opportunity for you.

 You can check out our website at www.nwregionalccrr.org. If our work out in the field makes it challenging for you to reach us by phone, please send us an email at dreed@nwresd.k12.or.us or vgarcia@nwresd.k12.or.us or call the WSC phone line and speak to Administrative Assistant, Victoria, at 503-614-3162.  

Thank you for all you do!

Sincerely,

NW Regional CCR&R Team

Debby ReedComment
New Rules Informational Webinars and Sessions Introduced

October 17, 2018

Dear Early Childhood Professionals.....

The Early Learning Division Office of Child Care is hosting a series of in-person Engagement Sessions and Webinars to gather your feedback on upcoming rule changes – including questions, comments, suggestions, ideas, concerns, you name it!

As you know a small set of changes to the child care licensing rules went into effect on 9/30/18, but there are a whole lot more improvements and changes coming in early 2019. We would love to share these draft changes with you and hear what you think!

Click here to see session and webinar information and to RSVP for the session nearest you! Contact Regan Sheeley at regan.sheeley@ode.state.or.us with questions.


if you’re not able to attend an engagement session, feel free to join one of these webinars:

Certified Family Homes

October 30 6p-8p

https://attendee.gotowebinar.com/register/4520746905287111427

Registered Family Homes

November 6 6p-8p

https://attendee.gotowebinar.com/register/5622881967807041539


Certified Child Care Centers

November 13 6p-8p

https://attendee.gotowebinar.com/register/715594447275360259

After registering, you will receive a confirmation email containing information about joining the webinar.

Brought to you by GoToWebinar®

Webinars Made Easy®

 This information can also be viewed at the Early Learning Division's Website https://oregonearlylearning.com/child-care-rules-engagement

NW Regional CCR&R Team

Debby ReedComment
The Benefits of Being Bilingual

Cognitive Social Emotional

Individuals who are bilingual switch between two different language systems. Their brains are very active and flexible (Zelasko and Antunez, 2000). Research also shows that bilingual people have an easier time y understanding math concepts and solving word problems more easily (Zelasko and Antunez, 2000); y developing strong thinking skills (Kessler and Quinn, 1980); y using logic (Bialystok and Majumder, as cited in Castro, Ayankoya, & Kasprzak, 2011); y focusing, remembering, and making decisions (Bialystok, 2001); y thinking about language (Castro et al., 2011); and y learning other languages ( Jessner, 2008). In addition, research indicates that bilingualism may delay the onset of Alzheimer’s disease (Dreifus, 2011).

Social Emotional

Becoming bilingual supports children to maintain strong ties with their y entire family, y culture, and y community. All of these are key parts of children’s developing identity (Zelasko and Antunez, 2000). Bilingual children are also able to make new friends and create strong relationships in their second language—an important personal skill in our increasingly diverse society. Finally, recent research has also found that children raised in bilingual households show better self-control (Kovács and Mehler, 2009), which is a key indicator of school success.

Learning

School readiness and success for children who are dual language learners (DLLs) is tied directly to mastery of their home language (Zelasko and Antunez, 2000). Bilingual children benefit

 

academically in many ways. Because they are able to switch between languages, they develop more flexible approaches to thinking through problems. Their ability to read and think in two different languages promotes higher levels of abstract thought, which is critically important in learning (Diaz, 1985). The list of benefits of bilingualism is constantly growing. Current research shows that people who use more than one language appear better at ignoring irrelevant information, a benefit that seems to exist as early as seven months of age (Kovács and Mehler, 2009). Thinking in a second language frees people from biases and limited thinking (Keysar, Hayakawa, & An, 2011). Children who learn to read in their home language have a strong foundation to build upon when they learn a second language. They can easily transfer their knowledge about reading to their second language (Páez and Rinaldi, 2006).

