February 2020 edition
An inside look at Pennsylvania's early education system.
What's New for February
February 2020 brings several opportunities for early childhood education (ECE) professionals and recognition for Pennsylvania's Apprenticeship efforts to support the ECE workforce.

A practical pathway for early childhood education career opportunity and advancement were the original ideas for an apprenticeship program in Philadelphia with the District 1199c Training and Upgrading Fund. The report below highlights the efforts of the Training and Upgrading program which proposed an innovative way to support the ECE workforce to move beyond the CDA through a degree-based apprenticeship model.

Those interested have until the March 31, 2020 deadline to renew lapsed or expired Child Development Associate (CDA) under the Renewal Amnesty Program. The CDA Credential is the most widely recognized credential in early childhood education (ECE) and is a key stepping stone on the path of career advancement in ECE . Obtaining a CDA is a big commitment, but one that creates confident early childhood educators with command of today’s best practices for teaching young children. Read the article below to find out how to renew a CDA.

Approaching spring and Kindergarten Registration season go together. Most Pennsylvania elementary schools will host their Kindergarten Registrations February through April. Ensuring families register their child for Kindergarten now means schools, early learning programs, families and children have adequate time to prepare for the first day of Kindergarten. The article below provides Kindergarten Registration information, as well as resources for the start of a successful Kindergarten year . 
Early Education in Pennsylvania
The National Sex Offender Registry (NSOR) Verification Certificate and the Waiver Application for Provisional Hire
With the implementation of the National Sex Offender Registry (NSOR) verification process, ChildLine, Clearance Verification Unit continues to work on providing a timely turnaround on NSOR applications. Applicants may experience a delay in receiving their NSOR verification result letter, if the NSOR application submitted to the Clearance Verification Unit requires additional information for processing. Currently, the Clearance Verification Unit has significant pending NSOR applications requiring the applicant’s response.

NSOR Rejection letters were issued from the Clearance Verification Unit. OCDEL encourages applicants to review their email or mail and ensure they provide the Clearance Verification Unit with the needed missing details on their NSOR applications. Additionally, please assist the Clearance Verification Unit in their need to process the most critical NSOR applicants timely by following these suggestions: 
 
  • When finalizing the NSOR application ensure the purpose for the NSOR application is checked, and include the full mailing address with zip code. These are the two primary reasons for NSOR application rejections.  
  • Applicants are encouraged to call the Clearance Verification Unit when they receive a NSOR rejection letter to update their application at 1.877.371-5422. Information is updated immediately when calling.
  • Do not send in multiple NSOR applications. This will result in multiple NSOR verification letters mailed. The current process is not an automated online process.
  • If you are not required to obtain the NSOR verification until later in the year, please hold off on sending in your NSOR application at this time. Current employees are required to obtain the NSOR background clearance by July 1, 2020.
  • Only the applicant can receive the NSOR verification letter. If a provider or agency submits an NSOR application request on behalf of their staff, ChildLine, Clearance Verification Unit will reject the NSOR application and an NSOR application rejection letter is sent to the applicant explaining the additional information needed from the applicant.
  • FBI regulations prohibit the release of the NSOR verification letter to anyone other than the individual applying. 

Effective December 31, 2019  , employers, administrators, supervisors or other persons responsible for employment decisions in a certified child care center, group home or family child care home (child care facility), may not employ applicants on a provisional basis unless the Legal Entity or person responsible for the Legal Entity requests a waiver and receives approval from the Department of Human Services (DHS). The waiver, if approved, is valid as long as the child care facility maintains the same location.

The Legal Entity or person responsible for the Legal Entity who is responsible for employment must submit this application to DHS to request the waiver of the provisions of the Child Protective Services Law 23 Pa. C.S. Section 6344(m) (relating to employees having contact with children; adoptive and foster parents). This form is required for each child care facility that will employ an individual for a provisional hire period not to exceed 45 days.

The application and instructions are available on the  Keep Kids Safe website .

