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Philosophy
Gads Hill Center is working towards the goal of establishing a high-quality 0-3 program that practices continuity of care. Our program will enroll infants, toddlers and two-year-olds at our new Brighton Park Location. The Brighton Park location will emulate Continuity of Care Model 1.
In Model 1 early head start teachers change to the developmentally appropriate classrooms with their group of children until children reach 36 months of age. When children reach 36 months of age, children will move to the appropriate preschool setting and the early head start teachers are assigned to a new infant group.
Continuity of Care Planning
Continuity of Care staff will receive instruction regarding the concepts of continuity of care.
Continuity of Care staff will be required to have ongoing training and workshops pertaining to continuity of care policies, protocols, and program changes.
Continuity of care staff will be assigned to a classroom and children with the understanding that the same children will be in their primary care group until those children transition from the 0-3 program.
Continuity of Care staff will be directly responsible for communication with the parents of their assigned children; will act as each other’s backup when a teacher is absent or unavailable.
Gads Hill Center’s continuity of care programming, furnishings, and equipment will meet the developmental needs of all children in the classroom. Parents of children assigned to continuity-of- care classrooms will be informed by the program about this model and agree in writing to place their child in a continuity-of-care group.
The agency will arrange Continuity of Care staff schedules around the needs of the children. Teachers will work a shift that allows them to be available to the children for important bonding and caregiving.
Implementation of Continuity of care
Over the next three years, the agency will implement the following plan for continuity of care. The first year will consist of continuity of care modeling and project learning models for all classroom teachers through the education team. The education team will meet teachers on a weekly basis to support the curriculum, environment, and procedures of the continuity of care plan.
In the second-year, teachers will experience their first classroom change. The education team will assist the teachers in adjusting to the new classroom. Trainings will be available to support teachers with supporting their children on the next developmental learning level. Education modules will be available for extra learning and support with the curriculum and environment.
In the third-year teachers should be adjusted to the change and have a general idea of the dynamics associated with the continuity of care plan. The education team is available for needed training's and refresher courses for teachers pertaining to the curriculum and environment. The agency is dedicated to implementing the continuity of care plan as a permanent fixture in our program. Gads Hill Center will continue to use DFSS as a support system for our education team and teachers. With a strong primary relationship established, children will feel confident in themselves to explore and engage with the world and people around them. The continuity of care plan will increase opportunities for teachers to learn and develop positive working relationships with parents.
Child & Classroom Transition
Continuity of Care and incoming Children
To ensure a smooth transition all new and incoming children will begin their school year with staggered starting days. Parents and caregivers should be allowed to observe the transition and meet with the child’s teacher if requested. The first day of in-person attendance is half-day, where the child will be picked up by noon. The second day of attendance will begin the first in-person full day. Below is an example of how this transition model should look for new children entering the program.
Example, Purple Room 1:
Bria start date 9/22/22 and will attend half day – full days beginning on 9/23
Lolli start date 9/22/22 and will attend half day – full days beginning on 9/23
Terra start date 9/24 and will attend half day – full days beginning on 9/25
Tim start date 9/26 and will attend half day – full days beginning on 9/27
Max start date 9/28/22 and will attend half day – full days beginning on 9/29
Continuity of Care: The Second Year
In the second program year, the teacher will move with their children. Infant teachers will now become toddler teachers; toddler teachers will become two-year-old teachers; and two-year-old teachers will now become infant teachers. Gads Hill Center has one site with an Infant, Toddler, and Two-year-old program. Our Brighton Park location has two Infant classrooms, three Toddler classrooms and three two-year-old classrooms. Changing locations in the building will be a task that the team is up for, along with data shifting for the new classroom set-up.
Continuity of Care Levels of Competencies
The Continuity of Care Competencies are based on the levels listed below. Each year, the agency plans to evaluate the classrooms and teachers on levels of competencies that will guide teachers and the program model.
Level I: Implement practices according to program guidelines and policies.
Level II: Demonstrate the skills present at the previous level. In addition, work independently and take the initiative in designing environments to facilitate development.
