# data[].attributes.headline
School House Connection: Responsive Early Education for Young Children and Families Experiencing Homelessness   

# data[].attributes.subject
School House Connection: Responsive Early Education for Young Children and Families Experiencing Homelessness   

# data[].attributes.body
Powerpoint from May 27th Webinar

# data[].attributes.headline
Early Edge: Distance Learning: How to Support Dual Language Learning

# data[].attributes.subject
Early Edge: Distance Learning: How to Support Dual Language Learning

# data[].attributes.body
Thursday, May 28, 2020
2:00 - 3:00pm (PST)

# data[].attributes.attachment_link.title
Welcome! You are invited to join a webinar: Distance Learning: How to Support Dual Language Learning. After registering, you will receive a confirmation email about joining the webinar.

# data[].attributes.attachment_link.description
Welcome! You are invited to join a webinar: Distance Learning: How to Support Dual Language Learning. After registering, you will receive a confirmation email about joining the webinar.

# data[].attributes.headline
Early Edge: Aprendizaje a distancia: Cómo apoyar el aprendizaje de dos idiomas

# data[].attributes.subject
Early Edge: Aprendizaje a distancia: Cómo apoyar el aprendizaje de dos idiomas

# data[].attributes.body
Jueves 28 de mayo 2020
12:00 - 1:00pm (PST)

# data[].attributes.attachment_link.title
Welcome! You are invited to join a webinar: Aprendizaje a distancia: Cómo apoyar el aprendizaje de dos idiomas. After registering, you will receive a confirmation email about joining the webinar.

# data[].attributes.attachment_link.description
Welcome! You are invited to join a webinar: Aprendizaje a distancia: Cómo apoyar el aprendizaje de dos idiomas. After registering, you will receive a confirmation email about joining the webinar.

# data[].attributes.headline
CPIN: Supporting Children and Families Experiencing Homelessness

# data[].attributes.subject
CPIN: Supporting Children and Families Experiencing Homelessness

# data[].attributes.body
May 27, 10-11 am

# data[].attributes.body
Video #1: Supporting Adults in your Community; Video #2: Technology as a Lifeline

# data[].attributes.attachment_link.readable_text
The COVID-19 pandemic has called all early childhood educators to muster our courage and strength like never before. Exchange Press, in collaboration with Hinge Early Education Brokers and Video Active Productions, has created this free video series. Each video has inspiration, support, and practical advice from experts to help you navigate the rough waters of this crisis. | |

Video #1
Supporting Adults in Your Community

The Children Are Watching

Dealing with the Emotions of Change

Maintaining Social Connectedness

Taking Care of Ourselves

The Healing Power of Nature

Enlarge the video by clicking the icon

Presenters in this video: Bonnie Neugebauer, Nancy Rosenow, Dr. Debra Ren-Etta Sullivan,
Nefertiti Poyner Ed.D, Kathe Petchel, Holly Elissa Bruno MA, JD

Video #2
Technology as a Lifeline

Staying Connected

Technology at Home

Technology and Teachers

Technology Tips

Enlarge the video by clicking the icon

Presenters in this video: Elyssa Nelson, Cecilia Scott-Croff Ed.D, Chip Donohue Ph.D,
Christine Whitmire, MSEd, Andy Sherrard, Luis A. Hernandez, Sam Hall,
Rhonda Paver M.A., Alison Maher M.A, Dr. Debra Ren-Etta Sullivan

Video #3
Teachers Demonstrating Resilience, Commitment and Heart

Teachers Under Stress

How to Nurture Staff

Action #1 - Stay Connected

Action #2 - Provide Support

Action #3 - Generate Joy

Action #4 - Encourage Reinvention

Ensuring Teacher Wellness

Enlarge the video by clicking the icon

Presenters in this video: Aleta Mechtel, Dr. Debra Ren-Etta Sullivan, Ellen M. Drolette, Nancy Rosenow, Luis A. Hernandez, Kathe Petchel, Michelle Zimmer, Phil Acord, Cecilia Scott-Croff Ed.D., Rachel Robertson, Marjorie Kostelnik, PhD

Video #4
Rebuilding Your Child Care Organization

The New Economics of Child Care

A Reopening Case Study

Key Financial Considerations

Cash is Key

Be Bold in Setting Tuition

Three Buckets of Expenses (Staff, Facilities, Services and Vendors)

Projecting Tuition Income

Securing Government Funding

Exploring New Sources of Income

Be Realistic

Enlarge the video by clicking the icon

Presenters in this video: Kathy Ligon, Radha Mohan, Tom Wyatt, Andy Sherrard, Phil Acord, Heidi Hagel Braid

Video #5
Engaging, Assuring and Re-Enrolling Parents

Parents’ Experiences Sheltering at Home

Staying Engaged with Parents

Re-Opening and Re-Enrolling

Addressing Parents’ Fears

Enlarge the video by clicking the icon

Presenters in this video: Ivonne Diaz, Anthony Diaz, Lauren H. Paver, Christina Schlottenmeier, Rob Schlottenmeier, Chrystal Taitt, Tess Krovetz, Ashley Marotta, Luis A. Hernandez, Aleta Bechtel, Julie Wassom, Molly Petchel, Holly Bayer, Amber Trapp, Linda Smith, and Bonnie Neugebauer

Video #6
Children Sheltering at Home

Children’s Experiences

Supporting Children

Children with Special Challenges

You Have a Knife in Your Brain

Enlarge the video by clicking the icon

Presenters in this video: Lauren H. Paver, Chrystal Taitt, Ivonne Diaz, Amber Trapp, Laura Freund, Shirley Penley, Aretha Kitson, Kayla Rodriguez, Glenda Torres, Elyssa Nelson, Molly Petchel, Christine Burkholder, Luis A. Hernandez, Alison Maher, Roger Neugebauer, Cecilia Scott-Croff, Holly Elissa Bruno, Sandra Duncan

Video #7
Global Early Childhood Perspectives on the Pandemic

Lockdown Experience

Reopening Strategies

Sunflower Challenge

Enlarge the video by clicking the icon

Presenters in this video: Roger Neugebauer, Sheldon Shaeffer, Margaret Akinware, Peggy Zhong, Karma Gayleg, Ebenezer Lartey, Nick Chignall, Nicole Biondi, Dr Swati Popat Vats, Nazarkhudo Dastambuev, PhD., Najeebulah Musafirzada, June O’Sullivan, Rana Ismael, Sheldon Shaeffer, Hasan Baiee, Sinisa-Senad, Anne Sivanathan, Chelsea Rolfe, Magela Guimeraes, Maria Thereza Olivia Marcilio, Priyanka Handa Ram, Amrita Jain, Analesi Tuicauma

Video #8
How to Address Inequities in Early Childhood Education

Addressing Inequity in Early Childhood Programs

Personal Experiences and Perspectives

Inequity in Early Childhood Education

Early Childhood Education Undervalued

Historical Traumas

Inequities in Policies and Practices

Promoting Equity in Early Childhood Programs

Enlarge the video by clicking the icon

Presenters in this video: Walter Gilliam, Duane Dennis, Iris Chin Ponte, Ijumaa Jordan, Mismiki, Montgomery, Michael Browne, Leona Dickens-Adams, Nick Terrones, Natalie Renew, Priscilla Acosta, Tamara Johnson, Luis A. Hernandez, Ann Pelo

