CCR&R Agency Practice Guide

Introduction: Child Care Resource and Referral System
Core Vision, Mission, and Values

Welcome to Oregon’s Professional Learning System and the Child Care Resource and Referral (CCR&R) partnership! The Department of Early Learning and Care (DELC) has established a network of CCR&Rs to provide local technical assistance and system building for early care and education. CCR&Rs operate locally on behalf of DELC, and in collaboration with local programs, leaders, and community members. 

Child Care Resource & Referral agencies emerged in the 1960s and 1970s as a grassroots response to the massive entry of women into the workforce and the resulting need for childcare. As demand increased, CCR&Rs became the primary source of specialized training and technical assistance for childcare businesses. In 1987, the National Association for Child Care Resource & Referral Agencies was created as the nation’s leading voice on child care issues. Now known as Child Care Aware of America (CCAoA), they work with state and regional CCR&Rs to advance a child care system that effectively serves all children and families. Oregon adopted a Child Care Resource and Referral (CCR&R) system in 1987 to support the health, safety, and development of young children in childcare settings as part of Oregon’s Early Learning System. Oregon Administrative Rule 414-500-0030 established funding for CCR&Rs to provide the core services needed to develop and strengthen the childcare system to meet the needs of families and children. Over the past three decades the CCR&R System has adapted and supported Oregon childcare as it sits today, focusing on recruitment and promoting retention of high-quality early care and education. CCR&Rs are the professional learning system for the early care and education workforce and as guided by Child Care Aware of America, they are the eyes and ears of the child care system.

Oregon currently has 15 distinct regions that cover the vast geography and the childcare landscape of Oregon. CCR&Rs are responsible for providing a wide variety of program services which include recruiting, training, and promoting retention of a high quality, diverse Early Learning and Child Care Workforce through professional development and continuous quality improvement. CCR&Rs carry out the mission, vision and values of DELC in their work supporting early care and education professionals. The vision of all children, families, early care and education professionals and communities being supported and empowered to thrive can be realized through advancing high quality programs that meet the needs of families and where children flourish.

CCR&Rs also collaborate with community partners to align and coordinate local early learning systems. Collaboration, which is built on trust, is crucial in communities’ success in reaching their shared goals. In recognizing, honoring and utilizing each partner’s strengths and expertise, we can ultimately achieve Raise Up Oregon’s second edition goals of 

1. The early childhood system is equitable, integrated, accessible, inclusive, anti-racist, and family-centered; 

2. All families with young children are supported to ensure their well-being; and 

3. All children are thriving in early childhood and beyond. 

These goals drive all of DELC’s partner contracts’ purpose, activities, and deliverables. 

As a regional CCR&R, you serve as community experts for childcare systems and the early learning workforce. Your work prioritizes support for early educators serving children furthest from opportunity representing various sectors across the Continuum of Care. These include but are not limited to family and center-based childcare, license-exempt care, preschools, Head Start and Early Head Start, Preschool Promise, Baby Promise, home visitors, early intervention, and public and private schools. Your regional CCR&R is critical to the success of Oregon’s Early Learning system and the early learning and care profession.

This CCR&R Practice Guide is a resource for understanding best and promising practices to successfully implement the strategies outlined in your work plan and progress towards Raise Up Oregon goals and objectives. It includes information on the vital role CCR&Rs play in professionalizing the early care and education system and how to support the profession both as leaders in the regions for Oregon’s mixed delivery child care system and leaders in the state as advocates for high quality early care and education. 

• Equity is a foundation in the early care and education system. 

• We are committed to serving communities that are historically furthest from opportunity to support families and professionals thriving. We will actively seek to disrupt systems of oppression, install anti-racist practices, and build a new system built on empathy, healing, justice and belonging.

• All children deserve continuous access to affordable, culturally, and linguistically responsive and high-quality child care. Children and families can thrive in environments that are welcoming, culturally responsive, reflective, and knowledgeable. Through supports for program quality, addressing staff retention and recruitment and ongoing professional learning, CCR&Rs play an important part in ensuring all children have the access they merit to the programs they rightfully deserve.

• Respect for the early care and education field as a vital profession. Early childhood education is a career pathway for all. Those working in early learning are professional educators, leaders, and content experts.

• Professional Learning is rooted in equity, trusting relationships, reflective conversations and implementation supports. People learn and grow when they feel connected to others, have a sense of belonging and feel safe to be vulnerable. Growth happens in the uncomfortable spaces, and trust must be developed to encourage us all to step into the discomfort. 

• Continuous Quality Improvement – Effective program and classrooms practices for all children in care, and all professionals employed. A focus on effective program and classroom practices, with the recognition that not all programs are meant to be in the same place in their journey, improves the lives of families, children, and professionals. Growth for early learning programs, like child development, is a journey not a race focused on the finish line.

• Families have the right to choose the child care that is best for their children, based on family needs, values and family priorities. Each family is unique and worthy of respect. CCR&Rs support families through listening, providing information and supporting programs in their work with each family.

• Family voice is included, and influences decisions made in programs and for the system. The system of early learning needs to be representative of family priorities, culture, race, and needs. The system is made with families, not for families. The early learning system produces what the system was created to produce. CCR&Rs must engage in holistic system thinking and need to be skilled in observing, testing, and reflecting on system inputs and outcomes.

• The partnership CCR&Rs have with other community partners and organizations are valuable inputs for local systems. As public servants, community leaders must work together to align and reflect the community with diverse populations they serve. This work is best supported when done in close partnerships with others. These partnerships must be built on strong communication and listening skills, transparency, relationship building and a recognition of the common mission. 

The following core strategies of the CCR&R System are guided by the Child Care Development Fund and Oregon Statute: 

• Technical Assistance and Job-Embedded Professional learning (JEPL): Provide targeted and customized support to early learning professionals to develop skills, strengthen processes, knowledge application or implementation of services. It is important to develop key strategies in a relationship-based approach to support early learning programs.

• Promote Recruitment of high quality, culturally and linguistically responsive, diverse and accessible early care and education programs. Support and engage new early learning professionals to enter the profession, build their businesses and provide resources that support their success. Keep their profile information in the Find Child Care Oregon database to ensure parents are receiving the most current information as they search for child care that meets their needs. 

• Promote retention of high-quality programs through a variety of technical assistance opportunities including universal, targeted and intensive trainings. These incorporate coaching, Focused Child Care Networks, cohorts, webinars, Communities of Practice and other learning opportunities that increase quality, enhance connection with others in the profession and encourage retention in the field. Connect early educators with business acumen practices, shared services and opportunities to increase revenue for thriving businesses. 

• Provide Training & Professional Learning that meet the needs of early educators to support their advancement in the Oregon Registry system, Spark recognition and alignment with the Early Childhood Education Professional Development: Training and Technical Assistance Glossary.

• Connect early educators to higher education pathways to attain higher education degrees through scholarships and other funding avenues that will pay for their education. 

• Create understandings and environments where continuous quality improvement is a natural part of the profession and builds the confidence and enthusiasm of early educators. 

• Community Collaboration is key in reaching Raise Up Oregon goals. The plan involves many partners working together to build a comprehensive early childhood system. CCR&Rs take the lead in working with Oregon’s mixed delivery childcare system through recruitment, retention, and professional development. Engaging with partners to identify the region’s early care and education system priorities clarifies each partner’s role and expertise to reach the goals and vision. An advisory board committed to the vision and mission of the CCR&R and best practices is a requirement listed in statute to help govern and guide the work and leadership of the CCR&R.

• Organizational Excellence is demonstrated through highly qualified CCR&R staff and a minimum of 1 FTE Director leading the CCR&R’s work plan and representing the region’s CCR&R in community collaborations. Participating in Communities of Practice, webinars, trainings and other forms of professional development creates highly skilled and knowledgeable staff to successfully support Early Educators. 

These strategies are enhanced and guided by Child Care Aware of America’s best practices for our Child Care Resource and Referral system. This framework for effective implementation of CCR&R roles and responsibilities is to support high quality practices and provide our national framework for proven outcome-based support. Best practices for local agencies can be found here. 

Reviewing and understanding these best practices for your regional agency is the role of the director/leader to ensure that alignment with the grant is supporting universal implementation. In your grant quarterly reports, there is reference to the best practices that are outlined in the document linked above.

Professional Learning System Office (PLSO)

The Professional Learning System Office (PLSO) is responsible for coordinating and providing support, in partnership with various agencies, to enhance the professional development and practices of the Child Care Resource and Referral (CCR&R) staff. The objective of PLSO is to drive the transformation and improvement of early learning and care settings throughout Oregon. 

The professional learning system and it’s connected investments are centered on instigating system change and improvement through various key components, which include initiatives to Prepare, Grow, Strengthen and Retain the early learning workforce. 