Resource Account Reminder for the NSOR and the Provisional Hire Waiver Request  :
  • Submit the provisional hire waiver request to the following resource account RA-PWDRACERT@pa.gov Subject Line: PROVISIONAL HIRE WAIVER REQUEST - FACILITY NAME - MPI NUMBER
  • Some applicants have been incorrectly sending the provisional hire waiver to the NSOR resource account and this may result in a delay in processing the waiver. 
  • Scan the completed NSOR application and email to: RA-PWNSOR@pa.gov. In the subject line list ‘NSOR Verification Applicant Last Name (i.e., Smith)
  • Some applicants have been incorrectly sending the NSOR application to the provisional hire waiver resource account and this may result in a delay in processing the NSOR verification certificate. 
Pennsylvania's Apprenticeship Efforts Recognized in Innovative State Strategies for Supporting the ECE Workforce
In a series of briefs, Child Trends highlights innovative strategies leveraging state policies, practices, and funding to strengthen the early childhood education (ECE) workforce and to benefit the children they serve. The ECE workforce experiences shared challenges nationwide, such as inadequate compensation and support for paths towards attaining credentials and higher education degrees. These state spotlights were developed to serve as resources to explore how Arkansas, Georgia, Indiana, Louisiana, Minnesota, Montana, and Pennsylvania implemented promising initiatives and programs to support the workforce and address issues facing the field. Unique strategies for preparing and compensating practitioners include early childhood apprenticeships, business training, and flexible salary bonuses. 

Pennsylvania's efforts highlight the innovative ECE Apprenticeship Program which collaborates with higher education partners to help teachers attain an ECE associate or a bachelor's degree by integrating on-the-job learning, academic supports, mentorship, and wage increases. Read more .
T.E.A.C.H. Scholarship Update for Spring 2020
The Pennsylvania Child Care Association (PACCA) has filled all available scholarship slots for the Spring 2020 semester. However, PACCA continues to accept T.E.A.C.H. applications on an ongoing basis and will issue awards for future semesters based on funding availability. 

For early childhood education (ECE) professionals interested in enrolling in college, PACCA recommends applying for a T.E.A.C.H. Scholarship AND to the college/university to attend as soon as possible. To learn more about T.E.A.C.H. partnering higher education institutions and their degree/program offerings, visit the PACCA website . Click here to download a T.E.A.C.H. application.

Those with questions about T.E.A.C.H. or next steps to enrolling in college, can contact a T.E.A.C.H. Counselor at 717.657.9000 or teachinfo@pacca.org . 

T.E.A.C.H. Early Childhood ®  PENNSYLVANIA is administered by the Pennsylvania Child Care Association (PACCA). T.E.A.C.H. Early Childhood ® PENNSYLVANIA is a licensed program of Child Care Services Association.  
OCDEL Policy Fellow Creates Community Inclusion Resource
A new resource, Pennsylvania Community Inclusion for All, created by an OCDEL Policy Fellow , Sadia Bartool, highlights the importance of and provides resources for meaningful Community Inclusion, geared towards Pennsylvania children, ages birth to grade 6, and their families. The PA Community Inclusion for All web page and public Facebook group can help increase opportunities for meaningful interaction between families and children with and without disabilities. It can provide professionals the resources for Community Inclusion to share with families they serve and use the resources when practicing coaching in the community with families.

Early learning partners and families are encouraged to share the resources with community partners to inspire them to create and provide for a more inclusive environment and promote and highlight the ones practicing inclusion effectively by sharing their stories of why and how they are doing it. Families are invited to share their stories highlighting the struggles/challenges, professional support, effective strategies and outcomes of Community Inclusion.
Deadline Approaching to Renew Lapsed or Expired CDA With Renewal Amnesty Program
Application deadline March 31, 2020
The March 31, 2020 deadline is quickly approaching for early childhood education (ECE) professionals whose Child Development Associate (CDA) Credential has lapsed or expired to take advantage of the CDA renewal Amnesty program. If an ECE professional completed their CDA any time after Jan. 1, 2010 and did not submit a renewal to keep the CDA current, they can take advantage of this opportunity to reinstate their CDA credential--but they must act soon!