Video #9
Thinking Outside the Box

Re-Defining Curriculum Goals

Exploring Technology

Rethinking Program Approaches

Considering Structural Changes

Enlarge the video by clicking the icon

Presenters in this video: Mike Brown, Bonnie Neugebauer, Michael Browne, Mismiki Montgomery, Rachel Robertson, Diann Gano, Debra Sullivan, Chip Donohue, Iris Ponte, Luis Hernandez, Joe Waters, June O'Sullivan, Louise Stoney

Video #10
The Future of Early Childhood Education

Future Demand for Child Care

The Future of Funding

Future Policies

Enlarge the video by clicking the icon

Presenters in this video: Rob Gruenwald, Tom Wyatt, Natalie Renew, Debra Ren-Etta Sullivan, Luis Hernandez, Radha Mohan, Shannon Rudisill, Diann Gano, Linda Smith, Jerry Cutts, Fran McIntyre, Ann Pelo, Louise Stoney, Nick Terrones, Duane Dennis, Tommy Sheridan, Dan Huber

Other Professional Development Resources

# data[].attributes.attachment_link.title
From Surviving to Thriving | ChildCareExchange.com

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.headline
Mendocino QRIS/IMPACT Community of Practice

# data[].attributes.subject
Mendocino QRIS/IMPACT Community of Practice

# data[].attributes.body
Diana Taur: Reflective Practice

# data[].attributes.attachment_link.readable_text
During this anxious and self-isolated time, video conferencing has allowed life to adapt and continue on. School has gone digital, employees check in remotely with their teams and virtual dance parties are all the rage.

Critical to all this "normalcy" during such an abnormal time are video conferencing software like Zoom, the brand often used as shorthand to describe video conferencing technologies in general. Other popular options include GoToMeeting, Microsoft Teams, UberConference, Skype and Google Hangouts.

So Why Are We Tired?

"It's Zoom fatigue," reported DigiDay. "As millions of people stay indoors due to the coronavirus outbreak, business and pleasure [have] both moved to the virtual realm. That's meant that nearly every single interaction most people are having is happening online - and whether it's because of its ease of use or its ensuing ubiquity, it's mostly happening on Zoom."

USA Today described the new form of exhaustion as "the feeling of tiredness, anxiousness or worry with yet another video call."

"I'm feeling more drained at the end of the day versus our days in the office," said ad agency president Erin Riley to DigiDay. "It all starts to blur together," Riley added, describing her ninth - or so she thinks - Zoom meeting of the day.

"When we're on all these videos calls all day long, we're kind of chained to a screen," said Suzanne Degges-White, a licensed counselor and chair of counseling and counselor education at Northern Illinois University, to USA Today. "It's just psychologically off-putting. I've got to show up again but the thing is, we're not really showing up anywhere," she said.

Many factors contribute to why video conferences have become so overwhelming and exhausting, but there are things we can do to ease the stress.

Poor sound quality is one of the biggest mistakes in virtual working - whether with video or without, reported Psychology Today.

"If it takes effort to hear people speak, the game is up," the article noted. "Invest in sound technology so that brains, wherever they are, can [focus] on each other's ideas, not on the intrusive thought, 'When will the sound get any better?'"

"Silence creates a natural rhythm in a real-life conversation. However, when it happens in a video call, you become anxious about the technology," Italian management expert Gianpiero Petriglieri told BBC. These unintended silences make us subconsciously uncomfortable.

The sheer format of video calls also creates an impersonal communication experience. Degges-White described it as creating a structure to conversation like email where one person speaks and everyone waits to reply, reported USA Today.

"That's not normally the way we do social interactions," she said. "It's not that easy give and take." Side conversations are lost and more reserved participants may never get a word in, reported USA Today. Speakers also miss out on verbal cues and affirmations from listeners who are often all muted.

Mental Factors

Up to 85 percent of communication is made up of body language, reported Psychology Today, which gives context and depth to verbal communication being shared. Much of that gets lost or distorted in video communication, reported USA Today.

Video conferences also require more focus than face-to-face chats, Petriglieri told BBC, because we have to work harder to process non-verbal cues we do catch, like facial expressions, the tone and pitch of the voice, and body language. Paying more attention to these consumes a lot of energy. "You cannot relax into the conversation naturally," he said to BBC.

Mental focus is also an issue, either being too much or too little on video calls.

"There is a different quality to our attention when we are online," wrote mindfulness expert Steven Hickman in Mindful. "It's this pressure to really be on and be responsive," said Vaile Wright, the American Psychological Association's director of clinical research and quality, reported USA Today.

Marissa Shuffler, a workplace well-being professor at Clemson University, noted that our "awareness of being watched" when we're physically on camera adds stress. She said, "When you're on a video conference, you know everybody's looking at you; you are on stage, so there comes the social pressure and feeling like you need to perform. Being performative is nerve-wracking and more stressful," reported BBC.

"On a video call, it feels necessary to be smiling all the time. It's just the sense that our words can't stand on their own. And as a black woman, I need to not be seen as angry, or just have resting bitch face. So I'm smiling. And I'm tired," Kat Vellos, a UX designer, told DigiDay.

Another tired video conference participant called this forced facade "Wearing that 'happy girl' mask," reported Psychology Today. "In the real work world, we can find moments where we can let our mask drop, but during interminable work meetings, we feel like we have to keep on that mask as long as our video image is on the screen," the participant said.

There are also background concerns about not turning on the video screen. Leaving a profile picture or avatar up with your camera off can lead to being viewed as "absent," even if the microphone is on and you're actively contributing to the conversation, noted Psychology Today.

Riley told DigiDay, if someone doesn't have their video on, or something else is going on, there's a strange unsaid "What are you hiding?" feeling.

On the opposite end of the spectrum, many are totally distracted on group video calls.

"Frankly, people try to multitask," author Celeste Headlee told Salon, "So while you have Zoom open, you also have Twitter open, and 90 other tabs and your email, and your cell phone is sitting there. Your brain is running from one thing to another, to another, to another, to another. And it's stressing you out."

The Convivial Society noted, "It's especially exhausting to be continuously dropping a conversational thread and picking it up again. Something as seemingly benign as a notification flashing on the screen, even if we don't attend to it for more than a split second, can throw us off the thread of thought, and the momentary work of trying to pick it up again takes a mental toll."

Wired reported that despite the temptation, you can't multitask without it being "glaringly obvious." This means that video calls are also more time-consuming, adding to the stress of already-busy schedules.

Social Factors

Shuffler told BBC that often we feel obligated into these video calls. She queried whether we are joining the endless cooking, birthday parties, catch-ups and virtual happy hours because we want to, or because we feel like we ought to. Obligations, she noted, means more time that we're "on" as opposed to truly relaxing and being ourselves.

Big group calls can feel particularly performative, Petriglieri warned the BBC. "People like watching television because you can allow your mind to wander - but a large video call 'is like you're watching television and television is watching you,'" he noted.

The branding of a video call as fun or social also doesn't erase years of conditioning, explained Petriglieri. "It doesn't matter whether you call it a virtual happy hour, it's a meeting, because mostly we are used to using these tools for work," he said to BBC.

Physical Factors

"With no delineation of work and home, most people I know are on calls all day," Reema Mitra, a New York brand strategist told OneZero. This has caused many to feel the need to be more available and accessible to work than if they had set hours at a separate workplace, a Japanese study recently found, reported Psychology Today.