Level III: Demonstrate the skills present at the previous levels. In addition, design, assess, and modify the learning environment to meet children's changing needs. Model excellent practices and encourage others to develop proficiency in skills. Provide leadership for planning, implementing, assessing, and modifying the program to ensure continuous improvement. Conduct inquiry to advance the understanding of best practices for the community.
Competencies for Continuity of Care Staff
Beginner
To perform the basics of the Curriculum in the classroom.
To care for children in small groups, formulating how to care for children and learn their basic needs—creating activities for children and testing the effectiveness of the activities.
To provide opportunities for one-to-one interactions between children and staff, formulating intentional plans for children and staff.
To provide opportunities for the use of large and small motor skills with both indoor and outdoor activities, formulating play patterns and selected activities that build large, fine, and gross motor skills.
To provide a safe environment for exploration, create play spaces and testing out classroom items that are favorable for the children.
Intermediate
To execute the curriculum throughout the classroom in interest areas while exploring fidelity.
To care for children in small groups with effective routines and schedules identified and memorized for each child; Evaluation of activities to create an effective system with the children in the group.
To provide opportunities for one-on-one interactions between children and staff with effective weekly structure.
To provide opportunities for the use of large and small motor skills with both indoor and outdoor activities, executing play patterns and selected activities that build fine, large, and gross motor skills throughout the week.
To provide a safe environment for exploration with added favorable items for the children and individual plans for children; Effective structure throughout the week.
Advanced
To execute the curriculum throughout the classroom in interest areas; exploring fidelity; Effective structure on a daily basis; effective documentation/evidence of development.
To care for children in small groups with routines and schedules identified, memorized, and followed daily for each child; along with set schedules for future small group activities; Effective structure on a daily basis; effective documentation/evidence of development.
To provide opportunities for one-on-one interactions between children and staff on a daily basis; Effective structure on a daily basis; effective documentation/evidence of development.
To provide opportunities for the use of large and small motor skills with indoor and outdoor activities; executing play patterns and selected activities that build fine, large, and gross motor skills daily; Effective documentation/evidence of development.
To provide a safe environment for exploration with added favorable items for the children and individual plans for children; Effective structure on a daily basis; Effective documentation/evidence of development.
Continuity of Care Phases of Support
Year One: During the first program year of the continuity of care plan, the education team will meet teachers on a weekly basis for the first six months. After six months, training will take place twice a month.
Year Two: In the second program year, training will be available to support teachers with supporting their children on the next developmental learning level. Education modules will support the curriculum and environment.
Year Three: In the third program year, the education team is available for needed training and refresher courses for teachers pertaining to the curriculum and environment.
Phase 1:
Continuity of Care Model Training: Teachers will receive weekly check-in’s with training on the continuity of care model.
TSGold: Introduction to the TSGold system. Teachers will attend TSGold cohorts facilitated by DFSS.
Culture and Home Language: Teachers will explore creating a richly diverse and welcoming environment and remaining aware of cultural beliefs.
EHS Model: Exploring the program classroom model for EHS, an overview of the Early Learning outcomes Framework and families as partners.
Phase 2:
TSGold: Implementation of the curriculum. Teachers will attend DFSS Cohorts and training.
EHS Model: Exploring the program classroom model for EHS, an overview of Early Learning outcomes Framework. Teachers will explore Early Head Start Learning Techniques and classroom strategies.
Knowledge and Skill Development: Series of training's pertaining to the curriculum development of children 0-3. Teachers will explore developmentally appropriate practices.
Appropriate Care in Early Learning Environments: Training related to the environment will be one of the focal points.
Phase 3:
TSGold: Implementation of the curriculum. Teachers will attend DFSS Cohorts and trainings.
EHS Model: Exploring the program classroom model for EHS, an overview of Early Learning outcomes Framework. Teachers will explore the level of school readiness goals and how the goals connect with each person that interacts with the child.
Communication: Effective communication with families and children. Teachers will explore ECLKC 1304.41 Collaboration and Communication with families.
Transitions: Teachers will explore transitions through the ECLKC.
1302.72 Transition between Programs and 1302.70 Transitions from Early Head
Start.
* All trainings are completed on protected time for teacher development.
*For Phases 1-3, all trainings are based on the Head Start Early Childhood Learning & Knowledge Center, unless otherwise stated.
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