DELC IP does not replace the work carried out by CCR&R coaches and quality support staff; rather they complement their efforts by offering an additional layer of assistance to help them support their early learning professionals. While IP engages with a wide range of child care professionals, they also do not provide or replace direct services to children as provided by other designated coaches (such as EI/ECSE supports).

IP can also be regarded as a source of information on the Americans with Disabilities Act, universal inclusive practices, and navigating the various support systems available to children that experience disability and their families. Additional information can be found the Regional Inclusive Partner Practice Guide.

Every Child Belongs (ECB)

According to recent research data, young children in early childhood settings are being expelled or suspended at a high rate, and children of color and children with disabilities are disproportionately affected. The high rate of suspension and expulsion harms children and families, causing negative outcomes in children’s development, health, and education. 

A 2005 study of state-funded programs, “Prekindergarteners left behind: Expulsion rates in state prekindergarten program,” revealed that the rate of preschool expulsion was more than three times greater than the national rate of expulsion for students in kindergarten through grade 12. More recently, the United States Department of Education released the results of its Civil Rights Data Collection. The results on preschool data reveal that “6,743 children who were enrolled in public pre-K received one or more out-of-school suspensions in the 2013-14 school year.” Data also shows that black and African American preschool children are 3.6 times more likely to be suspended than white children. Additional research demonstrates that also occurs when teachers and programs are at a breaking point- understaffed, under resourced, under prepared and under supported. Early educators and leaders are not immune from the stresses of everyday life. They bring their own lived experiences into their teaching and relationships with children. Often, educators and leaders are asked to sacrifice their own well-being for the children in their classroom. This leads to additional classroom stress, for the entire community of learners. 

In Fall of 2020, the Oregon Early Learning Division (ELD) contracted with Portland State University’s Center for the Improvement of Child and Family Services and OSLC Development, Inc. to conduct a statewide survey and listening sessions with families. The survey asked families to indicate if they had ever been told that their child “might need to ‘take a break’ or leave care, either permanently or temporarily”. More than 6% of all children were asked to leave care. When asked why the child was asked to leave, thirty-five percent of parents indicated the reason was that the provider could not handle the child’s behavior towards other children or adults.

The root causes of suspension and expulsion are complex and varied. As a result, this program must include solutions that reflect and respond to these complex and varied issues. Suspension and expulsion are system problems and require a system’s response.

In July 2021, the passing of HB 2166 and SB 236 by Oregon legislature established the Early Childhood Suspension and Expulsion Prevention Program and launched a study on Oregon’s use of suspension and expulsion in early childhood care and education programs. In the 2022 Legislative Session, HB 5202 approved the full $5.8 million funding for the program. The purposes of the Early Childhood Suspension and Expulsion Prevention Program (SEPP) are to:

• Reduce the use of suspension, expulsion, and other forms of exclusionary discipline in early care and education (ECE) programs.

• Reduce disparities in the use of suspension, expulsion, and other forms of exclusionary practices in ECE programs based on race, ethnicity, language, ability, or gender.

As a result, the ECSEPP team asks the question, 

“What if instead of just focusing on preventing suspension and expulsion, we focus on making sure early learning programs have the training, coaching, consultation and other supports they can lean on to be able to welcome and support every child and family”?

CCR&Rs are a cornerstone of support for early learning educators, leaders, and programs. The role of CCR&Rs in the community is foundational for continuing education, trainings, coaching and consultation. Many root causes of suspension and expulsion can be addressed through professional learning and ongoing supports. ECB’s approach included Training and Technical Assistance and Training for Early Learning Educators. As hubs for educator learning, CCR&Rs are asked to be knowledgeable of the root causes of suspension and expulsion, how exclusionary practices look in a program including how children of color may not be receiving the same amount of positive attention as their white peers. This means that addressing the root causes is embedded as part of the work CCR&Rs do to support quality practices in programs., including provide direct consultation to programs who have reached out for support to avoid exclusionary practices, either through DELC’s Every Child Belongs Connect process or directly to a CCR&R.

Higher Education Analysis and Registry

The goal of the higher education work is to increase access and reducing barriers to higher education ECE and related field degrees and certificates and to increase awareness of ECE careers. If there are challenges in accessing higher education those concerns can be share with DELC who can provide information about what supports offered and connect you with those who may be able to help. 

This Higher Education Analyst serves as a bridge to both secondary and post-secondary education, as well as the Oregon Registry and scholarship opportunities. It also involves sending out invitations to participate in secondary and post-secondary workgroups. 

The grant with PSU’s Oregon Center for Career Development (OCCD) manages The Oregon Registry, Oregon’s Career Lattice for Early Care and Education Professionals, is overseen within this work. 

The Oregon Registry Online (ORO) is the database that houses professionals’ information and tracks their progress in the Oregon Registry Step system. Through the 2025-2027 biennium DELC and OCCD will be working closely together to update and revise Oregon’s workforce registry (ORO), including the Oregon Trainer Registry Program. 

CCR&R staff members facilitate the connection of providers with higher education opportunities.

Grants Management Office 

The Grants Management Office manages funds awarded to grantees and contractors throughout the state. This office monitors recipients of funding to ensure they remain in compliance with their written agreement and that funds are spent for their intended purpose. 

The Grants Management Office also provides technical assistance to grantees and contractors, responds to questions, and provides resources to other DELC employees and external partners on anything related to the fiscal aspects of grants or contracts, including but not limited to: budget building for a fiscal year, approval and payment of invoices /expense reports in collaboration with the CCR&R Program Coordinators, fiscal monitoring reviews, allowable use of funds, and addressing agreement non-compliance. The Grants Management Office also provides basic technical assistance to users of the Awards Management System.

Program Development and Administration Office (PDAO)

The Program Design and Administration Office supports early learning programs that receive state funds to support high quality, culturally and developmentally appropriate early learning and home visiting program models. This office works with teams across the agency to support grantees and use data to inform program design and policy development and implementation. This office operates the following programs. 

Children in foster care, children experiencing houselessness, and children from families receiving public assistance (Temporary Assistance for Needy Families, Supplemental Security Income, and Supplemental Nutrition Assistance Program) are eligible for OPK regardless of income. This program is available in all 36 counties across the state and delivered in a variety of settings including centers, homes, and schools. Program options include part day preschool and full day programs. 

OPK is modeled after Early Head Start and Head Start, federal programs that promote school readiness and wellbeing of young children by enhancing their cognitive, social, and emotional development. The program includes a variety of social services for parents and families (e.g., connections to community resources related to education, basic needs, mental health, child abuse prevention etc.). OPK’s wraparound approach responds to a wide range of children and family needs through services like home visiting, child screenings and referrals, and connection to community education and resources. These services are designed to be culturally responsive and multi-generational, supporting the health and wellbeing of both the child and family. Parents guide program design and policy through participation on a governing board called Parent Policy Council (a grant requirement for all OPK programs). Parent Policy Councils also engage in advocacy and lobbying related to early childhood education at the state and national level.

Participating organizations include culturally specific programs, school districts, Head Start programs, Oregon’s nine federally recognized Tribes, Relief Nurseries, education service districts, and community-based organizations. Our mixed delivery model allows families to choose the PSP setting that best fits their needs. PSP expands access to culturally responsive early care and education (ECE) programs by establishing an inclusive, welcoming environment for all families, PSP Grantees engage parents as partners in their child’s learning and development.

Relief Nursery services are available to children from birth through age five and their families. Program services are trauma-informed, non-stigmatizing, voluntary, strength-based, culturally responsive, and designed to achieve appropriate early childhood development and healthy, attached family functioning. 

Therapeutic Early Childhood Program (TECP) classrooms provide activities and interactions that are nurturing, culturally responsive and developmentally appropriate. Classrooms promote the healthy development of children who have multiple stressors. The curriculum includes activities that focus on an individual child’s needs, determined goals, and social emotional development. Classroom teachers support families in their homes, with visits scheduled at least monthly. Home visits are a strength-based and family-focused approach that considers the unique needs of the child and the family’s goals. Visits promote healthy development, care, and support of the child in the context of the family, by providing parenting support and education to strengthen child development and parent/child interactions.

Outreach Services offer immediate assistance to eligible families to help meet short-term needs and provide crisis response. The immediate goal is to ensure the safety of the children, provide support and constructive problem solving for the parents. Respite care is available to families in the Outreach Program and represents the same high standards of nurturing demonstrated in the TECP. Independent Relief Nurseries and are replicated through and certified by the Oregon Association of Relief Nurseries (OARN) to implement the Oregongrown program designed by Relief Nursery, Inc., and receive funds through DELC.