The blurred boundaries affect our own personal health and well-being, adding to general anxiety and potentially "obsessing" over work responsibilities, Psychology Today reported. Psychology Today noted that without commutes, water breaks and chats with co-workers, many are finding their bodies beat down by the constant video calls. We are spending more time sitting and in front of our screens than before, which takes a physical toll in addition to the mental stresses.

Solutions

Limit video calls to ones that are truly necessary. Make turning video-on optional. Use your phone when necessary, allowing yourself to move around, doodle or sit outside in the sun, suggested Psychology Today.

Turn on your camera when you join a meeting so others can see you and "know" you're there, but turn it off after that. Turn it on to speak, but off when you're listening, suggested Psychology Today.

Take some time during meetings to check in with others before getting to work. "Spend some time to actually check into people's well-being," Shuffler told BBC. "It's a way to reconnect us with the world, and to maintain trust and reduce fatigue and concern."

Don't multitask. Treat it like a real conversation, and divert your eyes if needed. Get up and get water or look away from your screen, suggested The Convivial Society.

Wright suggested taking breaks in between calls to allow our brains to switch gears, and creating a separate physical space where you take work video calls and personal video calls, reported USA Today.

Respect that workdays begin and workdays end, meaning shut down your computer screen (before re-opening it if you're going to start surfing, Zooming, gaming, etc.) and change into casual clothing, said Psychology Today. "This means that you should get out of your jammies in the morning before you begin your work shift, by the way."

Finding Balance

The barrage of life lived through Zoom has become, for many, a "physically, cognitively, and emotionally taxing experience" as our minds try to make sense of this new reality, reported The Convivial Society. The solution is not to avoid video-conferencing altogether, but to recognize its benefits and limitations as we consciously strive to create healthier relationships with our screens and connect to the people behind them.

Related Articles Around the Web

# data[].attributes.attachment_link.description
Poor sound quality is one of the biggest mistakes in virtual working - whether with video or without, reported Psychology Today."If it takes effort to hear people speak, the game is up," the article noted. "Invest in sound technology so that brains, wherever they are, can [focus] on each other's ide...

# data[].attributes.headline
Early Childhood Investigations:  Healthy Relationships and Attuned Interactions

# data[].attributes.subject
Early Childhood Investigations:  Healthy Relationships and Attuned Interactions

# data[].attributes.body
Recording available

# data[].attributes.headline
EveryChild CA: Investments in Early Childhood Education advocacy talking points

# data[].attributes.subject
EveryChild CA: Investments in Early Childhood Education advocacy talking points

# data[].attributes.body
May 7, 2020

# data[].attributes.attachment_link.title
EveryChild CA -  Investment in ECE - May 7, 2020-EveryChildCA.pdf

# data[].attributes.headline
Early Childhood Investigations: Mindful Emotion Regulation Strategies for Early Educators and the Children With Whom They Work

# data[].attributes.subject
Early Childhood Investigations: Mindful Emotion Regulation Strategies for Early Educators and the Children With Whom They Work

# data[].attributes.body
June 17, 11:00-12:00; CEUs available; register early!

# data[].attributes.attachment_link.readable_text
June 17, 2020

Coach
MINDOLOGY FITNESS

View profile

Every day, and especially during these very challenging times, it is important to organic ways to keep stress levels low. Stress inarguably challenges immune systems and a challenged immune system leaves adults and children susceptible to myriad physical and mental challenges. The access to organically managing stress is to understand and use the power our minds have over our bodies. In the same way, we take out bodies to the gym for physical strength, Mind Care & Emotion Regulation Expert, Coach Troy Byer has created exercises designed to strengthen neuro-muscles by creating a workout program for the mind. And, it is scientifically proven, when we work out our neuro- muscles, we simultaneously create neurotransmitters that intercept the neurotransmitters caused by stress, such as cortisol.

This energizing and evidence-based webinar is designed specifically to provide the tools and tips parents, teachers and children can use in order to self-soothe and regulate their emotions - especially when confronted with stressors, threats or challenges. Troy will help you learn exercises focused on self-soothing and emotion regulation techniques that address confusion, anger, anxiety, depression and help children regulate their behavior. You will complete the webinar with a toolbox of organic, quick, effective and fun techniques, leaving them at the source of their solace and peace of mind - no matter what.

Join this webinar to learn:

How to use Emotion Regulation Finger Holds and how and why they work so fast and so well.

How to distinguish emotional triggers and how to deactivate a trigger before it is expressed negatively.

The importance of maintaining a state of peace and right brain/left brain coherence and how to organically regulate the experience

------------ All sessions are 1.5 hours long, and include a brief announcement from our sponsor. 2:oo PM - 3:30 PM Eastern Time. To ensure you receive confirmation and reminder emails, add [email protected] to your contacts list. If you do not receive your email confirmation, check your Spam or Junk mail folders in your email system.
Can't participate in our webinars at the appointed time? Never fear! All of the webinars are recorded. To view the recording, simply register now and you will receive an email with a link to the recording when it is ready to be viewed.

Only 3,000 people at one time can attend our webinars. Only the first 1,000 people to click the link to attend the webinar will be able to join. We start the webinars 30 minutes in advance of the start time. Arrive early to make sure you get in.

Please be advised that you will only be eligible for the great door prizes if you participate in the live session.
You can earn .2 CEUs for each webinar. The cost is $15 paid to University of Oklahoma online when you apply. Learn more here: Continuing Education Units (CEUs) from University of Oklahoma
See the schedule of upcoming webinars.
Register now

# data[].attributes.attachment_link.title
Mindful Emotion Regulation Strategies for Early Educators and the Children With Whom They Work, by Troy Byer - Early Childhood Webinars

# data[].attributes.attachment_link.description
Every day, and especially during these very challenging times, it is important to organic ways to keep stress levels low. Stress inarguably challenges immune systems and a challenged immune system leaves adults and children susceptible to myriad physical and mental challenges. The access to organically managing stress is to understand and use the power our ...

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.body
May 6-12: Free, with certificates available for a small fee

# data[].attributes.attachment_link.title
Transform Challenging Behavior Online Conference

# data[].attributes.attachment_link.description
A free online conference for early childhood professionals.

# data[].attributes.headline
Zero to Three: Addressing Abuse and Neglect during COVID-19

# data[].attributes.subject
Zero to Three: Addressing Abuse and Neglect during COVID-19

# data[].attributes.body
Recorded and available

# data[].attributes.attachment_link.readable_text
Intended audience: Early childhood education supervisors, program directors and administrators, and pedagogical leaders.
Key Issues/Concerns:

Assessing and addressing risks and signs of abuse and neglect in the early childhood education settings while simultaneously adjusting protocols specific to COVID 19 in these settings

Maintaining relationships through virtual contacts when programs are closed and assessing risk through virtual interactions The importance of reflective practice for early childhood educators who are often facing many of their own individual and family challenges during this time

Exploration of how burnout, vicarious traumatization and compassion fatigue could lead to risk of reactivity or even institutional abuse

Resources specific to early childhood education

Related Resources

# data[].attributes.attachment_link.title
Early Childhood Educators Attending to Risks for Abuse and Neglect During COVID-19: A Guided Reflection

# data[].attributes.attachment_link.description
Intended audience: Early childhood education supervisors, program directors and administrators, and pedagogical leaders.

# data[].attributes.headline
California Department of Education: How to Support Young English Learners at Home with Language and Literacy Development

# data[].attributes.subject
California Department of Education: How to Support Young English Learners at Home with Language and Literacy Development

# data[].attributes.body
May 11, 4:00-5:00

# data[].attributes.attachment_link.title
Welcome! You are invited to join a meeting: How to Support Young English Learners at Home with Language and Literacy Development. After registering, you will receive a confirmation email about joining the meeting.

