Early Care and Education BULLETIN!

Child Care
Resource and
Referral of
Georgia
Winter 2015
Early Care and Education BULLETIN!
Nathan Deal
Governor
BRIGHT FROM THE START
10 Park Place South SE, Suite 200, Atlanta, GA 30303
(404) 656-5957
Amy M. Jacobs
Commissioner
Dear Early Care and Education Professional,
INSIDE:

Getting To Know
Your CCR&R Staff

Quality Rated
Program
Recognition
Most people reading this letter will agree that the work in which we’re all involved makes a difference in the lives
of Georgia’s children and their families. Research supports that the quality of care children birth to age five receive positively impacts their physical, social emotional, and academic development. Plus it just makes sense that 
children cared for in safe, healthy, nurturing environments who are exposed to appropriate learning opportunities by trained professionals like you will be more prepared for school.
Quality Rated
Testimonials

Pre-K Outcomes and
Classroom Quality

Georgia’s Early
Learning
Challenge Grant
Below are highlights from the report:
 The total annual gross receipts of the industry for a 12-month period are estimated to be $2.45 billion.
 The additional economic activity associated with the industry adds another $2.24 billion to Georgia’s economy annually. Thus, the early care and education industry generated $4.7 billion dollars of economic activity
in the state for 2013, putting it on par with industries such as pharmaceutical preparation manufacturing,
printing, and health and personal care stores.
 A conservative estimate of parents’ annual earnings because they had available child care in Georgia is $24
billion.
 Through employment and other spending in the industry and by fueling expansions in other sectors of the
economy, the industry annually generates $374 million in federal tax revenue and $161.7 million in state and
local tax revenues.
 Early care and education provides 67,507 jobs in the industry itself and generates an additional 17,454 jobs
in other market segments.

Nutrition Updates

Free Language and
Literacy Training

Child Care & Development Fund State
Plan

DECAL: Tip of the
Month

AWARDS for Early
Educators 2016

Fun with Kids
in the Kitchen
The report went on to conclude: As the findings of this study reveal, early care and education in Georgia is a
multibillion dollar industry. Despite the lingering effects of the recent Great Recession, the industry continues to
generate significant economic activity daily as providers buy goods and services to operate their businesses and
employ teachers, administrators, and a variety of support staff. Additional monies are spent by the industry itself
and industries directly related to early care and education, generating further economic activity. Finally, the industry allows parents and families to work in a myriad of industries and businesses because care for their children is available. In coming years, the industry can look forward to an even greater economic impact as the
economy continues to improve.