Global

One-half to two-thirds of adults around the world speak at least two languages (Zelasko and Antunez, 2000). In our global society, they have many advantages. Bilingual adults have more job opportunities around the world than monolingual adults (Zelasko and Antunez, 2000). Research shows that they also earn an average of $7,000 more per year than their monolingual peers (Fradd, 2000). Bilingual individuals have the opportunity to y participate in the global community in more ways, y get information from more places, and y learn more about people from other cultures.

 

 

 

 

 

Debby ReedComment
One College Credit Class Begins Virtually or Face-to-Face in Fall

                           Northwest Regional CCR&R and Clatsop Community College’s Continuing Education/Workforce Development are collaborating on a one-college-credit professional development opportunity for early childhood educators and care providers in Clatsop, Columbia and Tillamook Counties for the Fall term which begins in September of 2018.  The course “Early Childhood Development and Learning” is to be held on four consecutive Thursday nights beginning October 11th and continuing through November 1. 

              The class, a tri-sectioned course, explores the first three of the NAEYC’s 10 standards for early childhood programs:  Relationships; Curriculum; and Teaching.  Students will spend ten clock hours  in human growth and development and learning environments and curriculum examining how positive and responsive relationships, developmentally appropriate plans and effective instructional approaches are part of the foundations of a quality early learning program.  The class will be held from 6 pm—8:30 pm at Clatsop Community College’s Jerome Campus.  Exact classroom is still to be determined.

This Continuing Education course is $35 and scholarship funds are available through both the NW Early Learning Hub and the Oregon Center for Career Development.  Successful completion includes attendance October 11, October 18, October 25 and November 1.  A virtual attendance option will be available as well. Course, scholarship and registration details will be available in the Fall college catalog or by contacting your CCR&R specialist. 

 

 

 

Debby ReedComment
Oregon's Early Learning Standards....and You!

                 

                  Oregon adopted the Head Start Early Learning Outcomes Framework: Ages Birth to Five as its early standards for child development for child development and incorporated it into Oregon's Early Learning Standards document.
                  The early learning standards are grounded in comprehensive research around what young children should know and be able to do during their early years in order to be successful in school and in life. The Framework provides comprehensive yet manageable coverage of child outcomes that align with kindergarten expectations. It also emphasizes inclusion of all children including those from diverse linguistic, economic, and cultural backgrounds, as well as those who may be experiencing disabilities.
A free, self-paced, online training course on Oregon’s Early Learning Standards is available on the Learning with OCCD management site at: http://campus.educadium.com/OCCD/. Once you get to the Learning with OCCD site, click on Oregon’s Early Learning Standards course.

This course will provide 2 hours of Set One (introductory) professional development in the core knowledge category of Personal, Professional and Leadership Development (PPLD). The course introduces the Head Start Early Learning Outcomes Framework: Ages Birth to Five components, the intended purpose of the framework, and some suggested uses of the framework for early childhood educators and families.

The Framework describes the skills, behaviors, and knowledge ALL children ages birth to five years can develop as outcomes or standards and focuses on five central developmental domains:

 

· Approaches to Learning

· Social and Emotional Development

· Language and Literacy

· Cognition

· Perception, Motor, and Physical Development

The course also reviews interesting research on the critical development of the young child’s brain and body, setting the stage for the importance of supporting learning in the early years. This training ties information about how children learn with examples of activities and strategies for using the standards to do program planning that supports child development.

This training could be a valuable tool for you as a trainer serving early childhood educators. If you are not familiar with Oregon’s Early Learning Standards, we encourage you to take this training.

You can use the information to develop your own trainings. Also, think about how you can promote this introductory training as a first step to exploring early learning standards and build upon it with more in-depth information. For example, you may want to design a training for early childhood educators that takes the introductory information to the next level, such as examining the standards in relationship to diverse learners and using them to plan activities for children. 

 

Debby ReedComment
Lower Columbia Hispanic Council

Mission

           The Lower Columbia Hispanic Council (LCHC) is a community-based organization whose mission is the equitable integration of resident Hispanics into the broader social and economic fabric of the Lower Columbia community.