# data[].attributes.attachment_link.description
Language and literacy are critical for young students to develop in the first few years of school. Now that schools are operating in distance learning environments, it is essential to involve families in supporting language and literacy development at home.

# data[].attributes.headline
MCOE Distance Learning Support: 4/27-5/8, plus recorded archives

# data[].attributes.subject
MCOE Distance Learning Support: 4/27-5/8, plus recorded archives

# data[].attributes.body
Sign up for training to use online and offline resources, communicating with families, etc.

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.body
To share with families and staff

# data[].attributes.attachment_link.description
Service | Excellence | Innovation | Teamwork

# data[].attributes.body
A great compilation of guidance from BOTH CDE (Title 5) and Licensing (Title 22)

# data[].attributes.attachment_link.readable_text
EveryChild California, like similar organizations across the country, has been closely monitoring the news around the Coronavirus (COVID-19). We recognize the concern around protecting your health and well being, as well as that of the families you serve. To ensure we are providing the most up-to-date information to our members, your staff and the families and children you serve, we will continue to provide you all with resources, sample letters to families and more as we receive them (see below for a comprehensive list of resources). Please contact EveryChild California with any questions during this time. We know the situation is changing minute by minute, and we are here to help the ECE community.
CDE Management Bulletins & PINS

Sample Agency Forms (Thank You California's Children Academy for Donating!)

# data[].attributes.attachment_link.description
EveryChild California, like similar organizations across the country, has been closely monitoring the news around the Coronavirus (COVID-19). We recognize the concern around protecting your health and well being, as well as that of the families you serve.

# data[].attributes.headline
NAEYC: Talking to and Supporting Children and Ourselves During the Pandemic

# data[].attributes.subject
NAEYC: Talking to and Supporting Children and Ourselves During the Pandemic

# data[].attributes.body
May 7, 12:00 -1:00

# data[].attributes.body
May 22, 9:00 am-3:00 pm

# data[].attributes.headline
NAEYC: Families & Educators Supporting Learning at Home

# data[].attributes.subject
NAEYC: Families & Educators Supporting Learning at Home

# data[].attributes.body
April 30, 12:00-1:00

# data[].attributes.headline
California Early Childhood Online (CECO) - Covid 19

# data[].attributes.subject
California Early Childhood Online (CECO) - Covid 19

# data[].attributes.body
Specific link for Health & Safety modules, once you are logged in

# data[].attributes.attachment_link.keywords[]
welcome to california early childhood online: log in to the site

# data[].attributes.attachment_link.title
Welcome to California Early Childhood Online: Log in to the site

# data[].attributes.headline
Early Childhood Investigations Webinars: Meaningful Online Experiences

# data[].attributes.subject
Early Childhood Investigations Webinars: Meaningful Online Experiences

# data[].attributes.body
April 29, 2:00 pm; Will be recorded!

# data[].attributes.attachment_link.readable_text
April 29, 2020

Early Childhood Education Consultant
Azspire, llc

View profile

--THIS WEBINAR IS FULL--
It will be recorded. You can watch the recording after the the live webinar is complete. Subscribe to our blog to receive an announcement when the recording is posted.
Join this timely webinar to learn how to create engaging, meaningful, and developmentally appropriate routines, rituals, traditions with children online during these challenging times.

As early childhood educators, our personal interactions with children have always been rooted in the physical classroom with real objects and close proximity. Now, due to COVID-19, we are scrambling to find ways to stay connected and continue to care for and educate the children in our programs. We find ourselves using online meeting systems to offer "classroom-like" experiences. But are they really meaningful? Do they proximate the hands-on, interactive, developmentally appropriate and meaningful experiences we strive to offer?

Join Jacky Howell, author of the NAEYC classic book, Rituals and Traditions: Fostering a Sense of Community in Preschool, to learn how you can offer FUN, rich, and meaningful online experiences with children, rather than offering activities to them. Learn from Jacky's real-life adventures working with some of the best early childhood education programs in the Washington, DC area as they connect with children in their programs through online meeting platforms during the COVID-19 crises. You will hear how Jacky and these exceptional master educators have continued to provide routines, rituals and highly interactive experiences virtually, and how they are planning to extend them into their physical classrooms when they return after the immediate crises is over.

In this inspiring webinar, you will learn:

the difference between facilitating experiences with children and providing activities to children

how to establish routines, rituals, and traditions that work online and can be extended to the physical classroom

see and hear about the exciting and engaging experiences offered by master early educators right now

Register now

# data[].attributes.attachment_link.title
Facilitating Meaningful Online Experiences With Young Children: Unexpected Challenges and Joyful Opportunities in Action,by Jacky Howell, M.A. - Early Childhood Webinars

# data[].attributes.attachment_link.description
THIS WEBINAR IS FULL-- It will be recorded. You can watch the recording after the the live webinar is complete. Subscribe to our blog to receive an announcement when the recording is posted. Join this timely webinar to learn how to create engaging, meaningful, and developmentally appropriate routines, rituals, traditions with children online during these ...

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.headline
Early Edge: Aprendizaje a distancia, leer cuentos con bebés y niños pequeños

# data[].attributes.subject
Early Edge: Aprendizaje a distancia, leer cuentos con bebés y niños pequeños

# data[].attributes.body
30 de abril, 12:00-1:00, registrese

# data[].attributes.attachment_link.title
Welcome! You are invited to join a webinar: Aprendizaje a distancia: cómo leer cuentos con bebés y niños pequeños. After registering, you will receive a confirmation email about joining the webinar.

# data[].attributes.attachment_link.description
Welcome! You are invited to join a webinar: Aprendizaje a distancia: cómo leer cuentos con bebés y niños pequeños. After registering, you will receive a confirmation email about joining the webinar.

# data[].attributes.headline
Early Edge: Distance Learning, Reading with small children

# data[].attributes.subject
Early Edge: Distance Learning, Reading with small children

# data[].attributes.body
April 30, 2:00-3:00, Register Here!

# data[].attributes.attachment_link.title
Welcome! You are invited to join a webinar: Distance Learning: How to Read Books to Infants & Toddlers. After registering, you will receive a confirmation email about joining the webinar.

# data[].attributes.attachment_link.description
Welcome! You are invited to join a webinar: Distance Learning: How to Read Books to Infants & Toddlers. After registering, you will receive a confirmation email about joining the webinar.

# data[].attributes.headline
MB 20-09 Guidance on Program Quality - CSPP

# data[].attributes.subject
MB 20-09 Guidance on Program Quality - CSPP

# data[].attributes.body
Distance Learning requirements

# data[].attributes.attachment_link.readable_text
Early Learning and Care Division

Subject: COVID-19 Guidance on Program Self Evaluation, Contract Monitoring, and Program Quality Requirements

Number: 20-09

Date: April 17, 2020

Expires: June 30, 2020 or until the State of Emergency has ended, whichever occurs first

Authority: Senate Bill 117 (Chapter 3, Statutes of 2020)

Attention: Executive Directors and Program Directors of All Early Learning and Care Programs

Purpose

This Management Bulletin (MB) is to notify and provide guidance to contractors about contractual requirements and instructions specific to program quality and monitoring after the enactment of Senate Bill (SB) 117.