Eligible parents who choose to participate are offered weekly visits with a certified home visitor for at least six months and up to three years, beginning during pregnancy or soon after birth. Depending on what they want and need, families receive individual support to access medical care and community resources, identify family strengths and opportunities for growth, set and achieve their own goals, and build nurturing parent-child relationships that foster healthy childhood development and school readiness. HFO staff receive intensive, continuous wraparound training and ongoing reflective supervision to ensure families are being offered responsive support that honors diverse family structures and parenting practices and elevates family voice in decision-making.

HFO providers are funded and affiliated with the Child Care Resource and Referral Agency Practice Guide | Pg. 15 statewide program through DELC, and accredited by Prevent Child Abuse America (PCAA) to implement the nationally recognized, evidence-based Healthy Families America (HFA) program model.

The goal of the Baby Promise Program is to increase access to high-quality infant-toddler care and to enhance quality in existing Early Learning and Care Programs in Oregon serving infants and toddlers. Baby Promise offers slots to children of families that are eligible for and enrolled in the ERDC Program. 

Within the current model, specific regional CCR&Rs receive a grant from DELC to implement Baby Promise in their region. Regional CCR&R subcontracts with existing early learning programs serving or seeking to serve infants and toddlers. Baby Promise is currently funded using federal Child Care and Development Block Grant (CCDBG) funds, which are intended to increase the number of subsidized infant-toddler care slots in Early Care and Education Programs.

Additional important elements of Baby Promise include:

• DELC and the CCR&R support programs to meet standards associated with infant and toddler care and developmentally appropriate practices that result in highquality environments and experiences. Baby Promise educators receive individualized technical assistance related to Baby Promise standards for individualized and responsive infant and toddler care practices. 

• The CCR&R subcontracts with Early Learning and Care Programs in communities, allowing DELC and the CCR&R to support community lead intentional building of sustainable, quality infant and toddler slots over time, address the need to reimburse providers for the true cost of high-quality infant and toddler care, and ensure that salary guidelines are implemented. This includes a Focus Child Care Network that CCR&Rs provide for Baby Promise subgrantees in each reigon. 

• CCR&R staff funded by Baby Promise must demonstrate knowledge of the development of children birth to three years old, and the licensing regulations related to serving infants and toddlers. Further, must have knowledge of the specific requirements of the Baby Promise program rules. 

• One of the foundational trainings for Baby Promise recipients is the ZERO TO THREE Critical Competencies for Infant and Toddler Educators. This training establishes a baseline around responsive, relationship-based practices in the infant/toddler setting. Baby Promise CCR&R staff also receive trainings specific to working with early learning programs serving infants and toddlers. 

• Providers who have Baby Promise subcontracts with CCR&Rs are required to provide full time, full year care, and provide families with food, diapers, wipes, and any other daily supplies. 

Child Care Licensing Division (CCLD) 

The Child Care Licensing Division (CCLD) is part of DELC and is a statewide child care system that supports families and promotes safe, quality, affordable and accessible child care.

CCLD’s primary function is to ensure health and safety of children within child care settings. CCLD serves families as a form of consumer protection when selecting child care for their children. A licensed child care program in Oregon ensures a set of standards are met that are foundational to the wellbeing of children in care. CCLD approaches compliance with health and safety standards through education, technical assistance, and providing resources and maintains a strong customer service lens to ensure license holders have all the information they need to be successful. 

CCLD works with many types of child care programs, including five types of licenses. While all five license types have health and safety requirements, they are unique to the type of program being licensed. In most cases, both Registered Family and Certified Family Child Care licenses are in residential homes. Certified Child Center licenses and School-Age Child Care Centers are in commercial buildings. SchoolAge Child Care Centers are often operating out of school buildings. Outdoor Nature Based Programs are located in an outdoor space. 

Each type of license operates under a different set of Oregon Administrative Rules (OARs). You can find the rule books for each of these programs here: oregon.gov/delc/resources/Pages/default.aspx The rule books are in English and may also be printed in Spanish, Russian, Vietnamese and Chinese, depending on the needs of the populations seeking licensure in that license type.

The Central Background Registry (CBR) is DELC’s background registry of individuals who have been approved to have access to children in a child care facility in Oregon. Individuals who are actively enrolled in the CBR can work in child care facilities and can live in the home where child care is provided. Recorded programs and Employment Related Daycare (ERDC) providers are also required to be enrolled in the CBR. 

CCR&Rs and CCLD work closely together in support of local programs and educators. As a partner with CCLD, CCR&Rs are a resource for the child care workforce in licensed and regulated programs to complete training required by CCLD. CCR&Rs are especially experienced in providing training opportunities for the workforce that have a primary language other than English. CCR&Rs hold responsibility for providing professional learning which meets local needs, including finding trainers representing local languages and cultures. CCR&Rs provide training in business practices and policy development to maintain compliance with child care rules enforced by CCLD. CCLD and the CCR&Rs co-present the Introduction to Registered Family Child Care to potential new registered family child care providers. 

The CCR&R is a resource for child care programs to complete steps on the Oregon Registry or achieve professional goals and achievements such as the CDA. While these are not licensing requirements, they can be used for advancements in licensed programs and to raise the quality of child care programs. 

CCLD investigates complaints alleging a noncompliance of the applicable statutes and rules. At the end of the investigation, CCLD will assess the finding. Providers must post all serious valid complaints and serious non-compliance letters for 12 calendar months. The posting must be in an area where it may be clearly viewed by parents. If a CCR&R staff has a concern about a program, they can talk to a CCLD regional manager to discuss the topic. 

Biannually meetings between regional CCLD and CCR&Rs are coordinated to discuss updates, resources in the area, trends and child care needs observed in the community. 

CCLD has regulatory authority to suspend or revoke a program or facility’s license or registration if there are serious non-compliances of statute or administrative rules committed by a program or facility. When serious violations are determined, CCLD has the option in some matters to enter a settlement agreement with the program or facility with specific conditions created that the program or facility must abide by. CCR&Rs can help programs that enter into a settlement agreement with CCLD by providing TA to the program to assist with addressing the violations or the terms of the settlement agreement. 

Social Equity Office

The The Social Equity Office has a primary charge of operationalizing equity, diversity and inclusion practices in Early Learning and Care programs, policies, and performances. The Social Equity Office serves as a proactive and supportive front-end accountability partner, helping DELC to be prepared for back-end accountability expectations. This takes the shape of helping DELC employees to close gaps and improve outcomes for all in programs, policies, performance measurement, planning, funding decisions, workforce recruiting, hiring, onboarding, training, developing, and career advancement, and advisory structures.

The Social Equity office supports culturally responsive services – services that respond to the aspects of diverse communities – that are respectful of and relevant to the beliefs, practices, culture and linguistic needs of diverse populations and communities. To support children to learn and families to thrive, they support differentiated, family-centered resources and support. This work requires knowledge and capacity at different levels of intervention: systemic, organizational, professional, and individual.

The purpose of the Social Equity Office include:

• Leading the equity plans and initiatives to assist in meeting the agency’s desire to prioritize diversity, equity, and inclusion by identifying and addressing systemic barriers to ensure all benefit from Early Learning and Care services and investments.

• Building the DELC workforce capacity in equity through consultation and coaching, training and technical assistance. 

• Developing and implementing agency policy and programming and providing leadership and communication to all employees in areas of equity, diversity, and inclusion in their daily work, and in the business lines of the agency. 

• Developing the agency’s equity long-range plans, goals, objectives, and milestones. 

• Partnering with DELC offices and teams to review and analyze data and equity outcomes across the early learning system.

DELC Funded Community Partners

Early Learning Hubs

Early Learning Hubs (EL Hubs) are neutral conveners and systems builders. They realize the vision of Raise Up Oregon within their own unique communities. To do this, they work within their local communities to develop cross-sector solutions in response to the needs of their region. Each of the 16 Hubs is comprised of community partners who come together to ensure the early childhood system is equitable: integrated, accessible, inclusive, antiracist, and family centered; all families with young children are supported to ensure their well-being; and all children are thriving in early childhood and beyond. Hubs braid and leverage state, federal, and community funds to invest in the local programs and services most appropriate for the community. They convene community partners and families to assess and strategize and develop innovations solutions to emerging and persistent issues. EL Hubs also ensure there is no wrong door, driven by the mission that all children deserve access to high quality early learning opportunities, and culturally specific & communitybased family support services.

EL Hubs actively seek to understand the early learning system and support communication and collaboration across sectors. Hubs and CCR&Rs actively work together to implement strategies to increase and promote retention of current childcare programs and to expand childcare access and child care workforce in the region.

The CCR&R Director in the region is on the Governance Council of the Hub. Hubs and CCR&Rs meet regularly to collaborate around childcare availability and the early learning system in their region.

New in 2022-2024: EL Hubs and CCR&Rs will be required to have a Memorandum of Understanding identifying the agreed upon activities and clarity of each partner’s role in advancing shared community strategies or work plans.