The renewal program is eligible through Rising Stars Tuition Assistance (RSTA). To apply for Financial assistance, ECE professionals need to complete their profile in  the Professional Development (PD) Registry  to see the Financial Assistance tab.

To qualify for the CDA renewal Amnesty program, the following eligibility requirements must be met:

  • Expiration date as far back as Jan. 1, 2010
  • Must meet all current renewal requirements (visit the CDA Council website for more information about the renewal process)
  • Apply online using Your Council CDA council portal system (for more information on this process, please visit the CDA Council website)

The program will run through March 31, 2020. All applications and payments ($125) must be submitted online by March 31, 2020. For more information about RSTA,  visit the Pennsylvania Key website . For more information on CDA Renewal,  visit the Pennsylvania Key website .
Early Intervention Family Survey Now Available
Pennsylvania’s Early Intervention Program (Infant/Toddler and Preschool) wants to hear from families about their experience with Early Intervention. Families whose children are receiving Early Intervention Services can respond to the survey now through June 30, 2020. 

If you know a family receiving Early Intervention services, please share with them the flyer. The survey can be accessed via a QR code or web link, and is available in both English and Spanish.  
Let’s Chat About Early Language and Literacy
Join the PA Office of Child Development and Early Learning (OCDEL) and Early Intervention Technical Assistance (EITA) during the winter months for some hot topics around early language and literacy development. Get access to resources to share with families and use in classrooms and centers. These 30-minute chats will be offered at 8:30 am and repeated at 1:30 pm on the 2nd and 4th Friday in February & March 2020. Pennsylvania Quality Assurance System (PQAS) credit hours and Infant Toddler hours available. Get additional information on topics, credits and registration . 
New CDA Cohorts in Pennsylvania Announced for Spring 2020
Pennsylvania’s Office of Child Development and Early Learning (OCDEL) is implementing statewide Professional Development Organizations (PDOs). PDOs will specialize in access to credit-bearing coursework and credentials for the early childhood education (ECE) workforce. Shippensburg University and Public Health Management Corporation (PHMC) were selected as the PDOs in Pennsylvania.  See a regional map .  

While PDOs begin their work, The Pennsylvania Key contracted with several organizations and institutes of higher education to offer community-based cohorts so that Early Childhood Education (ECE) Professionals attempting to obtain a Child Development Associate (CDA) credential can complete the 120 hours of credit-bearing coursework and receive additional support. The list has been updated below to include Spring 2020 cohorts. Space in these cohorts is limited. Use the contact information to determine the best program to fit individual needs. ECE Professionals can also find credit-bearing coursework for the CDA at the institutions of higher education .

If you are unable to find a program that fits your needs,  contact your PDO . If you are interested in financial assistance options regarding obtaining a CDA,   visit the Financial Assistance page of the PA Key website .

Introducing Online Courses from OCDEL About Pennsylvania's Prenatal to Third Grade (P3) Systems Building Logic Model
Pennsylvania’s Prenatal to Third Grade (P3) Systems Building Logic Model is designed to support OCDEL’s mission of providing families access to high quality services to prepare children for school and life success. When early learning settings are implemented with attention to quality and are intentionally aligned to one another, all children, including those lacking opportunity, benefit. Comprehensive P3 approaches hold incredible potential to dramatically change the path of opportunity gaps and to set young children on solid pathways to educational and lifelong success.

The Pennsylvania P3 Systems Building Logic Model was developed to assist a variety of groups (state agencies, regional teams, local communities) in the planning and implementation of innovative P3 policies and practices. The Bureau of Policy and Professional Development has developed the following courses as companion resources to The Pennsylvania P3 Systems Building Logic Model:

  • Understand Context Overview (FREE)
  • Understanding Context: The Health and Managed Care Organizations System in PA (FREE)
  • Understanding Context: The Public Education System in PA (FREE)
  • Understanding Context: The Home Visiting System in PA (FREE)
  • Grant Writing 101 ($5)
  • P3 Systems Thinking (FREE)
  • An Introduction to Pennsylvania’s Family Engagement Framework (FREE)
  • Transition Across the Early Learning Continuum (FREE)

You can access these courses by searching within the PD Registry ( www.papdregistry.org ) in the training calendar.