These are not permanent changes to statute or regulations. These requirements will apply until June 30, 2020 or until the State of Emergency has ended, whichever occurs first. As the situation evolves and more information is available, the California Department of Education (CDE) may issue additional guidance.

Background

The California Education Code (EC) Section 8261 requires the State Superintendent of Public Instruction (SSPI) to adopt rules and regulations for monitoring and reporting requirements. California Code of Regulations, Title 5 (5 CCR), Section 18023, requires the CDE to complete compliance reviews of contractors. 5 CCR Section 18279 sets forth requirements for contractors for submitting Program Self Evaluations (PSE).

In addition, EC Section 8203 requires the SSPI to develop standards and indicators for the implementation of quality programs.

5 CCR Section 18272 requires contractors to complete a Desired Results Developmental Profile 2015 (DRDP [2015]) for each child who is enrolled in the program at least ten (10) hours per week, within sixty (60) calendar days of enrollment, and at least once every six (6) months.

5 CCR Section 18273 requires contractors to provide program activities and services that are age appropriate, meet the developmental needs of each child, meet the cultural and linguistic needs of children and families, and meet the needs of children with exceptional needs and their families.

5 CCR Section 18274 requires contractors to develop and implement a staff development program.

5 CCR Section 18275 requires contractors to provide parent involvement and education that includes, but is not limited to, sharing information and conducting at least two individual conferences with parents each year.

5 CCR Section 18280 requires contractors to annually distribute the Desired Results Parent Survey, to parents; collect the surveys from the parents; and analyze the results to plan and conduct activities to help parents support their child's learning and development and to meet the family's needs.

5 CCR Section 18281 requires contractors to complete an environment rating scale that is appropriate for the type of setting and age of children served, to measure program quality.

On March 4, 2020, Governor Newsom proclaimed a State of Emergency in California as a result of the threat of the global pandemic disease COVID-19. On March 17, 2020, the Governor signed SB 117 (Chapter 3, Statutes of 2020) which authorizes the SSPI to issue guidance to address contractual requirements during Fiscal Year (FY) 2019-20 and ensure continuity of payments to state subsidized early learning and care (ELC) programs.

Following the enactment of SB 117, the CDE released MB 20-04 on March 19, 2020 providing guidance to state-subsidized ELC programs about updated apportionment, attendance, and reporting requirements. This MB provides additional guidance to those contractors who provide services through the following programs: Alternative Payment Program (CAPP), Migrant Child Care (CMIG and CMAP), California State Preschool Program (CSPP), General Child Care (CCTR), Family Child Care Home Education Networks (CFCC), and Care for Children with Severe Disabilities (CHAN). This new law allows the SSPI to develop directives to modify, as necessary, contractual reporting requirements applicable for FY 2019-20 state-subsidized ELC programs impacted by the COVID-19 State of Emergency. The guidance below responds to this topic

Policy

Effective immediately, the CDE will suspend comprehensive compliance reviews of contractors for the remainder of FY 2019-20. However, the CDE will continue to perform compliance reviews to ensure program quality, as needed.

Effective immediately, the CDE will suspend the submission of the Program Self Evaluation (PSE) for FY 2019-20.

The suspension of these requirements and associated timelines does not exempt contractors from providing quality program activities and services that are age appropriate and meet the developmental needs of each child, the cultural and linguistic needs of children and families, and the needs of children with exceptional needs and their families.

State-subsidized early learning and care programs are required to continue to provide quality program activities and support services in compliance with 5 CCR and EC 8203 as provided in the directive below.

Directive

All Early Learning and Care Division Contractors (CSPP, CCTR, CMIG, CHAN, CAPP, C2AP, C3AP, CMAP, CFCC, as applicable)

Program Quality Contractual Requirements During an Emergency Closure:

Contractors who are currently open or who are physically closed but funded to be operational due to the COVID-19 pandemic must develop a plan around modifying program operations to address the needs of children and families who are no longer being served in a physical setting during an emergency closure. For contractors that have closed some or all sites, this plan must be provided to the contractor's assigned regional consultant by April 30, 2020. This plan must include engaging staff during the emergency closure to provide supportive services to children and families. This plan must include the following services, but may include others:

Developing a family engagement plan for disasters

Providing online resources and activities for children and families at home, including virtual opportunities

To the extent practicable, assisting local efforts to provide child care and development services to essential employees

Engaging existing statewide quality projects supporting 5 CCR contractors for local and/or virtual professional development and support activities

Engaging external online/virtual professional development opportunities for program staff

Please refer to your local Quality Counts California agency, Resource and Referral program, and Local Planning Councils for available resources in your county.

Requirements for Alternative Payment Program Contracts (CAPP, C2AP, C3AP, and CMAP):

Alternative Payment and Resource and Referral Contracts are exempt from the following requirements listed in the directives below:

Parent Involvement, Education Programs, Developmental Profile Requirements and the ERS.

Modified Quality Contractual Requirements

State-subsidized early learning and care programs are required to continue to provide modified quality program activities to all currently enrolled children and families in compliance with 5 CCR and EC 8203, as directed below:
Contract Reviews of Contractors
The CDE will be conducting modified monitoring of contracts and will suspend all on-site visits, unless as needed. The CDE will continue to support contractors by providing technical assistance, training, and updated information remotely.

Program Self Evaluation Reporting Requirements Suspended

The requirement to submit the Program Self Evaluation on June 1, 2020, has been suspended. The CDE will assess the need for the PSE, in light of the developments of the COVID-19 State of Emergency, and will provide additional guidance regarding the submission of the PSE at a later date if necessary.

Parent Involvement

CCTR, CSPP, CFCC, and CMIG contractors must contact each family a minimum of twice a week to keep updated on the child and family in compliance with 5 CCR Section 18275 and must document outreach efforts. To the greatest extent possible, outreach efforts should be conducted in the family's preferred language via phone calls, emails, and/or texts. Outreach should consist of a mix of individual and group activities to maintain relationships and supports for families and children with each other and with program staff.

Contractors will communicate with families about their progress and needs with distance learning and the family's overall well-being; providing resources and referrals to support services, social services, and health services as needed. Additional resources are available at https://www.cde.ca.gov/sp/cd/re/elcdcovid19.asp. Contractors should contact the local Resource and Referral (R&R) agency https://www.cde.ca.gov/sp/cd/re/rragencylist.asp and the local Quality Counts California (QCC) consortia to identify additional resources to meet the needs of children and families. Parent conferences have been suspended through June 30, 2020; although contractors are encouraged to conduct these virtually whenever possible.

Education Programs

CCTR, CSPP, CFCC, and CMIG contractors who are currently open or who are physically closed but funded to be operational will provide all enrolled families with developmentally appropriate activities that can be done at home. Activities provided will comply with 5 CCR Section 18273 and must be documented.

Contractors are required to provide an activity plan for each child that can be incorporated into the daily activities and assists with creating a predictable routine in the family's home. Additional resources are available https://www.cde.ca.gov/sp/cd/re/elcdcovid19.asp. These activities should be similar to those activities conducted in the program and promote the developmental progress of social emotional skills, language and literacy skills, problem solving skills, math and science skills, and physical health. To the greatest extent possible, activities should be provided in the family's preferred language. Contractors who are currently open or who are physically closed but funded to be operational are required to offer virtual learning opportunities daily through various methods to maintain the developmental progress of currently enrolled children. These methods should include, but not be limited to, email, online learning platforms, video and/or activity packets. Contractor preparing activity packets should ensure the delivery of these packets comply with all social distancing requirements.