Using rigorous and reliable research design, TRI has the expertise to create, implement, evaluate, and report on research pertaining to the human capacity to learn, grow, and succeed. 

The Research Institute houses three centers: the Center on Workforce and System Development (CWSD), the Center on Early Learning Support and Innovation (CELSI), and the Center on Research, Evaluation, and Analysis (CREA). The Center on Workforce and System Development supports state-wide professional development and technical assistance for the CCR&R system. This type of work is referred to as Central Coordination of Child Care Resource and Referral. Central Coordination supports cross-agency collaboration, training and technical assistance, professional learning for CCR&R staff and the Find Child Care Oregon database, including the Technical Assistance Log. 

The Center on Early Learning Support and Innovation provides resources and support for early educators as well as research on promising practices for the field of early learning. Projects include Spark, Oregon’s Quality Recognition and Improvement System and the statewide Observation and Child Care Resource and Referral Agency Practice Guide | Pg. 20 Assessment System, the Start Up and Expansion and Rural Early Facility Improvement Grants for early care and learning programs. 

The Center on Research, Evaluation, and Analysis (CREA) consists of evaluators, researchers, and data managers with broad experience and expertise in program management, evaluation, and research. CREA has a long and solid history of providing quality evaluation and research for public and private agencies across Oregon.

CCR&R staff will interact with staff from Central Coordination often. Each CCR&R has an assigned CCR&R Liaison to work with regularly. The purpose of Central Coordination is to support successful navigation of the systems that support professional learning staff and other CCR&R roles. Central Coordination provides universal, targeted, and intensive forms of TA monthly. 

• Universal Training and TA is general training that promotes awareness and understanding of practices comprising the universal level. This includes assistance and information provided to practitioners and programs through their own initiative and with minimal individual interaction with professional development staff. Conferences, webinars, presentations, and workshops are examples of the universal level. The level is available to all working in the CCR&R system, and other professional learning providers (when appropriate). 

• Targeted Training and TA is technical assistance developed based on needs common to multiple recipients. This level of support requires assistance based on these needs and delivered in group trainings and/ or work sessions. This level of support is based on identifying specific needs of the programs, analyzing those needs, and then grouping those programs that require similar support. This level is available to specific groups, roles, regions, typically based on the topic and identified through trends identified for specific regions or roles.

• Intensive Training and TA is intensive technical assistance and is provided to support implementation and sustainability at the CCR&R level. This level of assistance encompasses specific technical assistance and includes mentoring, coaching, consultation. This level represents on-going assistance to CCR&Rs based on a negotiated relationship and a purposeful, planned series of activities designed to impact the staff, practices, and operation of the CCR&R. Intensive TA supports the development of specific skills and practices; it is focused on performance-based outcomes. This is the most individualized level of Training and TA and is typically conducted with CCR&R Leadership.

The Inclusion Initiative

Co-funded by DELC and Oregon Department of Education (ODE), supports the implementation of the Pyramid Model and Indicators of High-Quality Inclusion to increase inclusive practices at both the community and program levels across Oregon. The team engages with communities by supporting the preparation for Community Leadership Teams (CLT)/Community Inclusion Teams (CIT) meetings and participating in Oregon Early Childhood Inclusion Initiative (OECI) state leadership meetings. 

The Inclusion Initiatives develops professional development opportunities and resources connected to the Pyramid Model to promote system-wide alignment and coordination across Oregon’s early learning system of support. This includes Language access needs led to create free access to Pyramid Model eModules (Pre-K and Infant/Toddler) in English and Spanish and available to all Oregon early educators and providers, in partnership with The Pyramid Model Consortium (PMC). This national partnership has supported the translation of more than 80 Pyramid Model and Inclusion resources into multiple languages to supporting culturally specific community identified needs. 

The team also leads the field testing and implementation of the Pyramid Model Implementation Data System (PIDS). PIDS supports both programs participating in OECI and program receiving individualized support through Every Child Belongs Connect. The team is committed to providing high-level technical assistance such as support with data entry, reporting, and datainformed decision-making to support early care programs to implement PIDS.

Coaching Core

ELSI works with regional CCR&Rs to support the training and technical assistance system for Preschool Promise coaches, in addition to coaches housed in elementary schools and OPK. Preschool Promise Coaches will be connected directly with a Mentor Coach on the ELSI team. This Mentor Coach’s role is to support PSP Coaches in both their own professional development around coaching and their coaching implementation in their community. They will support PSP coaches using the Oregon Coaching Competencies, reflecting on their use of Practice-Based Coaching and use of the ELSI Coaching Guide. These activities occur within 1:1 (coach:mentor coach) meetings, coach Communities of Practice, and workshops. 

In addition to Mentor Coaching, ELSI has developed resources for coaches to grow in their knowledge and understanding of the Oregon Coaching Competencies. First, the Foundations of Coaching online course, which is available to all and in five languages, in which participants will deepen their understanding of Oregon’s Coaching Competencies and how these competencies may be demonstrated in practice. DELC encourages all CCR&R TA staff to engage with these modules and reflect with CCR&R leadership how coaching competencies may support their work with program leaders and educators. Second, with a pilot (24-25) of the Coach Endorsement, in which coaches create materials to demonstrate their ability to apply the Oregon Coaching Competencies in their coaching practice. 

The Impact and Evaluation Core works with the different cores in ELSI and with DELC and other system partners across Oregon to offer support around data collection, management and analysis, The Impact and Evaluation core works with DELC on statewide datasets to provide insights and recommendations for ongoing data practices. Work with other system partners focus aligning data collection practices to facilitate data sharing Child Care Resource and Referral Agency Practice Guide | Pg. 22 and insights across organizations. Within ELSI, Impact and Evaluation coordinates data collection on ELSI activities for collaboration and continuous quality improvement. An overview of metrics and activities for each ELSI core is shared through short, graphical impact reports every quarter to demonstrate impact across the state for the early childhood workforce.

The Oregon Registry Online (ORO) promotes professional growth and development by recognizing professional achievements of the early learning and care workforce. Upon submission of training and education documentation, OCCD verifies the professional development event connects to the Oregon Core Knowledge Categories, and meets the Training and Education Criteria. Once verified, the professional development can be used to obtain an Oregon Registry Step. The Oregon Registry Steps represent a career lattice that: 

• Promotes the childhood care and education profession by recognizing individuals as professionals.

• Acknowledges individuals’ training and education related to childhood care and education.

• Provide a pathway for ongoing professional development. 

• Enables financial assistance tied to an educator’s Oregon Registry Step, including scholarships, and the Enhanced Rate Program. 

As of Summer 2025, the Oregon Registry Trainer Program (ORTP)* implements statewide standards and technical assistance for certified trainers, training sessions, and Sponsoring Organizations (SO) which are grounded in best practice, current research, community needs, and adult education principles. The ORTP will be undergoing an evaluation and updates Summer 2025-Summer 2026. Please check with OCDC to ensure the most current version is being used. As of Fall 2025, the ORTP includes:

• Professional development for childhood care and education trainers

• The certified trainer system • The training session approval system

• The Sponsoring Organization (SO) system 

Resources developed by the ORTP to support professional learning providers includes:

• Trainer Program Guidebook

• Oregon Registry Trainer Program Certified Training

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*Please note: The Oregon Registry Trainer Program will be undergoing a revision process 2025-2026. Please consult the OCCD website for the more current information.

Coaching Oregon Infant Mental Health Consultation Association (ORIMHA)

Oregon Infant Mental Health Association (ORIMHA) is a network of parents and professionals dedicated to promoting the emotional health and well-being of all of Oregon’s infants, toddlers, their families in safe and thriving communities statewide. ORIMHA provides endorsement in the area of Infant Early Childhood Mental Health Consultation for professional within Oregon’s early learning sector. Endorsement® is an internationally recognized credential that supports and recognizes the development and proficiency of professionals who work with or on behalf of pregnant women, young children, birth up to 6-years old, and their families. ORIMHA provides additional professional learning for professional dedicated to supporting teachers and programs in serving the diverse needs of children and families.

ORIMHA is supporting the development and nurturing of a coordinated system of supports intended to reduce the use of suspension and expulsion in early learning programs serving young children. Currently, ORIMHA is contracted to fill the role of Every Child Belongs Center Entity. In this role ORIMHA provides direct support to Regional Service Providers and regional Infant Early Childhood Mental Health Consultants (IECMHC). Through professional learning opportunities, resources, consultation, a community of practice, reflective consultation, and other activities, ORIMHA directly guides and supports regions meeting the needs of programs.

For CCR&R Directors, or the leaders of the backbone agency, some of the potential they are looking for is in their direct reports. Other potential may be discovered in community systems, research, partnerships, or initiatives in early learning. For CCR&R staff, the potential they may see as leaders is the potential in a new early learning professional, or someone who is interested in being an educator. It may be the potential in an educator to mentor others or expand their business. It could be the potential in a new partnership with a school district leader or a potential partnership around professional learning with local associations. 

