Attachment A
Contract #: DS149A3
Agency Name: Regents of the University of California
2010 – 2011 Program Work Plan
Performance Target #1: By June 30, 2011, of the 700 child care providers or child development students who demonstrate
increased child development knowledge by practicing informed strategies with children in child care settings, and at least 350 of
them will continue to utilize developmentally appropriate activities including positive discipline techniques in child care settings for
90 days as verified by observational, personal journal notes and/or the Early Care and Education Provider Survey.
F5SB Desired Results Area
Work Plan Area
General Outcome(s)
Method(s)
(Direct link to the Strategic Plan and
Commission Level Outcomes)
(Tasks, Objectives)
(Key achievements/benchmark
(Establishing that something represented to
happen does in fact take place and tools
used to assess that it happened)
Desired Result Area 3 - Commission
Level Outcome: Children are Safe
and Healthy; Children are ready
to enter and succeed in school
Strategy: Child Care Workforce
Development Initiative
Priority: Students and Early Care
and Education Professionals
(Family Child Care and Child
Development Center Care
Providers)
Components:
Broad-based, evidence-based
child development and home
safety curriculum for licenseexempt populations including
bilingual materials and respecting
cultural differences.
Customized outreach to
students and early care and
education providers, including
parents and grandparents and
various cultural groups.
.
Offered in Accessible,
Community Locations
Providing Early Care and
Education Social Support
Networks
1) Provide information to Early Care and
Education Professionals through orientation
meetings, newsletters, personal contact,
information tables, website postings and
project mailings. Distribute Needs
Assessment forms and applications
2) Students and early care and education
providers will attend college courses and/or
professional growth training including child
development, routines, health & safety,
behavior guidance, child abuse prevention
and special education.
3) Participants will demonstrate increased
child development knowledge and use of
positive discipline techniques for 30 days
following training.
4) Participants demonstrate increased child
development knowledge and use of positive
discipline techniques for 90 days following
training.
that will best show participant
progress in getting from a present
condition to the targeted gain or
condition change)
Benchmark 1: Increase students’
and early care provider’s
knowledge of child development
courses and educational supports
available.
Benchmark 2: Decrease number/
percent of children in out-of-home
care with occurrence of
preventable injuries.
Benchmark 3: Increase the
number/percent of students and
licensed care providers trained in
child development, behavioral
guidance, health and safety
practices including the prevention
of child abuse and communication
skills.
Benchmark4: Increase the
number/percent of licensed care
providers providing an integrated
literacy and developmentally
appropriate environment.
Benchmark5: Increase the number
of students and early care and
education providers that are
involved in professional ECE
support groups and/or
accreditation efforts.
1) Attendance records, completed
applications, data entry, evaluation forms.
2) Child Development Knowledge
Assessments A and B, Grade reports, Class
Evaluation Forms
3) Pre-Post Quiz on Home Safety Practices
will be administered before and after CPR
and health and safety training. Record of
injuries. Eligible participants will receive First
Aid/ Pediatric CPR Cards upon completion
of training.
4)Observational data of Early Care
Professionals and/or student in child care
(work) environments.
5) Attendance records to verify # training
hours, attendance at child care and
education support group trainings,
evaluation forms.
6) Observation by instructors, personal
journals, self-assessment or focus group;
accreditation assistance, referrals, Early
Care and Education Provider Survey.
Attachment A
Contract #: DS149A3
Performance Target #2: By June 30, 2011, of the 1,000 child care providers or child development students that participate in the
SBC-CONNECTIONS Program, 200 will complete the required training to maintain, upgrade or obtain a Child Development Permit
from the State of California as verified by a successful application for or receipt of the Child Development Permit.
F5SB Desired Results Area
Work Plan Area
General Outcome(s)
Method(s)
(Direct link to the Strategic Plan and
(Tasks, Objectives)
(Key achievements/benchmark that
will best show participant progress in
getting from a present condition to the
targeted gain or condition change)
Benchmark 1: Increase the
number/percent of students and
licensed care providers that complete
a needs assessment.
(Establishing that something represented to
happen does in fact take place and tools used
to assess that it happened)
Commission Level Outcomes)
Desired Result Area 3 - Commission
Level Outcome: Children are Safe
and Healthy; Children are ready
to enter and succeed in school
Strategy: Child Care Workforce
Development Initiative
Priority: Early Care and
Education Professionals
(Family Child Care and Child
Development Center Care
Providers)
Components:
Broad-based, evidence-based
child development care and
education curricula for general
and specialized populations
including bilingual materials and
respecting cultural groups.
Customized outreach and
training to early care and
education providers and various
cultural groups.
Offered in Accessible,
Community Locations
1) Distribute Course Needs
Assessment forms through project
mailings, websites, and information
sessions.
2) Training scheduled based upon
needs assessment data. Participants
will attend college credit courses
and/or professional growth trainings to
meet their educational needs.
3) Participants will increase child
development knowledge and complete
required courses/training in order to
qualify for one level of CTC Child
Development Permits.
4) Participants will apply for, and
obtain, renew or upgrade a Child
Development Permit from the State of
California.
Benchmark 2: Increase number/
percent of students and early care and
education providers who attend
college courses and consistently
practice newly learned skills and
techniques in an early learning
environment.
Benchmark 3: Increase number/
percent of early care and education
providers who consistently practice
newly learned skills and techniques in
an early learning environment for at
least 3 months.
1)Assessment forms and data entry.
2) Attendance records. Grade reports. Training
Schedules. Evaluation Forms
2) Pre-Post Quiz on Child Development
Knowledge will be administered before and
after child development training, grade sheets.
3) Observation and monitoring by program
directors, CARES advisors, instructors or
mentors and/or program staff. Personal
journals, self assessments such as the Early
Care and Education Provider Survey
4) Higher Education Verification of Completed
Child Development Permit application. Receipt
of Child Development Permit (4-6 months)
Benchmark4: Increase number/
percent of students and licensed early
care and education providers who
maintain or advance on the child
development career track and/or
initiate accreditation assistance.
Providing early care and
education social support
networks
Work Plans for subsequent project years will build upon earlier year results.
UCR Connections (SI) – DS149A3
Page 2
Attachment A
Contract #: DS149A3
Integrated Literacy
Environment includes:
•
•
•
Print-rich environment
Reading to children every
day
Pre-reading activities with
children every day
Behavior Management/
Positive Discipline Techniques
include:
•
•
•
•
Identifying behavioral
targets for attention
Redirection to positive
alternatives
Praising pro-social
activities
Encouraging young child
to choose their words
Work Plans for subsequent project years will build upon earlier year results.
UCR Connections (SI) – DS149A3
Page 3
Attachment A
Contract #: DS149A3
Agency Service Locations:
Countywide
Priority Zip Codes Served:
Countywide in School Districts that quality for School Readiness Initiative
Programs.
SUBCONTRACTORS N/A
KEY PERSONNEL
Name:
Margaret N. Wild, Ph.D.
Title:
Coordinator, Early Childhood and Family Studies
Description of role:
e Oversees entire program.
(The program tasks and objectives listed in the second column of the Work Plan are for informational reference
only and may change if necessary in order to achieve the general outcomes and benchmarks in this contract)
Work Plans for subsequent project years will build upon earlier year results.
UCR Connections (SI) – DS149A3
Page 4