Contractors should contact the local R&R agency at https://www.cde.ca.gov/sp/cd/re/rragencylist.asp and the local QCC consortia to identify additional resources to meet the needs of children and families.

Staff Development

Contractors who are currently open or who are physically closed but funded to be operational will provide all staff members professional development. Staff Development will comply with 5 CCR 18274 and must be documented.

Contractors must provide professional development, or access to professional development through distance learning opportunities for priority topics including, but not limited to, health and safety and child development.

Contractors should provide staff development using, but not limited to, the resources located https://www.cde.ca.gov/sp/cd/re/elcdcovid19.asp, as well as the resources below:

Contractors should also contact the local R&R agency at https://www.cde.ca.gov/sp/cd/re/rragencylist.asp and the local QCC consortia to identify additional resources to meet the needs of children, families, and staff.

Developmental Profile Requirements
CCTR, CSPP, CFCC, and CMIG contractors are required to submit data in DRDP Online for any rating period that complete data has been collected. Contractors shall not upload partial data into DRDP Online. Information, resources, and training on the DRDP Online system can be found at https://www.desiredresults.us/.

Rating periods after March 17, 2020 are suspended through June 30, 2020.

Parent Survey

This requirement has been suspended through June 30, 2020.

Health and Social Services

CCTR, CSPP, CFCC, and CMIG contractors are required to communicate with families about their progress and the family's overall well-being. Contractors must identify, refer, and ensure that the families' health and social services needs are being met.

Environmental Rating Scales

This requirement has been suspended through June 30, 2020 for CCTR, CSPP, CFCC, and CMIG contractors. The CDE will assess the need for the Environmental Rating Scale (ERS), in light of the developments of the State of Emergency in California as a result of the threat of the global pandemic disease COVID-19, and will provide additional guidance regarding ERS at a later date if necessary.

Resources

The CDE Early Learning and Care Division has developed a COVID-19 guidance and resource page that includes answers to frequently asked questions, all management bulletins issued to implement pertinent legislation, and other relevant resources at https://www.cde.ca.gov/sp/cd/re/elcdcovid19.asp.

To be informed of the updated information, please sign up for Early Learning and Care Division's email list at https://www.cde.ca.gov/sp/cd/ci/progspeclist.asp.

The CDSS Community Care Licensing Division has developed Provider Information Notice (PIN) 20-04-CCP, which provides a statewide waiver for operation of child care facilities, including licensees, registered TrustLine providers, and temporary employer sponsored child care, along with guidance for the implementation of prevention, containment, and mitigation measures for COVID-19. This PIN can be found on the CDSS website at https://www.cdss.ca.gov/inforesources/community-care-licensing.

For more information about federal and state guidance and response to COVID-19, please refer to the CDC website at https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/index.html, the California Department of Public Health's website at https://www.cdph.ca.gov/Programs/CID/DCDC/Pages/Immunization/ncov2019.aspx, and the California COVID-19 Response website at https://covid19.ca.gov/.

If you have any questions regarding the information in this MB, please contact your assigned Early Learning and Care Consultant via the CDE Consultant Regional Assignments web page at https://www.cde.ca.gov/sp/cd/ci/assignments.asp or by phone at 916-322-6233.
________________________________
Stephen Propheter, Director
Early Learning and Care Division

Questions: Early Learning and Care Division | 916-322-6233

Last Reviewed: Friday, April 17, 2020

# data[].attributes.attachment_link.description
Subject: COVID-19 Guidance on Program Self Evaluation, Contract Monitoring, and Program Quality Requirements Number: 20-09 Date: April 17, 2020 Expires: June 30, 2020 or until the State of Emergency has ended, whichever occurs first Authority: Senate Bill 117 (Chapter 3, Statutes of 2020) Attention: Executive Directors and Program Directors of All Early Learning and Care Programs Purpose This Management Bulletin (MB) is to notify and provide guidance to contractors about contractual requirements and instructions specific to program quality and monitoring after the enactment of Senate Bill (SB) 117.

# data[].attributes.headline
MB 20-08: Guidance on Procurement/Audits

# data[].attributes.subject
MB 20-08: Guidance on Procurement/Audits

# data[].attributes.body
Fiscal

# data[].attributes.attachment_link.readable_text
Early Learning and Care Division

Subject: COVID-19 Guidance on Procurement and Audits

Number: 20-08

Date: April 2020

Expires: June 30, 2020, or unless rescinded

Authority: Senate Bill 117 (Chapter 3, Statutes of 2020)

Attention: All Executive Officers and Program Directors of California Department of Education Early Learning and Care Programs

Purpose

This Management Bulletin (MB) is to notify and provide guidance to state-subsidized Early Learning and Care Division (ELCD) programs about temporary changes to the requirements related to the procurement of goods or services and changes to contract audit timelines after the enactment of Senate Bill (SB) 117 (Chapter 3, Statutes of 2020).

It is important to note that this is not a permanent change to statute or regulations. These requirements will apply until June 30, 2020, unless nullified or changed by the Legislature, or this MB is rescinded. As needs evolve and more information is available, the California Department of Education (CDE) will issue (updates) additional guidance.

Background and Authority

The California Education Code (EC) and California Code of Regulations, Title 5 (5 CCR), currently sets the standards for the approval processes for purchases requiring a competitive procurement of equipment, goods and services utilizing state and federal funds as follows:

5 CCR Section 18013(s) defines "Reasonable and necessary costs" as expenditures that, in nature and amount, do not exceed what an ordinarily prudent person would incur in the conduct of a competitive business.

5 CCR Sections 18027-18030 requiring private contractors to obtain at least three (3) bids or estimates for subcontracts that exceed the amount stated for subcontract bid requirements in the annual child development contract, state that ELCD prior approval is needed, that copies of all bids are submitted, including the line item budget of the proposed subcontract, and that the ELCD has 30 days to approve/disapprove after receipt of all documentation.

5 CCR Section 18033 states that contractors will be reimbursed for actual costs that are reasonable and necessary to the performance of the contract.

5 CCR Section 18040 states that private contractors shall obtain at least three (3) bids or estimates when expenditures for equipment, equipment replacement, and improvements exceed the level specified in the annual child development contract.

Code of Federal Regulations, Title 2 (2 CFR), Section 200.319(c), requires contractors to have written policies and procedures in place and implement policies to ensure that the price of the goods and services is the competitive market price. All procurements must be supported by documentation that verifies compliance with state and federal rules.

2 CFR Section 200.320(a) refers to the acquisition of supplies or services, whereas the aggregate dollar amount does not exceed $10,000, and can be awarded without soliciting competitive quotations if the CDE considers the price to be reasonable.

2 CFR Section 200.320(b) requires that "price or rate quotations be obtained from an adequate number of qualified sources." This includes purchases from $10,000 to $250,000.

On March 17, 2020, the Governor signed SB 117 (Chapter 3, Statutes of 2020) which includes provisions to ensure continuity of payments to state-subsidized early learning and care programs, subject to guidance from the State Superintendent of Public Instruction (SSPI).

This new law allows the SSPI to develop directives to modify, as necessary, contractual reporting requirements applicable for FY 2019-20 state-subsidized early learning and care programs impacted by COVID-19. This authority applies to Fiscal Year (FY) 2019-20 and the following programs: Alternative Payment Program (CAPP), Migrant Child Care (CMIG and CMAP), California State Preschool Program (CSPP), General Child Care (CCTR), Family Child Care Home Education Networks (FCCHEN), Care for Children with Severe Disabilities (CHAN), and CalWORKs Stages 2, and 3 (C2AP, and C3AP) programs.