Teacher Tips

GELDS 101

GELDS in
Practice

Standards
Training
Opportunities

Quality Rated
Training
Opportunities

Additional
Training
Opportunities
I’m happy to report that we also learned this past year that the work in which we’re all involved makes a significant difference in our state’s economy. We received the final report from the University of Georgia and Georgia
State University detailing the results of a two-year study on the economic impact of the early care and education
industry on Georgia’s economy.
As 2015 draws to a close and 2016 begins, I hope you find this information encouraging and feel assured that
your work is not in vain but is directly contributing to the development of children and families AND to the
economic well-being of our state. We look forward to working with you another year.
Best wishes for a happy new year,
Amy M. Jacobs
Commissioner
Page 2
Winter 2015
Region 5: Getting To Know Your CCR&R Staff
Beatrice Geiger-Technical Assistance Coordinator
My name is Beatrice Geiger, a passionate advocate for high quality foundations for
children. I have spent twenty five years supporting and working in the field of early
education and look forward to continuing that in the great state of Georgia. My
education in the field consists of an Associate’s Degree in Human Services from
Midlands Technical College and a Bachelor’s of Art Degree in Child and Family Studies
from Columbia College. Currently, I’m pursuing a Master’s Degree in Early Education
Leadership at the University of South Carolina.
Although, I find education important, I am equally proud of the life experiences and
professional opportunities that have helped me to pursue my passion. Most recently,
I was a program manager for the United Way of the Midlands where I managed the
contractual obligations of Child Care Resource and Referral Services. I have worked in
various capacities in the corporate arena of early childhood education at Bright
Horizons. I am a certified trainer for the state of South Carolina, as well as a certified Technical Assistance
Provider. It brings me excitement and pleasure to support families and children in the quest for positive,
supportive early learning experiences. Like the quote from Maya Angelou, “I believe that people don’t care what
you know until they know first that you care.”
Pictured (from left-right) Katrina Chance, Assistant Director
Sarahlyn U. Argrow, Founder AWWIN, Inc.
Briana Ward, Miss Savannah & Miss Black Georgia
During the Assisting Working Women in Need, Inc. (AWWIN) Holiday 2015 community event, Ms. Chance,
Assistant Director of the Child Care Resource and Referral of Southeast Georgia, spoke to approximately 40 attendees about the importance of quality care and education. She explained the Quality Rated system
and introduced the Bright from the Start: Georgia's Department of Early Care and Learning website. During the
event she provided attendees with information related to ALL-GA-KIDS which provides families with child care
referrals.
Page 3
Winter 2015
Region 5: Quality Rated Program Recognition
Wee-Kids Daycare
Lucille Bryant
Nahunta, Georgia
Savannah, GA
Lynette Mike
Savannah, GA
Childcare Network #137
Leslie Brown
Statesboro, Georgia
Savannah, GA
Tiniki Harris
Savannah, GA
Rochelle’s Daycare
Waycross, GA
Page 4
Winter 2015
Region 5: Quality Rated Program Recognition
Little Friends Too
Gloria Weathers
Waycross, GA
Hinesville, GA
Vernida Bowman
Augusta, GA
Additional Quality Rated Programs:
Southern Technical Child Development Center- Swainsboro, GA
Brooklet United Methodist Preschool and Learning Center-Brooklet, GA
Bright Horizon Little Ones Center- Savannah, GA
Lottie Davis-Brunswick, GA
Deloris A. Dingle-Midway, GA
Desiree Chisolm-Savannah, GA
Playstation Childcare and Learning Center-Wrightsville, GA
McIntosh County Head Start-Darien, GA
Elisia Jennings-Statesboro, GA
Leslie Brown-Savannah, GA
Chantelle Hester-Savannah, GA
Maryella Haynes-Hinesville, GA
Burke County Public Schools Early Head Start-Waynesboro, GA
Jeff Davis County Head Start-Hazlehurst, GA
Toni Braswell-Grovetown, GA
Page 5
Winter 2015
Quality Rated Testimonials
“ It was a good experience and I was glad to receive the trainings because it helped me. Thank you to the CCRR staff for their patience
with me through the process and helping me get to where I am today.”
Delores Dingle
“The Quality Rated process made me more knowledgeable, improved my engagement with my students, and taught me
an easier and less stressful way of operating my daycare. I was skeptical of the process at first, because I like things done
a certain way, but Quality Rated didn't change my way, they only enhanced my program. I am so humbled and happy
that I went through the process.”
Leslie Brown
“The Quality Rated process has been a welcome experience for me, my children, and the families that I serve. It has
helped to increase my understanding of the importance of reaching and teaching every child. Initially, I was somewhat
overwhelmed by the process. I can understand why some providers might be hesitant to participate, but I have found
that it has been well worth the experience. I am currently at my licensed capacity and have had to turn away children