If you have any questions or problems, contact Barry Wiestling at bwiestling@pa.gov .
Save the Date
Of Interest
Be Represented in the US Census
Every 10 years, everyone living in the United States is asked to complete a simple but very important constitutional task: respond to the census. The 2020 Census is a questionnaire that asks a few basic questions, like the age, sex and number of people who live or stay in your home, including young children and newborn babies. The next decennial census starts in March of 2020 and responding is easy, safe, and important.

Newborn babies and young children under five are often missed in the census. The 2020 Census helps determine which areas qualify for the critical resources that children and families depend on for the next 10 years—basically, an entire childhood! Examples of resources that could be impacted include food assistance, Head Start, childcare, housing support, public schools, early intervention services for children with special needs, children’s health insurance, and more. Knowing how many children there are and where they live is essential to getting those services and programs to them. That’s why it’s so important that every child be counted, even newborn babies. 

Download the flyer, Counting Young Children in the 2020 Census or Shape our children’s future. Start with the 2020 Census. to distribute to families and community partners. Wondering who should be counted in the 2020 Census? Check out the video below.
Nominations Accepted for HS Alumni Scholarship and Francine Bunch Award
Nominations due March 13, 2020
Celebrate the successes of Head Start programs by honoring a Head Start Alumni, Parent or Staff Member. Nominate a Head Start Alumni for the Pennsylvania Head Start Association (PHSA) Alumni Scholarship and nominate a parent, former parent or staff member for the Francine Bunch Award. Application packets are available at the PHSA website . Applications are due to PHSA by March 13, 2020.
2020 Teacher Impact Awards for South Central PA Teachers
Do you know a math teacher who has a special way of making learning numbers fun for students? Or a science teacher who opened new world for your child? Nominate an extraordinary teacher for the 2020 Teacher Impact Awards. WITF is partnering with Rotary District 7390 to present the Teacher Impact Awards supported by Franklin & Marshall College to recognize and celebrate seven K-12 teachers in public and private schools in the Rotary District’s seven county area which include Adams, Cumberland, Dauphin, Lancaster, Lebanon, Perry and York. Get more information, including how to nominate a teacher .
Call for Proposals for the DEC 2020 Conference 
Submission deadline Feb. 14, 2020
The Division for Early Childhood (DEC) is soliciting proposal submissions for the Division for Early Childhood's 36th Annual International Conference on Young Children with Special Needs and Their Families, taking place Oct. 20 - 23, 2020 in Minneapolis, Minnesota. The DEC 2020 conference will feature hundreds of sessions from experts in early childhood special education, early intervention, and related fields. Sessions will focus on practice, research, family-practitioner collaboration, content by practitioners for practitioners, professional development, and policy. The deadline for submissions is Feb. 14, 2020. Read more .
NAA’s Professional Learning Community for Emerging Leaders of Color Accepting Applications
Application deadline Feb. 10, 2020
The National Afterschool Association is piloting a national learning community for afterschool leaders of color to foster a network of equity-driven leaders of color, support them in deepening their equity analysis and leadership skills to be agents of change in the afterschool field and help them create a roadmap that advances their careers.
 
This leadership opportunity is now accepting applications from people of color in out-of-school time who hold mid-level management positions (i.e. site coordinators, program managers, etc.) and would like to be a part of an equity-driven leadership program that will support them in advancing in their careers in the afterschool field.
 
To apply or for more information, visit the Professional Learning Community web page .
Invitation to submit Letter of Interest for Family Prosperity
Deadline Feb. 21, 2020
Family prosperity isn’t what it could be in America - and Ascend is looking for partners ready to change that in meaningful and groundbreaking ways. Organizations are invited to submit a letter of inquiry (LOI) to participate in the second phase of The Aspen Family Prosperity Innovation Community (Family Prosperity) by Feb. 21, 2020. 

Family Prosperity, launched in 2017, brings together cross-sector leaders to develop, refine, and amplify bold strategies and solutions that strengthen parents’ and families’ access to employment opportunities, economic security, and health and well-being. Elevating the voices and perspectives of families with low incomes – especially those of color – is a critical and central component of this effort. 