Executive Directors, Human Resource Directors and Fiscal Directors who are housed within the backbone agency (for example, in a community college) are also considered to be leaders in the CCR&R agency. It is an expectation of DELC that these roles (and others having responsibility or scope over the CCR&R grant) are informed of the CCR&R mission, vision, and work. These leaders should be regularly engaged with the CCR&R Director and be well informed. CCR&R directors should work in collaboration with backbone agency leaders in the areas of fiscal, staff recruitment and retention and planning. Backbone agency leaders and CCR&R leaders are both accountable for the deliverables of the grant, and the quality of services provided. 

Using data to inform internal strategic and work planning

Each CCR&R is responsible for the creation of a work plan. This work plan should be supported by the agencies’ work plan and updated regularly. Work plans are due to DELC 30 days after the execution of each performance period’s grant. CCR&Rs, in collaboration with backbone agencies, should also be thinking about long term strategy to meet community needs. Within each work plan and/or strategic plan, agencies must plan for how they will measure their efforts towards intended outcomes and how activities are impacting the community and system overall. Gathering and using data will allow an agency to understand if the activity is successful and if there are any unintended consequences. Additionally, agencies are asked to focus on activities designed to make the most impact in addressing the root cause identified. For example, if the root cause that is being addressed is lack of qualified educators in the area, is the activity producing more qualified educators or is it having a different, smaller impact? CCR&Rs should be working collaboratively with Early Learning Hubs, The Research Institute, Oregon Center for Career Development and DELC to ensure they have all possible and updated data to evaluate. Additionally, CCR&Rs should be collecting their own data to reflect on. For example, if a CCR&R has made a focus on providing training hours on learning environments, do local Environmental Rating Scale data demonstrate a positive impact?

DELC is aware that individual agencies may define the Director’s role according to their HR policies. Some titles may be different according to backbone agency policies. However, the expectation remains that the backbone agency has someone whose role is dedicated to leading the operations of the CCR&R. This also includes, but is not limited to, reflective supervision of staff, submission of deliverables to DELC, budget management, work and strategic planning, attending DELC required meetings and trainings, ensuring healthy relationships with Early Learning Hubs and other community partners, and reporting. 

Directors provide leadership, have decision making authority and manage multiple aspects of their assigned contract including development and design, strategy, timelines, budget and spending, grant compliance, contracts, operations, staffing and integration with other CCR&R Regions, Early Learning Hubs or programs. Directors are expected to be committed to learning, self-awareness, using culturally responsive and innovative practices, and ongoing reflection with staff and community.

CCR&R directors work at the state leadership level which requires strong leadership skills, specialized content knowledge, the ability to lead teams through ambiguity and change, strong system thinking skills, program management skills, and the ability to recognize and develop the unique skills of diverse staff. As leaders in their communities and at the state level, CCR&R directors can strengthen these skills by gaining an understanding and knowledge in the following areas:

• Oregon’s early learning sector including the Oregon Registry

• Reflective Supervision

• Motivational Interviewing techniques that support building trust and partnership with staff, other community leaders and state representatives

• Leading with Emotional Intelligence

• System thinking frameworks, such as The Water of System Change or Liberatory Design

• Equity and culturally responsive approaches, applications, and research

• NAEYC Standards and Competencies for Early Learning Educators

• Oregon Competencies for Early Learning Coaches

• Essential Fellowship protocols and competencies for Instructional Leaders

• Effective agency fiscal management

• Basic child care business acumen

• Spark framework

• Use of technology, written and verbal communication 

CCR&R directors are privy to sensitive and confidential information. Policies and procedures should be in place to demonstrate an agency’s commitment to appropriate levels of confidentiality at all levels. 

Grant Compliance

It is the responsibility of both the backbone agency and the designated CCR&R Director to ensure that the CCR&R grant (or IGA) is kept in good standing with DELC. CCR&Rs are asked to develop internal strategies, policies and procedures to ensure grant (or IGA) compliance. CCR&R leadership is responsible for working with their staff to produce rant deliverables in a timely, effective, efficient, and innovative way that adjusts to the changing of our early learning system. Directors develop a grant deliverable timeline, assign work and report quarterly their successes and challenges they are facing within their CCR&R Region. Directors are responsible for understanding deliverables and tracking deliverable timelines and due dates.

Reflective Supervision

Reflective Supervision forms a trusting relationship between supervisor and supervisee. It builds upon strengths, encourages continued learning and improvement in practices, and supports a parallel process as supervisee uses reflective practice with those they serve. DELC has an expectation that CCR&R Leaders are knowledgeable and skilled in reflective supervision and utilize it with all staff. Leaders for CCR&Rs, including backbone leadership, are encouraged to seek out resources to support their own Reflective Supervision practices and understanding. Additional support and professional learning for Reflective Supervision is available through consultation with DELC CCR&R Coordinators.

The building blocks of Reflective Supervision include (as provided by Jennifer Goldman with Zero to Three):

1. Reflection

• Requires a foundation of honesty and trust, and creates an environment where we can do our best thinking

2. Collaboration

• Allows supervisors to recognize opportunities to share responsibility and decision-making, thereby cultivating leadership talent from within

3. Regularity and Consistency

• Builds trusting relationships and encourages collaboration when regular time is committed to meeting for reflection.

Additionally, the Office of Head Start provides these building blocks:

1. Reflect on perspectives, through ongoing open conversations

2. Support competencies through a strength-based approach and avoiding a “top down” approach

3. Value passions by creating soft and professional spaces to engage on a human level

4. Make time for your own reflection

Reflective supervision occurs over time and requires both engaging and listening. It should be recognized and acknowledged that all participants deserve training and support, and that there is an inherent power dynamic between supervisors and supervisees. Effective practice in reflective supervision allows for power dynamitic to been lessened, and equity to guide the experience.

What does reflective supervision look like in action? Foundationally, it means agreeing on a regular time to meet, a comfortable space which allows for private conversations, and protecting against interruptions. Participants must agree to remain open, curious and explore their own vulnerability. An agenda is co-planned together before the scheduled meeting time. During the time together, participants will:

• Recognize and acknowledge each other’s strengths

• Observe and listen carefully; using active listening skills

• Suspend harsh or critical judgement and take time to be curious about their own biases and the lens they bring to the conversation

• Explore all that is involved in the situations discussed including emotions, thoughts and experience. Open ended questions are encouraged

• Spend time together reflecting on the session and seek professional and personal growth

DELC also expects that CCR&R Directors are supported through reflective supervision practices. This is important to allow for directors to also grow and be supported in their leadership. Backbone leadership should plan to meet regularly with CCR&R directors to engage in reflective supervision. Additionally, DELC and TRI work together to provide Director on-boarding modules and continual opportunities to strengthen leadership skills through trainings, TA, CoPs and Learning Collaboratives.

“As a supervisor, it can be difficult to know which direction to go with staff, what questions to ask and explore more, what to dive deeper into. Receiving my own reflective supervision helps me explore and plan for interactions and supervision with staff. It helps me work through challenging issues as a supervisor. I am reminded to consider self-care and burnout prevention both for myself and for those I supervise. Receiving my own reflective supervision helps me learn more about myself as a supervisor and the skills I need to work on as well as identifying my strengths.”
— Reflective Supervision: A guide from Reg. X to Enhance Reflective Practice Among Home Visiting Programs (AK, ID, OR, WA)

Staff Development: CCR&R Professional Development Plan

Some roles in the CCR&R have specific education and experience requirements, as outlined in the CCR&R’s grant with DELC. However, in order to support equity and workforce development, agencies are allowed to hire a professional who does not yet meet the educational and/or experience requirements if that individual meets the larger community needs of the population being served. CCR&Rs must work with these individuals to develop a Professional Learning Plan (PLP), which will support the employee reaching the requirements within an appropriate amount of time. This PLP must include specific action steps, milestones, tasks, and timeline. This plan must be regularly reviewed and updated by the CCR&Rs and attested to completion on the Quarterly Staff Report included in the Quarterly Reporting. For guidance on the creation of this plan, CCR&R leadership can work directly with DELC.

• DELC Contact: The CCR&R Specialists within DELC are there to support the leader’s execution of their CCR&R contract/grant and support implementation of quality practices as a CCR&R agency. They will meet with leaders monthly for regular check-ins and schedule quarterly learning dialogues to follow up on quarterly reports. They are available to help answer questions regarding the contract, leadership in collaborative activities in communities, connection to DELC leadership and ELC. 