and/or refer them to other providers. It’s Great to be Quality Rated!”
Lynette Mike
“The Quality Rated process is both a learning experience and an exceptional opportunity for child care providers
to reach for and achieve higher standards. That is, standards above and beyond our state licensing requirements.
In short, it is an excellent program and if you have not applied, you should apply! Quality Rated, the only way to
go!”
Tiniki Harris
“For me, becoming Quality Rated has been a unique experience that I found to be beneficial for the children
and families that I serve. The knowledge, techniques, and higher standards that I have gained are immeasurable. Since becoming Quality Rated, I have maintained my licensed capacity and find it necessary to turn away
additional children. Quality Rated is the way to go!”
Lucille Bryant
“The TA team in the Augusta Region has been truly invested in our success and we appreciate all
that the CCR&R has done for us. The main goal is to give our children the very best environment
for developmentally appropriate learning, and to foster their development using the best practices.
Thanks to the Quality Rated Program, we feel that we have achieved that.”
Brinson’s Group Day Care Home
Page 6
Winter 2015
Pre-K Outcomes and Classroom Quality
Children’s Pre-K Outcomes and Classroom Quality in Georgia’s Pre-K Program:
Findings from the 2013-2014 Evaluation Study
The Georgia Department of Early Care and Learning (DECAL) recently published results from an on-going study of Georgia’s Pre-K
Program. The study, funded by the Georgia Legislature in 2011, is being conducted by researchers from the FPG Child Development
Institute at UNC-Chapel Hill.
This study is following a group of children from their Pre-K year through third grade. Each year the researchers conduct child assessments in the fall and spring on a representative sample of children across several domains of learning, including language/literacy and
mathematics. Many of the assessments are standardized, thereby enabling the researchers to make conclusions about children’s growth
during their Pre-K year. Information about children’s social/emotional growth is gathered from teachers, and quality observations are
conducted in the classrooms. The purpose of the study is measure children’s gains each school year. By following children from Pre-K to
third grade, the state will be able to identify areas where early education best aligns with K-12 and areas where more work needs to be
done.
Overall the results of this year’s study are good. Children, on average, made gains across all domains of learning above and beyond what
would be expected for typical developmental growth. The gains occurred in all learning domains and suggest that the investments made
in the Pre-K program are paying off. Results around language/literacy and math were especially promising for many groups of children as
they began the year below national norms and exited the year above.
The gains were especially pronounced for children with limited English language proficiency. However, though the gains were significant,
the children still ended their Pre-K year behind their peers.
The researchers found that quality was in the medium to medium high range and was consistent across the state. This means that a child
in a Georgia’s Pre-K Program in the southern part of the state has a similar experience as a child enrolled in an urban area or northern
part of the state.
The researchers conclude that the “results suggest that children who attend Georgia’s Pre-K Program are participating in a good quality
educational experience, resulting in positive outcomes across all domains of learning.” This is certainly good news for all those who work
in or with a Georgia’s Pre-K Program, but it is especially good news for the children and families enrolled. The program is creating positive gains, and the results suggest that children leave their Georgia’s Pre-K classrooms prepared for Kindergarten and beyond.
Copies of the full evaluation and executive summary can be found at http://www.decal.ga.gov/BftS/Research.aspx. Questions about the
study can also be directed to [email protected].
Georgia’s Early Learning Challenge Grant
As part of Georgia’s Early Learning Challenge Grant agenda, in 2014, DECAL established four Early Education Empowerment Zones
(E3Zs) in regions of the state with large populations of under-served young children with high needs and the community capacity and
willingness to deliver services to help reduce the achievement gap. In selecting the E3Zs, DECAL strongly considered child care capacity, because lack of quality child care in a region can hinder a community’s ability to support young children. To address the needs of
young children in these Zones, DECAL has partnered with the Georgia Department of Community Affairs (DCA) to provide targeted
economic development incentive packages called E3Z Child Care Expansion Grants. These competitive grants offer potential funding
of up to $100,000 for two- or three-star Quality Rated providers to serve additional infants and toddlers in an E3Z by expanding their
current child care program or by opening a new child care program. At a minimum, programs must create a minimum of two new net