The guidance below responds to this topic.

Policy

Effective March 17, 2020, the CDE will be flexible with the preapproval and bidding requirements for procurement of equipment purchases, leases, replacements and improvements on all purchases under $10,000 related to COVID-19 through June 30, 2020. Also, contract audit due dates will be extended three (3) months from the normal due date.

Directive

Flexibility for Agency Preapproval Requirements Under Funding Terms and Conditions for Procurement for Purchases

If a contractor needs to purchase equipment or replacements, enter into leases, or make improvements, flexibility of the pre-approval requirements is allowed under the following conditions:

The purchase is related to the COVID-19 declared State of Emergency, the pre-approval requirements will be waived through June 30, 2020.

The per-unit cost equals or exceeds $5,000 and is less $10,000.

The sum of the purchase is under $10,000.

The purchases are reasonable, necessary and allocable to the child development program, and providing the necessary services to eligible children.

NOTE: This flexibility with preapproval requirements does not include purchases over $10,000. All purchases over $10,000 will require the submission of three (3) bids and the process of approval by the CDE, per 2 CFR Section 200.320(b). This includes purchases from $10,000 to $250,000.

If a contractor needs to purchase equipment or replacements, enter into leases, or to make improvements not related to the COVID-19 declared State of Emergency, the contractor must adhere to all applicable laws and regulations related to the Pre-Approval Requirements as cited in the FT&C's.

Obtaining Bids for Equipment Purchases, Leases, Replacements and Improvements for Private Agencies

If a contractor needs to purchase equipment or replacements, enter into leases, or make improvements with a per-unit cost that equals or exceeds $5,000 or the sum of the purchase is less than $10,000 and the purchase is related to the COVID-19 declared State of Emergency and contractor has the ability to secure three (3) bids, the CDE encourages them to do so.

As a reminder, per the FT&C's if three (3) bids or estimates cannot be obtained, the contractor shall provide adequate documentation of the reason(s) why three (3) bids or estimates could not be obtained (e.g. an emergency situation, or the item is only available from a single source).

If a contractor needs to purchase equipment or replacements, enter into leases, or make improvements not related to the COVID-19 declared State of Emergency, the contractor must adhere to all applicable law and regulations to the Obtaining Bids as cited in the FT&C's.

Contractors must keep all documentation regarding equipment purchases, leases, replacements, and improvements and abide by their internal control policies and procedures.

All contractors are ultimately responsible for ensuring that all costs are reasonable, necessary and allocable to the child development program, and providing the necessary services to eligible children.

The CDE will continue to monitor the state declared State of Emergency related to COVID-19, and will issue further guidance on reporting requirements where necessary.

The request form CD-2703 (5 CCR Section 18040) may be found via this link https://www.cde.ca.gov/sp/cd/ci/documents/cd2703.pdf.

Audit Extension for Contractors and Subcontractors

Contractors and subcontractors that have not yet submitted their audits as of the date of this MB that have fiscal year-ends through June 30, 2020, may delay the completion and submission of the audit, as required under California EC Section 8448 and 5 CCR Section 18071, to three (3) months beyond the normal due date. This extension is in lieu of extensions delineated in 5 CCR, Section 18073(b), and does not require contractors and subcontractors to seek approval for the extension by the cognizant or oversight agency for audit; however, contractors should maintain documentation of the reason for the delayed filing.

CDE Reporting Forms

The Child Development and Nutrition Fiscal Services (CDNFS) report forms will remain unchanged. All revenue and expenses related to the program that are reimbursable by the contract should be reported on the first fiscal page of the Attendance and Fiscal report. If you have any questions related to the reporting of revenue and/or expenses, please contact your assigned CDNFS Fiscal Analyst. The CDE Fiscal Apportionment Analyst Directory web page can be found at https://www.cde.ca.gov/fg/aa/cd/faad.asp.

Other Relevant Information

The CDE Early Learning and Care Division has developed a COVD-19 guidance and resource page that includes answers to frequently asked questions, all management bulletins issued to implement pertinent legislation, and other relevant resources at https://www.cde.ca.gov/sp/cd/re/elcdcovid19.asp.

To be informed of the updated information, please sign up for Early Learning and Care Division's email list at https://www.cde.ca.gov/sp/cd/ci/progspeclist.asp.

The CDSS Community Care Licensing Division has developed Provider Information Notice (PIN) 20-04-CCP, which provides a statewide waiver for operation of child care facilities, including licensees, registered TrustLine providers, and temporary employer sponsored child care, along with guidance for the implementation of prevention, containment, and mitigation measures for COVID-19. This PIN can be found on the CDSS website at https://www.cdss.ca.gov/inforesources/community-care-licensing.

For more information about federal and state guidance and response to COVID-19, please refer to the CDC website at https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/index.html, the California Department of Public Health's website at https://www.cdph.ca.gov/Programs/CID/DCDC/Pages/Immunization/ncov2019.aspx, and the California COVID-19 Response website at https://covid19.ca.gov/.

If you have any questions regarding the information in this management bulletin, please contact your assigned ELCD Regional Consultant. A list of ELCD Regional consultants can be found at https://www.cde.ca.gov/sp/cd/ci/assignments.asp or by phone at 916-322-6233.

______________________________
Stephen Propheter, Director
Early Learning and Care Division

Questions: Early Learning and Care Division | 916-322-6233

Last Reviewed: Friday, April 17, 2020

# data[].attributes.attachment_link.description
Subject: COVID-19 Guidance on Procurement and Audits Number: 20-08 Date: April 2020 Expires: June 30, 2020, or unless rescinded Authority: Senate Bill 117 (Chapter 3, Statutes of 2020) Attention: All Executive Officers and Program Directors of California Department of Education Early Learning and Care Programs Purpose This Management Bulletin (MB) is to notify and provide guidance to state-subsidized Early Learning and Care Division (ELCD) programs about temporary changes to the requirements related to the procurement of goods or services and changes to contract audit timelines after the enactment of Senate Bill (SB) 117 (Chapter 3, Statutes of 2020).

# data[].attributes.attachment_link.description
Access Google Drive with a Google account (for personal use) or Google Workspace account (for business use).

# data[].attributes.attachment_link.description
Access Google Drive with a Google account (for personal use) or Google Workspace account (for business use).

# data[].attributes.headline
NAEYC - Making and Tinkering at Home & at School (STEM)

# data[].attributes.subject
NAEYC - Making and Tinkering at Home & at School (STEM)

# data[].attributes.body
April 23, 12:00-1:00

# data[].attributes.headline
California Early Childhood Online (CECO)

# data[].attributes.subject
California Early Childhood Online (CECO)

# data[].attributes.body
Bring your Workforce Development number and get 100s of hours of Professional Development

# data[].attributes.body
Go the DRDP (Special Topics) heading for relevant trainings!

# data[].attributes.attachment_link.readable_text
Select by Topic:

Our one-hour webinars are conducted via Zoom-an easy, reliable cloud platform for video and audio conferencing and chat. Once you have registered for a webinar, a confirmation email is sent with instructions to join the meeting. All webinars qualify for professional growth hours through the California Early Care and Education Workforce Registry. To receive professional growth hours, please use the workforce registry link provided in the webinar confirmation email at least 24 hours before the webinar. The California Workforce Registry no longer accepts registration after the webinar has occurred.