Ascend will select a cohort of up to 20 leading organizations with strong policy expertise and/or on-the-ground service delivery expertise; passionate about innovation; achieving greater impact; and working collaboratively with a focus on families 200 percent or below the poverty line and an emphasis on solutions that move those families into living-wage, quality jobs. Organizations will be selected in June 2020 for a two-year grant. Read more. 
The U.S. Census Hiring: Temporary Positions Available
Could you use extra income? The U.S. Census Bureau is recruiting hundreds of thousands of temporary positions across the country to assist with the 2020 Census count. Jobs for the 2020 Census offer competitive wages that are paid weekly. Authorized expenses, such as mileage, are reimbursed for employees doing field work. Temporary positions for the 2020 Census feature flexible hours—a perfect fit if you are looking to earn extra money, even if you already have other commitments.

Census results are used to determine your representation in Congress, and they help inform how billions of dollars are distributed for hospitals, schools, roads, and more. Help ensure that everyone in your community is counted in the 2020 Census. Learn more, including how to apply .
PCCY Seeks Early Childhood Policy Director

Public Citizens for Children + Youth (PCCY) is seeking a seasoned professional to lead its research and advocacy efforts focused on creating a high quality system of supports for children under
the age of five in Philadelphia and the surrounding Pennsylvania counties. The candidate for the position of Early Childhood Policy Director must have a proven track record of effectively leading stakeholder processes building strategies to effect public will to improve public policy. For additional details, see the posting.
Invitation to Participate in Illness Prevention Measures Survey
Deadline Feb. 21
Are you a childcare facility director in Pennsylvania? Researchers from the Pennsylvania Department of Health and Penn State University want to learn about what illness prevention measures childcare facilities use in Pennsylvania. Those who participate in completing the survey will be entered to win a $50 Amazon gift card or a free children’s book from the Dr. Hippo series. Childcare facility directors should complete the survey by Feb. 21, 2020. Click here to participate.
Research and Reports
U.S. Chamber Report Highlights Potential for Businesses to Engage in Early Learning Discussions
In addition to the proven benefits of early learning for children, access to affordable, reliable, and high-quality early learning and care provides working families with better job stability and overall economic security. Increasingly, business leaders recognize that supporting early learning and care options is a critical component of employee effectiveness. Seeing this interest from the business community, the U.S. Chamber of Commerce Foundation released a report that uses data and research from surveys, focus groups, and interviews to highlight strategies for effective partnerships between business leaders and early childhood advocates. 

The report uses the Chamber Foundation’s qualitative and quantitative data to suggest three specific strategies for business leaders and early learning advocates to rely on as they build partnerships. Read more .
Young Children and Infants Read to By Parents Have Stronger Vocabulary Skills
As if there needs to be yet another reason why reading to a young child is beneficial, physicians at Rutgers Robert Wood Johnson Medical School say shared reading between parents and very young children, including infants, is associated with stronger vocabulary skills for nearly all children by age three. According to research published in The Journal of Pediatrics, this is true also for children who genetically may be vulnerable to barriers in learning, attention and behavior development. The study found shared reading with children at one-year old was associated with higher vocabulary scores on a standardized assessment at age three, in line with previous published studies. Children with genetic variations that put them at-risk fared just as well as their peers on the assessment when shared reading was conducted at age one. However, at-risk children who were not exposed to shared reading did poorly on the same vocabulary assessment. Read more .
Children with special health care needs are more likely to have adverse childhood experiences
The prevalence of adverse childhood experiences (ACEs) is higher among children and youth with special health care needs than among their peers without special health care needs, according to Child Trends’ analysis of data from the 2016-17 National Survey of Children’s Health (NSCH). The survey asks parents or guardians to report whether their child has experienced any of nine ACEs. The percentage of children and youth with special health care needs who have had an incarcerated parent, witnessed domestic violence, been a victim of or witnessed violence in the neighborhood, lived with an adult with substance abuse or mental illness, or experienced racism is twice as high as among those without special health care needs. Read more .
Opportunities for States to Improve Infant Health Outcomes
In May 2019, a report by the Center for American Progress outlined policy solutions to improve maternal and infant mortality and eliminate racial disparities in maternal and infant health outcomes. This interactive allows users to investigate states’ progress toward implementing some of the recommendations that are featured in the report and highlighted in an accompanying issue brief. The new interactive map provides a score on how well a state is faring when considering the domains of healthy families, economic and work supports for families, and infant health--all of which can impact a young child's ability to be successful in school. Pennsylvania had an overall score of 45/100, with challenges in the healthy families and economic and work support domains. Read more .
The Afterschool Leadership Landscape: Supporting and Strengthening Racial Equity
The National Afterschool Association (NAA) engaged Policy Study Associates and Public Profit in a collaborative effort to frame efforts to support the diversity and capacity of afterschool leaders. This new report identifies a racial leadership gap across the nonprofit sector, including afterschool, and provides recommendations for supporting emerging leaders of color. Read the report .
Resources
Limiting Screen Time Use with Young Children
Recent studies have shown screen time use in young children may have negative impacts on the brain’s white matter — an area key to the development of language, literacy and cognitive skills. In addition, the use of screen time can limit a child’s time and attention in learning other skills they need for healthy development.