full time jobs that will serve infants and toddlers.
Eligible uses of funding for the E3Z Child Care Expansion Grants include equipment and materials for new infant and toddler classrooms as well as salary subsidies for new infant and toddler classroom teachers. In terms of the salary subsidies offered, funding is available to subsidize higher rates of pay for salary members for the grant performance period. Facilities must pay the minimum rate required
(as determined by DECAL), but are able to pay at rates above that threshold. Facilities who receive funding are expected to retain those
employees at rates at or above the minimum pay rate required after the performance period expires.
DECAL and DCA hope to fund a total of 10 child care learning centers in the E3Zs by the conclusion of the Early Learning Challenge
Grant period.
Page 7
Winter 2015
Nutrition: Summer Food Service Program
Bright from the Start: Georgia Department of Early Care and Learning (DECAL) is looking for eligible organizations to sponsor the Summer Food Service Program (SFSP) in their communities in 2016. The SFSP, funded
by the U.S. Department of Agriculture (USDA), serves healthy meals to children during the summer months
when school is not in session.
“Providing healthy meals to children during the summer months is critical to the continued development and
overall health and wellness of Georgia’s youngest citizens,” said DECAL’s Nutrition Services Director, Falita Flowers. “The success of
the Summer Food Service Program is directly impacted by the organizations that partner with the state as sponsors to ensure children
have access to nutritious meals throughout the summer.”
The SFSP reimburses non-profit and government organizations for providing free meals to eligible children in low-income areas during
the summer months.
For more information on becoming an SFSP sponsor, visit DECAL’s website at:
http://www.decal.ga.gov/BftS/SFSPBecomingASponsor.aspx or contact the Summer Food Service Program team toll free at 1-855-550SFSP (7377) or via e-mail at [email protected]. This institution is an equal opportunity provider
AWARDS for Early Educators Update 2016
DECAL SCHOLARS is excited to continue supporting Georgia’s early care and education professionals through the AWARDS for Early
Educators program. This time-limited program rewards individuals who earn their first early childhood education (ECE) credential or
degree or an additional, higher ECE credential or degree. In conjunction with DECAL’s SCHOLARSHIPS program, which provides
tuition assistance and the INCENTIVES program, which encourages teacher retention, the AWARDS for Early Educators program provides qualified early care and education professionals a unique opportunity to enhance their credentials. This program will award a single
bonus at each level to eligible applicants who have earned any of the ECE credentials or degrees listed below within the past 12 months.
All credentials and degrees must be earned by June 30, 2017.
Since AWARDS for Early Educators began eighteen months ago, more than $1.6M of the $2.9M grant funds designated for this special
program have been paid to almost 1,100 ECE professionals.
Visit www.DECALscholars.com or call (800) 227-3410 for more information about DECAL SCHOLARS programs.
Public Hearing: Child Care & Development Fund State Plan
Bright from the Start: Georgia Department of Early Care and Learning (DECAL) and the Georgia Association of Child Care Resource & Referral Agencies invite you to public hearings on the Child Care & Development Fund (CCDF) State Plan. DECAL is
the lead agency that will prepare and submit the plan which will describe how Georgia will administer CCDF services from 10/1/16
- 9/30/18.
The purpose of the CCDF is to increase the availability, affordability, and quality of child care services. The state plan explains how
funds will be used to help: (1) low income, working families find and pay for child care; and (2) enhance the quality and availability
of child care in Georgia.
Thursday, January 28, 2016
7:00 – 9:00 pm
Savannah Technical College
Auditorium
190 Crossroads Pkwy.
Savannah, GA 31407
A draft of the CCDF State Plan and a schedule of all public hearings can be reviewed at: http://decal.ga.gov/BftS/CCDFPlan.aspx.
In addition, electronic comments can be sent to [email protected]. All comments will be reviewed and considered;
however, because the number of comments, DECAL will not respond to comments made at the public hearings or online.
Page 8
Winter 2015
Tip of the Month: Infant Feeding Plan
Child Care Learning Centers: 591-1-1-.15(2) – A signed written feeding plan for children less than one (1) year of age shall be obtained
from parents. Instructions from the parent shall be updated regularly as new foods are added or other dietary changes are made. The
feeding plan shall be posted in the child's assigned room and must include the child's feeding schedule, the amount of formula or breast
milk to be given, instructions for the introduction of solid foods, the amount of food to be given and notation of any type(s) of commercially premixed formula which may not be used in an emergency because of food allergies.