• Learning Collaborative: This gathering occurs at an agreed upon time in partnerships with the Early Learning Hubs. . At these meetings, CCR&R and Early Learning Hub Directors join together with the purpose of connecting, coordinating, sharing resources, successes and wisdom, and expanding dialogue across early learning systems throughout Oregon. The environment promotes deeper conversations which encourage learning and working together towards a shared vision. The goals of the learning collaborative are to deepen understanding of each other’s work and expertise along with the intersections of the work and how it can be. A team of CCR&R Directors, Early Learning Hub Directors and DELC staff create the agendas based on feedback, Raise Up Oregon progress towards goals and DELC Leadership and Early Learning Council priorities. 

• Director’s CoP: Please see above for information.

• CCR&R Director and Partner Meetings: Central Coordination and DELC collaborate twice a month to provide a time for updates, shared learning, feedback and protected time with system partners. The first meeting of the month is generally focused on updates from partners and DELC. The second meeting of the month is provided as an additional opportunity for professional learning for CCR&R leaders and staff. However, this schedule is flexible based on need and deadlines. CCR&R directors are required to attend. Other staff may be asked to attend, based on the agenda topics

• Directors are expected to share relevant updates with their staff and are encouraged to do so within 48 hours. System partners and DELC rely on CCR&R leaders to ensure their staff are well informed. Meetings are also recorded and can be shared out. The meetings are hosted and facilitated by TRI. They are scheduled on the first Tuesday of each month and the third Thursday of each month. To be added to the invite list, please contact TRI.

• Routine communications: Additional routine communications will be provided to CCR&R leaders and staff on an ongoing and asneeded basis. Transparency and communication are important to DELC. DELC also recognizes that communication does not always flow at the desired rate. The primary mode of communication from DELC is through emails. These may be directly from a CCR&R Coordinator or other member of the Professional Learning System Team, or from another office in DELC. It is highly encouraged that staff regularly check their spam folders for any emails from DELC that could have been misplaced in the inbox. Leaders are expected to use their professional discretion when deciding whether to forward an email to staff. It is important for staff to be aware of any updates and pertinent information, while also recognizing that in the co-building partnership between CCR&Rs and DELC, sometimes emails without context can cause additional confusion and harm

It is expected that CCR&R staff and leaders demonstrate professional written communication in their emails. Other tools, such as an Out of Office reply and scheduling tools, should also be used regularly. CCR&R staff, especially directors, should be checking emails regularly and are strongly encouraged to set a goal of responding to emails within 24 hours. Finally, CCR&Rs should keep in mind that all communications with DELC are subject to public record review

DELC will also occasionally send out e-blasts and updates. For staff to receive e-blast newsletter or updates, staff must have submitted their email to the appropriate channel. The DELC website provides information on how to do that. 

Backbone Agencies

The backbone agency of a CCR&R is also reflected in how a CCR&R may operate day to day. Your backbone agency is the overall organization the CCR&R is housed in, and the primary holder of the CCR&R grant or Inter Governmental Agreement (IGA). Backbone agencies provide a specific portion of the CCR&R main grant funding, called the “indirect.” This funding supports additional administration costs, such as human resource support, payroll support or other materials. While DELC cannot provide specific job descriptions or postings for backbone agencies (as the CCR&R staff are not DELC employees), we do provide some overall guidance on how we intend specifically funded roles to operate in practice. This information can be found in the executed grant or IGA for each CCR&R. These roles include: 1.0 FTE Director, at least 1.0 FTE Infant Toddler Specialists, PSP Quality Specialists (also called Program Implementation Specialists) and PSP Coaches. 

Quality Improvement Specialist (QIS)

Research has demonstrated that through relationship-based professional learning, early learning programs and professionals are able to increase quality and positive child outcomes and decrease staff burnout and turn over. Programs and professionals that are supported and have access to resources can engage in their own journey of learning and understanding. 

The Quality Improvement Specialist (QIS) role is a key function of the work of a CCR&R. QIS have responsibility for providing training and technical assistance to early learning professionals in a variety of settings. Training and technical assistance (T&TA) may include presenting a required training, providing consultation to an early learning program staff, running a consistent FCCN, cohort, or CoP, helping a program get enrolled in FCCO, or participating in a community recruitment event. The goal of the QIS is to provide ongoing continuous quality improvement (CQI) by meeting early learning professionals where they are in their knowledge and understanding, establishing professional and program goals, and supporting through relationship based professional learning. Although specific workplans in each CCR&R may vary based on each region’s community needs, the QIS role remains key to achieving the overall requirements of the CCR&R Main Grant through professional learning and consultation. QIS work with all types of programs within Oregon, and with every provider type. This may include working with staff in a large, licensed center, or helping a family, friend, and neighbor (FFN) provider learn what steps to take to move towards becoming a registered provider. It may also include supporting early learning programs to implement quality standards in support of their engagement with Spark. 

DELC has established the following minimum qualifications for the QIS role:

• Bachelor’s degree in early childhood education, bachelor’s degree in a related field and coursework in early childhood education, or a step 10 or higher on the Oregon registry 

• At least two years of experience in an early childhood or youth development program with specific experience working with the age group or focus area of the position

• Be considered a master trainer in Oregon Registry Online

QIS who enter employment at a CCR&R who do not meet these minimum requirements will be required to participate in a Professional Learning Plan (see resources below). This plan must be submitted to DELC for approval.

Additionally, those in a QIS role should be knowledgeable and skilled in: 

• Child Development and early learning education

• Professional learning techniques, including consultation and training

• Oregon’s early learning system, including the Oregon Registry Career Lattice, Oregon Registry Online and Find Child Care Oregon databases, and Child Care Licensing Division regulations

• Basics of Motivational Interviewing

• Adult learning principles, including training skills, Practice Based Coaching and consultation

• Equity and culturally responsive approaches, applications, and research

• NAEYC Standards and Competencies for Early Learning Educators

• Oregon Competencies for Early Learning Coaches

• Essential Fellowship protocols and essential elements of quality programing

• Spark framework and process

• Use of technology, written and verbal communication

• Business acumen and budgeting (if providing business coaching or consultation)

Preschool Promise Quality Specialist/ Preschool Promise Program Implementation Specialist (PSP QS)

The Preschool Promise Quality Specialist/Preschool Promise Program Implementation provides consultation to support program implement of high quality early learning practices. The focus of these programs is a preschool experience for children which is culturally responsive, inclusive, and developmentally appropriate. The PSP QS uses the Preschool Promise Operating Manual in their consultation, as well as Essential Fellowship tools. 

The PSP QS develops consultative relationships throughout the program year and over multiple program years. They begin by learning about programs and encouraging leaders in their development of the program vision for children, families, and staff. Throughout the program year, PSP QS are available to support grantee program and instructional leaders to identify problems, set action steps, and tackle barriers in support of equitable program goals for participating children, families, and staff. PSP QSs and PSP Coaches will collaborate to ensure effective implementation of practices that align with Preschool Promise Standards.

Preschool Promise Coach

The PSP Coach uses Practice Based Coaching, preferably in combination with the Oregon Coaching Companion and the Preschool Promise Operating Manual, to help teaching teams reflect on their teaching practices and set culturally responsive, inclusive, and developmentally appropriate teaching goals. PSP Coaches participate in professional learning with ELSI (including 1:1 meetings with Mentor Coaches, a monthly Community of Practice, as well as professional development facilitated by ELSI and/or DELC.

Infant Toddler Specialist 

More than half of all babies and toddlers in the United States spend some of their day being cared for by someone other than their parents (ZERO TO THREE, 2021). When young children and their families have access to high-quality early learning and care experiences, they thrive! This is where the Infant Toddler Specialists come in. A critical component of high-quality care is a knowledgeable and competent workforce. This position serves as a local expert in infant and toddler development and relationshipbased care and education.

The Infant Toddler Specialist (ITS) responds to training and technical assistance requests to address the needs and improve the quality of early education programs serving children prenatally to 3 years. They consult On-site, as often as possible, with early learning and care professionals in family- and center based early learning and care settings, Early Head Start and other early education programs to meet developmentally responsive practice standards and increase the quality and availability of early care and education for infants and toddlers. Infant Toddler Specialists have the opportunity to work directly with the infant toddler workforce to increase members’ skills, knowledge, and competency in providing early care and learning for children across early childhood settings.

Each day will look a bit different for this role and will be based upon both the position expectations (job description) and the expectations of the CCR&R within which they are employed. The infant toddler specialist position is a highly specialized position with a specific focus on prenatal through 3 years. This position is funded in each CCR&R to be at least 1.0 FTE and should not be blended or braided with other responsibilities. Each ITS is responsible for the coordination and facilitation of one FCCN specifically focused on Infants and Toddlers. 