LCHC aims to provide programs and services that address both the immediate and long-term needs of the community. Concurrently, they strive to create opportunities for Hispanic families to gain skills that empower them and that create greater self-sufficiency. Finally, they seek to help Hispanic families integrate into the greater community. To accomplish these goals, we offer programs and services that focus on Education, Health, Financial Empowerment and Advocacy & Civic Engagement.

  The Lower Hispanic Council has been serving since 2006, is a community-based nonprofit organization whose mission is the equitable integration of resident. LCHC became a nonprofit organization in 2006 but the founding members have been working with the Latino immigrant community since 1992. As the only organization in Clatsop, Columbia, and Tillamook Counties that provides specific services in Spanish to Hispanics.

LHC has a program “Abriendo Puertas/Opening Doors” that focuses on Latino parents with children ages 0-5. The program was designed in partnership with Latino parents to incorporate their values, concerns, and culture into the curriculum. The objective of the program is to incorporate school readiness, family well-being, and advocacy by addressing the following practices: in Brain development, key aspects of early childhood development (cognitive, language, physical, and social/emotional), early literacy, numeracy, bilingualism, health, attendance, civic engagement, parent leadership, goal setting, and planning for family success.

How familiar are we with organizations in our community? Or organization that best supports those who play a role in Early Learning. We have decided to include an organization in your community that many aren’t aware that exist in your community. The Lower Columbia Hispanic Council has been serving for 12 years in Clatsop, Columbia and Tillamook Counties. Even though they are located in Clatsop they provide services to all THREE counties. For more information on ALL their service visit https://lchispaniccouncil.org/en/home/.

  We had the opportunity to interview a staff member at the LHC, to aim to go in more depth on their service that the public isn’t aware of their service and how they contribute to the Early Learning community and you can get involved with local organizations in your community. 

 

Virginia GarciaComment
Children's Institute Visits the Northwest Region & Rural Early Childhood Education

If you are not familiar with Children’s Institute, they are a research and action organization dedicated to improving the odds for Oregon's at-risk children. They are an important driving force behind early childhood policy changes at the state level and early childhood investments. They work closely with state legislators and the early learning division. Children’s Institute (CI) strives to build support for a state early childhood system where all children have the opportunity to achieve success in school and life. Research tells us that services and programs that enhance a child’s early education and healthy development have the greatest chance of improving academic and social success. CI focuses on three key components through policy advocacy and community engagement to improve early health and education outcomes:

-         On-track development during the earliest years of a child’s life (prenatal to age 3)

-         High-quality preschool that adequately prepares children for kindergarten

-         Strong system alignment between preschool and the early elementary grades

At its core, Early Works is based on the understanding that children will be most successful if they and their families have access to services that are universally available, built on community-school partnerships, informed by data-driven decision-making, and focused on a shared goal of school readiness and school success, starting from birth.

Is committed to serving all COUNTIES in Oregon who support Early Learning, they have been around our communities. A few months back in March we had the Children’s Institute visit Clatsop and Tillamook County. In Tillamook, they took the time to visit a childcare provider in Tillamook County. They took notes on how rural communities have a struggle with childcare due to the lack of support from the state level as well as transportation being a barrier for many to transport their children. The provider expressed their struggles as a provider in a rural community, “The biggest struggles of being rural area provider are that there aren't enough of us to fill the need of the area, and I have to travel about 10 miles one way to take the kids anywhere”. They took the time to learn about early childhood services in rural Oregon. This visit was an opportunity to highlight what is great about early childhood services in our communities and also share some of the struggles Tillamook has.

 

Rafael Otto “Senior Communication Associate” from the Children Institute had the opportunity to visit Preschool Promise sites here in Tillamook County on June 7th to visit and take photos of Preschool Promise classrooms. The Children’s Institute is working on a short publication about the program and would like to capture photos from a few different sites around the state.    The CI visit was an opportunity for them to learn about the early learning program in a more rural part of the state, and to hear about some of our unique barriers to expanding access and improving quality of early learning programs in Tillamook and Clatsop.

 

Virginia GarciaComment