The child's feeding schedule;
The amount of formula or breast milk to be given;
Instructions for the introduction of solid foods;
The amount of food to be given; and
Notation of any type(s) of commercial premixed formula which may not be used in an emergency because of food
allergies.
Family Day Care Homes: 290-2-3-.10(4) – The provider shall secure from the parents infant formula and a feeding plan for children
under 1 year of age.
Intent of the Rule: To ensure that child care program staff who care for children less than one (1) year of age know individual infants’
nutrition requirements as determined by written instructions from the parent(s).
Clarification: Infants in child care programs have individual feeding needs. Child care program staff are responsible for feeding infants
appropriately based on the regular feeding routines parents have developed in consultation with their child’s medical provider.



Resources:
Bright from the Start: Georgia Department of Early Care and Learning Infant Feeding Plan Form
http://www.decal.ga.gov/documents/attachments/InfantFeedingPlan-CCS.pdf
Caring for Our Children: http://cfoc.nrckids.org/StandardView/4
United States Department of Agriculture – Infant Nutrition : https://fnic.nal.usda.gov/lifecycle-nutrition/infant-nutrition
Free Language and Literacy Training
The Rollins Center for Language & Literacy at the Atlanta Speech School is offering free online training for teachers of children birth – 5
on their website, the Cox Campus.
The training focuses on the necessary language and literacy skills teachers can build to put children on a trajectory toward grade level
reading. Teachers who complete the courses will receive Bright from the Start credit. On December 18th of last year, Rollins launched a
new course called Talk with Me. This course is geared toward infant/toddler teachers and provides an easy, practical strategy teachers
can immediately use to engage children as their conversational partners. Teachers will also learn why having conversations with infants
and toddlers is important, how early language experiences build the brain, and how to work with families to make conversations engaging
and meaningful for infants and toddlers from all cultures. There is also a community where teachers can interact with each other and
Rollins staff members to share ideas and ask questions.
This free training can be accessed at www.readrightfromthestart.org.
Click on the “Login to Cox Campus” button to register and get started.
Page 9
Winter 2015
Fun with Kids in the Kitchen
Cinnamon Sugar Snowflake Tortillas
Banana Snowman
Ingredients:
bananas, carrot, mini chocolate chips, apple, grapes,
pretzel sticks,
bamboo skewers (or just assemble on a plate, this way the
kids can build their own.)
--------------------------------------------- For each snowman, cut the banana into 3, 3 inch pieces.
 Put on skewers or plate and decorate with mini chips (eyes