With so many people owning a phone, tablet or television, and screens in doctor’s offices, malls and restaurants, it can be difficult—or seem impossible–to limit the exposure to screen time with young children. PA's Promise for Children has family-friendly resources for recommended screen time and how to help curb a child's use.
Getting Started with Mindfulness in the Early Childhood Workplace Part I: An Introduction to Mindfulness in the Early Childhood Environment 
In this toolkit from ZERO TO THREE , early learning professionals can learn about the case for implementing mindfulness techniques into their daily work and organizational culture, try hands-on strategies for doing so, and learn more from organizations that have begun this journey.
Kindergarten Readiness, Transition and Registration
Families searching for information on Kindergarten readiness, transition to Kindergarten, and registering their child for Kindergarten may not know where to turn. PA's Promise for Children has several family-friendly Kindergarten-related resources that include:

Early childhood education (ECE) and Kindergarten professionals looking for transition to Kindergarten resources can find them in OCDEL's Transition Toolkit .
Infoaboutkids.org Shares Evidence-based Approaches
A resource curated by leaders from the American Psychological Association, Infoaboutkids.org , is a gateway to a network of websites that provide information to parents, educators, and health professionals on evidence-based approaches to promote healthy development among children. Get information related to the healthy development of body, mind, emotions and relationships.
Podcast: The Brain Architects
Brains are built over time, from the bottom up, and healthy brain architecture provides the foundation for all future learning, behavior, and health. But what makes a strong or weak foundation? And what can we do in the early years to ensure children have strong brain architecture? In the first episode of the new podcast, The Brain Architects , from the Center on the Developing Child, learn about the science behind how brains are built and what it means to build a strong brain. Additionally, listen as a panel of experts discusses the practical side of building brain architecture, and what any parent or caregiver can do to help give children's brains a strong foundation.
New Resources for Supporting Dual Language Learners
New resources are available on the Dual Language Learners page of the Early Intervention Technical Assistance website. For those who have any dual language learners joining their classroom, check out Welcoming and Supporting Dual Language Learners , which has many resources to help with the transition, including a digital story to help children connect with their new peers. 
Caregivers and Winter Plans
Although the Pennsylvania's groundhog may predict an early spring or six more weeks of winter, the winter season isn't over yet! This infographic from the Institute for Childhood Preparedness provides four tips for caregivers about their program's winter plan. 
Latest Editions of Natural Resources & Baby Talk
January issue of Camille Catlett's Natural Resources is now available, with free, readily available resources for supporting young children (birth-Grade 3), their families and the professionals/ systems that serve and support them. The January issue is devoted to preventing and learning about Adverse Childhood Experiences (ACEs). The February edition of Baby Talk shares information on staying up to speed with the latest of early brain research, how baby and adult brains sync up during play, and more.
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