Infant toddler specialists should be knowledgeable and skilled in:

• Motivational Interviewing

• Practice Based Coaching

• Pyramid Model Practices for Infants and Toddlers

• ZERO TO THREE Critical Competencies for Infant and Toddler Educators

• Essential Fellowship

• Infant/Toddler focused Observation tools 

• Relationship Based practices

• Child development

• Infant-toddler mental health and trauma responsive care

• Licensing Regulations

• Equity and culturally responsive approaches, applications, and research

• Spark framework and program
  
  

Regional Inclusive Partner

Regional Inclusive Partner staff are an additional layer of support for educators an program leaders. This role was established during the 2023-2025 biennium, with the goal of expanding the services provided DELC Inclusive Partner staff site wide. Regional Inclusive Partner staff are directly supported by the DELC Inclusive Partner team, through technical assistance. 

Regional Inclusive Partners provide the following services to programs within their communities:

• Provide consultation and technical assistance to child care providers to support the use of inclusive practices. 

Conduct observations to:

• Identify potential universal accommodations or environmental modifications to assist early learning professionals in increasing inclusive practices.

• Assist in gathering information to support the process of High Needs Rate Determination Assessments

• Work with diverse agency representatives to support and develop additional resources to support child care settings.

• Partner with other CCR&R team members to wrap supports and services around any provider regardless of funding source.

• Deliver trainings for early learning professionals and other partners with an inclusion lens.

• Represent the program as a spokesperson to service organizations, policymakers, professional organizations, and other partner groups.

Baby Promise Staff

As noted in this Practice Guide each CCR&R is unique and may serve different publicly funded programs and different types of providers. In some CCR&R’s there are staff funded by DELC to serve the Baby Promise Program. As CCR&Rs are very different across Oregon, the titles and job duties of the staff who serve Baby Promise in addition to the amount of time they spend working with the Baby Promise program may vary from one region to another. 

In regions where Baby Promise is offered there is staff at the CCR&R who handle a variety of duties for Baby Promise including:

• Program management, provider applications and monitoring

• Financial/grant management, monthly reporting

• Coaching, quality improvement specialist, technical assistance for providers, directors, and early educators, Family navigation or specialist handling families and/or coordinating with Hub enrollment specialists, Enrollment coordinator or specialist.

Some CCR&R staff have titles and job duties pertinent to the grant they are associated with, others may serve more than one program or utilize braided funding. This can be confusing when working with other CCR&R’s or agencies. Questions are always welcome as new staff begin to connect the diverse work of the CCR&R.

Focused Child Care Network Coordinator 

A focused child care network is a supportive, relationship-based group of early learning and care professionals who meet regularly, over time, with the support of a dedicated Coordinator. FCCNs provide access to resources, encourage progress towards specific goals and support the work of early learning practitioners. They are designed to provide individualized and group-based professional learning, build community, and support continuous quality improvement. It’s not just a series of trainings, it’s a structure for ongoing support, reflection, connection, and growth. 

FCCNs are particularly well suited to provide linguistically and culturally specific support. Networks are ideally facilitated by CCR&R staff who reflect the culture and language of the early educators or leaders within each network. 

FCCNs are designed to do three critical things: 

1. Retain early educators by helping them feel seen and supported. 

2. Reduce isolation by building real community. 

3. Improve quality and outcomes for children, families, and programs.

At their core, FCCNs are about investing in the people at the heart of early childhood care, so they can keep doing what they do best, with the support they deserve.

FCCN Participants recruited and selected for regional FCCNs should be representative of the regions’ priority populations and may focus on these areas: poverty hot spots, historically underserved communities, those serving children of color, and/or infants and toddlers (facilitated by an infant toddler specialist), programs accepting and serving families being served by ERDC, child care professionals providing odd hours of care, and programs supporting English learning children. The goal of the establishment of FCCNs in CCR&Rs is to provide a pathway to deeper knowledge and content expertise in a specific aspect of early learning, not expertise in system navigation. FCCN Outcomes include: 

• Provider Well-Being

• Business and Sustainability

• Quality

• Comprehensive Services

Within these outcomes, more narrowed topics for an FCCN to explore over the course of the participation cycle may include:

• Infant Toddler Development and Care (note: this is a required activity in each CCR&R, to be conducted by the CCR&R Infant Toddler Specialist)

• Preschool Promise Quality Requirements Implementation

• Spark Framework and Processes

• Ambitious Instruction and Effective Classroom Practices

• Equity and Inclusionary Practices

• Learning Environments and Daily Programming

• Child Care Business Acumen

• Locally designed options, based on data and participant input

The FCCN 25-27 grant cycle should additionally align with Every Child Belongs in support of inclusionary practices.

An FCCN Coordinator is a QIS with additional responsibilities. The responsibility of the FCCN should be reflected in .5 of the QIS FTE. Those operating as an FCCN Coordinator must meet the educational and experience requirements of a Quality Improvement Specialist or have a professional learning plan in place to address where requirements are not yet met. The FCCN Coordinator isn’t just someone who schedules meetings, they’re the heart of the network. Their role is to guide, support, and connect early educators in a way that’s responsive to each participant’s unique needs and goals. Coordinators offer individualized consultation; meeting one-on-one with educators to help set goals, reflect on practice, and make progress over time. They facilitate the community of practice sessions; creating a space where trust, dialogue, and peer learning can happen. They also help identify training opportunities that actually make sense for the group, not one-size-fits-all. FCCN Coordinators work directly to recruit participants, develop materials, organize logistics, and provide technical assistance to participants. This technical assistance includes, but is not limited to, training, consultation and/or coaching.

Important Additional Information

If a CCR&R Director, in consultation with their backbone agency HR and Executive leadership, decide to combine or braid funding for specific roles (excluding those required to be 1.0 FTE per the grant agreement) they should do so in recognition of equity principles, staff wellbeing and only after consultation with their DELC CCR&R Coordinator and Grant Manager. 

Additionally, bi-lingual staff should not be required to provide translation or interpretation services without these duties being explicitly detailed within their role description, and without being included in their total compensation for their role and FTE. In other words, translation services should not be layered onto a staff’s portfolio only based on language abilities, but rather, based solely on the design, compensation, and implementation of the role the person is filling. 

Additionally, resources such as the NAEYC’s Developmentally Appropriate Practices in Early Childhood Programs (Forth Edition), NAEYC’s Advancing Equity and Embracing Diversity in Early Childhood Education and Early Education Essentials of Ambitious Instruction and Quality Learning Environments can be used to better understand high quality early learning. Tools such as the Environment Rating Scales (ERS), Classroom Assessment Scoring Scale (CLASS), Teaching Pyramid Observational Tool (TPOT) and Teaching Pyramid Infant–Toddler Observation Scale (TPITOS) also provide insight to how classroom routines and adult-child interactions are happening. The Essential Fellowship is a program Oregon’s uses, which offers technical assistance providers support when working directly with programs to install and grow their use of the Early Education Essentials.

A meaningful early learning program is a busy place! Classrooms are full of natural light, laughter, and joyful children. Developmentally appropriate materials are available for children to easily access and use. The decorations and materials are reflective of the community of learner’s race, ethnicity, culture and language. Materials also bring in culture and languages of those outside of the learning community. Dual language learners and children experiencing specific needs are respected and supported. Children are encouraged to explore, ask questions, be curious, engage with each other and be creative. Children’s learning is scaffolded through open ended conversations, and keen observations of a child’s personality, approach to learning and developmental journey. Educators understand that social-emotional development is the foundation for all areas of childhood development and learning, and this begins with warm and responsive relationships. Early educators notice and acknowledge the many feelings that come from young children, and support children as they learn to express and regulate emotions and socialize with their peers. Families are engaged with, and their perspective is integrated into decision making about program policies, activities, and curriculum. Children are provided with opportunities to make friends, resolve conflict, and build empathy. Healthy habits are encouraged through nutritious food and plenty of active play. Staff are provided with ongoing professional learning (including mentoring and coaching), collaborative time for planning and reflection and program policies that support staff wellbeing. Leaders take time for their own learning and spend time in peer classroom communities. Most of all, there is lots of play, positive interactions, and learning.

However, it should be acknowledged that traditionally in the field of education, quality has been defined through a white majority cultural lens. What resonates for one family as a quality experience may not be what feel culturally relevant to another family. These differences in perceived quality should be valued, and technical assistance providers should engage with programs with both an equity lens and a curiosity. One resource that can be helpful for these reflections is Reconceptualizing Quality, a report produced by Portland State University.

In short, an early learning program with quality practices in action is joyful and engaged. “These words- joyful and engaged- evoke a classroom rich with play; children’s laughter; meaningful interactions child and family...”2

Regional CCR&Rs hold a special position in communities. They are both the communicators and interpreters of effective early learning practices. They also are the support system to implement quality practices in programs. CCR&Rs are available to support early learning programs through their Spark journey. This requires an understanding of what quality looks like in practice, how to reflect on current program practices, and how to set action steps to continuously improve quality practices. CCR&R TA staff should be thoughtful partners to programs as both a facilitator of reflection and a well-informed participant in the early learning profession.