Collaborative Conversations with Desired Results and DR Access Projects

Desired Results (DR) and DR Access are partnering to provide webinars specific to the implementation of the DRDP assessment for all children. These webinars will highlight the importance of early childhood educators and early childhood special educators/service providers partnering to support children's authentic assessment and ways to share children's learning and development with families.

Using the Early Learning Foundations and the DRDP Together
Learn how to use the Early Learning Foundations and the DRDP to understand children's development and plan intentional invitations to learning.

January 25, 2023, 4:00 - 5:00 pm Register

DRDP Online Webinars (The Data System)

DRDP Online for Teachers "How to Input Ratings"-Review how teachers can view their class in the data system and input DRDP ratings. Please download this document before the webinar: Getting Started for Teachers PDF DRDP Online PDF

DRDP Online for Admin-Review the importance of roles and permissions, creating users, sites, and classrooms for administrators inside the DRDP Online system. Please download this document before the webinar: Getting Started for Administrators PDF DRDP Online PDF

DRDP Online Introduction-Learn four important steps to setting up a DRDessentialaccount DRDP Online PDF

DRDP Online Data and Understanding Reports-Review DRDP Online reports, how to pull reports and guidance on analyzing the data. Please download these documents before the webinar: DRDP Online Reports PDF | Child Report Guidance PDF Group Report Guidance PDF; Sample Parent Report

DRDP Online Upload Templates- Learn how DRDP Online administrators and data entry analysts can upload mass quantities of users, classes, and children into the DRDP Online system.

California Early Childhood Online (CECO)

California Early Childhood Online (CECO) provides free training modules on multiple topics, including the DRDP and the Integrated Nature of Learning. Access comprehensive resources in one centralized location to meet the ever-changing needs of the early childhood field. Join a virtual tour of how to sign up as a new user and view available modules.

DRDP Webinars (Special Topics)

DRDP for Family Child Care Providers- This one-hour session is designed specifically for family child care providers who are new to the DRDP. Network with other family child care providers as we discuss the power of the DRDP in the home setting, soft start options for implementation, and free, easy-to-use resources.

December 17 at 9:00 a.m. Register

January 21, at 9:00 a.m. Register - Conducted in Spanish

Observation and Collection-This one-hour webinar reviews essential tips for observing in the classroom, including strategies for remote collection of documentation for DRDP. Also, discuss the importance of family partnership for gathering meaningful information about children's development. Collection and organization of the documentation are essential! Resource Document Intro -17. Resource Document Spanish

January 11 at 5:00 p.m. Register - Conducted in Spanish

DRDP Online Ask the Expert -Bring all questions about the Desired Results process (observation, the assessment, DRDP Online)

Using Frameworks to Plan-Dive into the curriculum frameworks! Review classroom data and create a lesson plan using strategies from the curriculum framework to modify the environment, teacher strategies, and more. PPT HO

January 25 at 5:00 p.m. Register - Conducted in Spanish

Summary of Findings-Review the process of completing the Classroom Summary of Findings using DRDP Online group reports. EED 3900 Summary of Findings Sample Questions for Reflection
Engaging Families/Parent Survey
DRDP and Parent Conferences-Review strategies for planning a positive conference experience. Topics include the DRDP Online Parent Report, Child Developmental Progress Report, and how best to use these documents together. Learn strategies for planning a successful parent conference built on relationships and supporting children's learning and development. Child Developmental Progress form ( English and Spanish). Sample Child Developmental Progress form ( English and Spanish)

Environment Rating Scales (ERS)-Review the connections between the DRDP assessment and the Environment Rating Scales. Also, share resources to support the implementation of the Environment Rating Scales. Please download this document before the webinar: The DRDP and the Environment Rating Scales PDF

DRDP for School Age Programs-This webinar will review the DRDP School Age Assessment basics. The layout of the assessment, how to complete the assessment, and resources available to support teachers.

January 9 at 11:00 a.m. Register - Conducted in Spanish

Interactive Meetings (1.5 hours)

DRDP Online: How to use DRDP Online Reporting Tools to Inform Classroom Practice (1.5 hours)-Discuss strategies to connect findings in the DRDP Online reports to classroom-level planning for individuals and groups. PPT HO

Play, Reflection, and Curriculum All Working Together in the Same Sandbox (1.5 hours)

December 12 at 5:30 p.m. Register

January 9 at 5:30 p.m. Register - conducted in Spanish

Family Partnerships and Culture: Reflect and Learn First, Teach Second (1.5 hours)

December 8 at 5:00 p.m. Register

January 18 at 12:00 p.m. Register - Conducted in Spanish

The Powerful Role of Play (1.5 hours) - Discover the purpose of this publication, The Powerful Role of Play in Early Education, through reading and discussion.

DRDP Portfolio App Webinars

The DRDP Portfolio App is a free electronic portfolio. This teacher job aide allows teachers to attach multiple measures to pieces of documentation and organize it all electronically. Learn all the useful features of the portfolio app.
DRDP Online Onsite Training
Go to Training/Scheduled Training for information and to request training at your site.

Transcripts Available
Live transcripts for webinars are available upon request with prior notice. Please get in touch with desiredresults@wested.org desiredresults@wested.org for assistance or call 1-800-770-6339.

# data[].attributes.attachment_link.keywords[]
desired results for children and families | webinars

# data[].attributes.attachment_link.description
Select by Topic: Our one-hour webinars are conducted via Zoom-an easy, reliable cloud platform for video and audio conferencing and chat. Once you have registered for a webinar, a confirmation email is sent with instructions to join the meeting. All webinars qualify for professional growth hours through the California Early Care and Education Workforce Registry.

# data[].attributes.headline
CDE COVID 19 Resources for Early Learning and Care

# data[].attributes.subject
CDE COVID 19 Resources for Early Learning and Care

# data[].attributes.body
The latest Management Bulletins and more...

# data[].attributes.attachment_link.readable_text
Resources

Environment Self-Certification During a Pandemic (PDF)

Updated Apportionment Guidance to Resource and Referral (R&R) Program Contractors [Link no longer available]
Note: The purpose of this guidance is to revise certain content from the original guidance letter dated April 29, 2020

Apportionment Letter to Resource and Referral (R&R) Program Contractors [Link no longer available]

Guidance for State of Emergency Situations (March 2020)

In addition to Management Bulletins (MB), the Early Learning & Care Division (ELCD) will continue to release guidance and answers to frequently asked questions below.

The California Department of Education (CDE) is following the guidance of the California Department of Public Health (CDPH) and directives from the Administration. For the latest information, please go to the CDPH News Releases 2020 Page and the CDPH COVID-19 Updates Page .

Helpful Links
Local Planning Council (LPC) Contact Page Responsive Early Education for Young Children and Families Experiencing Homelessness (PDF)

# data[].attributes.attachment_link.description
Environment Self-Certification During a Pandemic (PDF) Updated Apportionment Guidance to Resource and Referral (R&R) Program Contractors [Link no longer available] Note: The purpose of this guidance is to revise certain content from the original guidance letter dated April 29, 2020 Apportionment Letter to Resource and Referral (R&R) Program Contractors [Link no longer available] In addition to Management Bulletins (MB), the Early Learning & Care Division (ELCD) will continue to release guidance and answers to frequently asked questions below.

# data[].attributes.headline
Community Care Licensing - COVID 19 Resources

# data[].attributes.subject
Community Care Licensing - COVID 19 Resources

# data[].attributes.body
Department of Health and Human Services Resources and PINs