Consultation

Consultation is a collaborative, problem-solving process between an external consultant with specific expertise and adult learning knowledge and skills, and an individual or group from one program or organization. Consultation facilitates the assessment and resolution of an issue-specific concern—a program-/organizational-, staff-, or child-/family-related issue—or addresses a specific topic. It is different from coaching, in that it has a single focus and is considered concluded when the single issue has been resolved. In coaching, there can be several issues an educator would want to focus on, and the engagement period extends past the conclusion of any of the issues being coached toward. Consultation and coaching, however, are similar in their basic approaches. Each form of jobembedded professional development is relationship and strength-based, utilizes reflective practices, is facilitated by the TA provider, and engages some type of observation, planning, doing and reflective cycle. 

The following guidance pertains only to Spark-rated programs:

After a program receives a star-rating, they have three years before they are required to participate in annual quality improvement activities. Programs can choose whether they’d like to complete a QI cycle or renewal activity. 

Currently, one activity that counts for renewal is working with a TA professional, such as a QIS or coach, to set goals and make improvements to their program. Another CQI renewal activity is participating and reflecting on a program observation that is completed by a reliable Spark Assessor. The Spark Assessment Team currently offers ERS and CLASS observations and provides programs with a summary report and score sheet after their visit. CCR&R staff are asked to reflect on the report and scores with the program and use that data to help inspire improvements.

If a Spark program is in jeopardy of losing its starrating as a result of Child Care Licensing Division issuing a valid finding of a serious violation, CCR&R staff are asked to support programs through the Spark Rating Maintenance process.

TRI’s Spark Team and DELC’s Spark team cofacilitate a monthly Spark Webinar and Help Desk for CCR&R staff. There is also a Spark Helpline that is available to programs and CCR&R staff. The Spark Assessment Team offers training to CCR&R staff on the observation tools they use including guidance on how to use the data from the observation to inspire improvements. The Spark Specialist or someone from the Spark Team will also give updates and ask for input at CCR&R Director meetings. The Spark Data Team sends CCR&Rs a monthly QI Report that allows staff to see the activity of all Spark programs including, but not limited to, when they have received support funds, submitted their portfolio, and earned a star rating, and/or completed a QI Cycle. Quarterly Data Facts reports are posted on the Spark website (lookerstudio.google.com/reporting/19da13e6-68f9- 4cfc-b600-b44f2253b719) that provides Spark rating information and number of children in Spark programs by county and program type.

Spark is currently being redesigned in stages: (1) Statewide Engagement (2) Redesign (3) Implement (4) Assess. This process will be driven by the leadership of families and early learning and care professionals across Oregon. More information is available on the Spark Redesign page: https://oregonspark.org/spark-redesign/

Essential Fellowship      

Essential Fellowship, developed by Start Early, is a research based professional learning experience provided to the professional learning workforce in Oregon. First used in Oregon in 2018, Essential Fellowship (formerly known as Lead Learn Excel) provides those who work directly with program leadership and staff (including family child care owners and operators) with in-depth professional learning and transfer to practice supports in the areas of:

• Foundations of Instructional Leadership: understanding job-embedded professional learning and the leadership role in quality improvement

• Data: Exploring how data can inform decision making and targeted actions for improvement

• Team Lesson Planning: exploring the role of the educator and ambitious instruction in program quality, creating supportive learning environments for all and ensuring family engagement and voice

• Collaborative Groups: building impactful peer learning communities and evaluating impact

Start Early’s Early Education Essentials demonstrate the elements that contribute to overall program quality for staff, children, and families. These elements, when strong, impact child outcomes at a greater rate than other contributing factors. Throughout Essential Fellowship, participants learn the details of each Essential, how these Essentials impact staff, children, and families, how they can be measured, and how to work to improve each Essential. 

ZERO TO THREE Critical Competencies for Infant-Toddler Educators

The ZERO TO THREE Critical Competencies for Infant-Toddler Educators™ focus on teacher-child interaction skills which support optimal infant and toddler social-emotional, cognitive, language and literacy development (ZERO TO THREE, 2019). The Critical Competencies provide clear information about how infant and toddler educators apply foundational knowledge in a group setting, what infant-toddler teaching and learning looks like in practice, and what specific skills educators need to optimize children’s learning opportunities. The skills within the Critical Competencies highlight and describe what educators can do to make the most of teacher-child interactions, to turn them into valuable learning opportunities which support all aspects of infant-toddler development.

The ZTT Critical Competencies build upon the NAEYC Competencies being adopted by Oregon, providing a specific and specialized competency set for the infant-toddler workforce and ensuring that these competencies address the cross-cultural skills needed to work with diverse populations.

As infant toddler specialists become familiar with the ZERO TO THREE Critical Competencies, they will use it as a tool to support early educators in identifying areas of strengths and setting goals that align with supportive, relationship-based infant-toddler caregiving practices. They will incorporate PracticeBased Coaching and Motivational Interviewing skills to provide opportunities for educators to observe, understand, and reflect on critical interactions that support and nurture development in the three focus areas.

Periodically, the DELC sponsors the ZERO TO THREE Critical Competencies for Infant-Toddler Educators Training of Trainers in Oregon. This occurs when there is a sufficient number of specialists needing the training. As this is a Set 2 training, trainers must have or be able to achieve Master Trainer status with the Oregon Center for Career Development. Please collaborate with the DELC infant-toddler specialist to understand this process.

Market Price Survey

As part of Oregon’s use of Child Care Development Funds (CCDF) to establish regional CCR&Rs, there is a requirement for a Market Price and Supply Study (MPSS) to be executed every two years. The purpose of this survey is to collect and capture the prices and supply of child care across the state. This information is used for regional and state policy-making including regular evaluations of the maximum subsidy rates. 

The MPSS is conducted by Oregon State University in partnership with The Research Institute and CCR&Rs. CCR&R staff engage in communication with local programs to collect and enter the data needed into the FCCO system to complete the Market Price Survey. Recently, programs have had the option of submitting this information directly to TRI. In these cases, CCR&Rs may be engaged to connect directly with programs who have not yet submitted information. Resources and materials to support this process are provided to CCR&Rs and the process is also outlined for regions through a significant timeline and preparation period. 

Consumer Education on Quality Child Care (CE)

The purpose of Consumer Education (CE) on quality child care is to provide information to the public regarding Spark, high-quality child care, and the array of child care options available in the CCR&R’s Region through diverse communication channels. This includes conducting presentations for community groups to underscore the significance of early learning for young children, highlighting Raise Up Oregon objectives, and presenting data reports showcasing child care options. Additionally, consumer education provides guidance on assisting parents or guardians in their search for child care.

Consumers of child care are defined as families and any community partner or member interested in child care. CCR&Rs are the spokespeople for high quality child care and what that looks like. Providing education on high quality indicators is a key role of the CCR&R in partnership with TRI and DELC. TRI leads the efforts on creating the Consumer Education guide on high quality indicators following national research and best practices. The guide is included with child care referrals to provide information and education on quality for parents as they search for child care. It can be accessed via the Find Child Care Oregon website and 211info Child Care can email, mail or text the Consumer Education on Quality Child Care guide with the list of child care options to parents searching for child care. This guide is in the five essential languages and provides information and education to support families in their reflections of early learning programs indicators and support family choice about the program that best meets the needs of their children and family. 

In September 2018, the Consumer Education on Quality Child Care workgroup was formed to update the information. The workgroup included representatives from TRI, DELC, CCR&Rs, 211info and ODHS. They identified these guiding principles in the development of the guide:

1. Parents receive accurate and current information on quality child care indicators in order to make an informed and educated choice on child care programs for their children. 

2. Parents receive accurate and current information on the connection between high quality early learning experiences and their children’s healthy growth and development. 

3. All materials, communications and correspondence are culturally, linguistically and developmentally responsive. 

4. Consumer education on quality child care and early learning experiences are available in a variety of modalities, including verbally, websites, emails, texts and hard copies. 

5. All information and marketing developed will raise the awareness of the child care and education profession, the supports to be in the profession (CCLD, CCR&Rs, Oregon Registry, Spark) and the qualifications. 

6. All information and marketing is visually appealing, easy to find and understand and is offered in a manner that honors the community’s culture. 

While CCR&Rs are no longer responsible to do referrals, the Consumer Education on Quality Child Care guide is informed by the knowledge and understanding of the child care system and all that the CCR&Rs offer to continually improve quality in early care and education programs. It is key that they are part of the development and updating of this guide. A new workgroup will be formed in 2024 to review, revise and update the guide. TRI is leading this effort and will reach out for CCR&R representation. Also included will be DELC (Professional Learning System, Child Care Subsidy, CCLD) and 211info.