and buttons).
Cut small piece of carrot and add for the nose. To make this
easy, put a hole in banana with skewer. Then place carrot
into hole.
Cut apple into small wedge and cut off top to form hat.
Place hat on top of banana head.
Put grape on top of apple wedge to finish hat, and place
pretzels (one pretzel broken in half) into sides of center
banana for arms.
Now you have a snowman that's ready to eat.
What To Do:
1. Fold a tortilla in half & then half again.
2. Using clean scissors cut as you would a paper snowflake.
3. Melt a little butter and brush onto tortillas.
4. Sprinkle with cinnamon sugar to liking.
5. Pop into the oven at 350 degrees for 5-7 mins.
6. Allow to cool a bit & then enjoy!
A quick, easy & fun snack that kids can help you make.
http://www.momto2poshlildivas.com
http://traxhome.blogspot.com/2010/12/banana-snowmen.html
Turkey Roll Ups
These turkey-and-veggie snacks are tasty, satisfying and easy to
prepare.
Ingredients
2 teaspoons Dijon Mustard
2 teaspoons honey
8 slices turkey breast
2 large red leaf lettuce leaves, spines removed, torn into 8 pieces
1/4 large English cucumber, seeded and cut into 3-inch long sticks
1/4 large red pepper, sliced
8 large basil leaves
Directions
In a small bowl mix together the Dijon mustard and honey until well combined.
Lay a slice of turkey on a plate or cutting board. Spread a 1/2 teaspoon of the
honey-mustard mixture widthwise along the turkey about 2 inches from the
end of the slice. Place a piece of lettuce on top, then a couple of sticks of cucumber and slices of red pepper. Top with a basil leaf and roll it all up in the
turkey slice.
Cooking with children is a great way
to enhance interaction
Children are able to:
Describe the textures of foods as they
help prepare them.
Participate in measuring activities,
which enhances math skills.
Discuss meal ideas, to include comparing and contrasting, a science observation skill.
Taste different foods and describe new
flavors, also a science skill.
Page 10
Winter 2015
Teacher Tips: Block Play
By Rojalyn Phillips
The block center is one of the most important centers you can have in your classroom. Block play engages all domains of learning: math,
language arts, social studies, science, physical development and social–emotional development. How to give your children time to be successful in the block area begins with these three key points: Accessibility, Amount, and Space:
1: Accessible
Accessible means that children can reach and use the blocks themselves. It means enough time for children to think about what they
want to build and enough time to complete the task of building what they have designed. Children are often reluctant to clean up their
work because they have put so much effort into their work. A possible solution is to take pictures of their buildings to post so they can
have reminders of their work.
2. Amount
The amount of blocks needed depends on the ages of the children. Younger children need fewer blocks, three sets of 10 for children
younger than 30 months should be sufficient for the stages of block play that toddlers are using. Older children need more as they get
older, as they are in the last stages of block play, and build elaborate constructions. Older preschoolers can use at least 300 to 500 blocks
for their elaborate constructions.
3. Space
The final key is space. The block area should have a clear, well-defined space out of the way of traffic. Children need to be able to build
without interference or worrying about other children walking through the center and knocking down what they have worked so hard to
build. Younger children need less space than preschoolers. Preschoolers need to have enough space for at least three children to build
independent structures. The larger the blocks, the more space is needed. Your block center should typically be the largest center in your
classroom.
Conclusion: Block play can provide unlimited learning opportunities in the classroom when set up for success. The three key points are
just the starting point for success. Plan to attend a specialized training on block play to learn more about how to make the block center
come alive in your classroom. Check out our training calendar to sign up.
Resources: Presentation: Taking Blocks to the Next Level (Phillips): http://www.communityplaythings.com/products/blocks/miniunit/
index.html: Teaching With Blocks (Red leaf Press)
Page 11
Winter 2015
GELDS 101
Journey to Understanding the GELDS
The GELDS trainings have been approved to help participants learn about and utilize the GELDS (Georgia Early
Learning and Development Standards) in their programs. The series of four trainings were created with a purposeful sequence, so professionals are advised to take these classes in the order of their titles. The first training is described below, and accompanied with some follow up activities for educators to use after attending the session to
help take what they learn and implement it in their programs.
Standards 101: How to Use the GELDS
This training introduces teachers to the Georgia Early Learning and Development Standards (GELDS) and explains
how they can use the standards to improve learning outcomes. It provides an overview of the organizational structure and language and explains how the GELDS can be used to support developmentally appropriate practices.
The objectives of Standards 101 are:
-to define the term standards
-to develop an understanding of how the GELDS are organized
-to explain why standards, such as the GELDS, are useful in planning experiences for young children
-to identify GELDS codes for a given activity
In this training, hands-on activities are provided to:
-help participants understand the importance of providing children with multi-sensory, concrete, hands-on activities
-allow participants to become familiar with navigating the GELDS
-allow participants to discuss the meaning of specific indicators
-allow participants to brainstorm materials that can be used to teach specific concepts and skills
After the training, you can follow up by visiting the GELDS website at www.gelds.decal.ga.gov.
On this site you can:
-Navigate to the GELDS tab at the top of the page to continue to learn about:
-DOMAINS, STRANDS, STANDARDS, and INDICATORS
-Navigate to the Resources tab at the top of the page to:
-View informational webinars
-View or order the GELDS Resource Guides
-View or print GELDS indicators by age group
-View or print GELDS lesson plan templates
-Explore additional resources and links
-Navigate to the Resources tab at the top of the page to:
-View podcasts on writing intentional teaching plans using the GELDS
-Navigate to the About tab at the top of the page to:
-Read about the creation of the GELDS and find information about
Bright from the Start
For more information and resources visit: http://www.gelds.decal.ga.gov/Default.aspx
Page 12
Winter 2015
GELDS IN PRACTICE:
Domain: Cognitive Development: Math
Infants 0-12 Months
Standard: CD-MA1-The child will organize, represent and build knowledge of number and quantity.
Indicator: CD-MA1.0a-Observes simple songs or finger plays that involve numbers or quantity.
Activity:
Sing “Frosty the Snowman” song and point out body parts when singing, “…. a button nose and 2 eyes made out of coal”.
Objective: To begin to recognize quantity of items (1 nose; 2 eyes).
-----------------------------------------------------------------------------------------------------------Toddlers 13-23 Months
Standard: CD-MA-The child will organize, represent and build knowledge of number and quantity.
Indicator: CD-MA1.1a-Imitates rote counting using numbers.
Activity:
Sing “Ten in the Snow” sung to the tune of “Ten in the Bed.” With teacher’s assistance and if there are enough children in the group,
let each child pretend to be one of the little ones to roll over and leave the group leaving one less each time. While singing use fingers
and or printed numbers to help young children begin to see a one to one correspondence.
------------------------------------------------------------------------------------------------------------------------------
Two-Year-Olds
Standard: CD-MA-The child will organize, represent and build knowledge of number and quantity.
Indicator: CD-MA1.2a-Recites numbers up to five in sequence.
Activity:
Teacher can make a snowman and have buttons numbered 1-5 that the children can place on the snowman in order.
Have snowflakes numbered 1-5 that the children can put in order.
5 little snowman song (3 options)
Page 13
Winter 2015
GELDS IN PRACTICE:
Domain: Cognitive Development: Math (Continued)
--------------------------------------------------------------------------------------------------------Three-Year-Olds
Standard: CD-MA1-The child will organize, represent and build knowledge of number and quantity.
Indicator: CD-MA1.3a-Recites numbers up to 10 in sequence.
Children will count a variety of items associated with winter: pictures of hats, boots, coats/jackets, Christmas trees. To extend activity,
children will be given a precut Christmas tree, cut out of green construction paper, and 10 small pompoms (a variety of colors). They
will count as they clue the “bulbs” to their tree. Trees will be displayed throughout classroom.
--------------------------------------------------------------------------------------------------------------------------------
Four-Year-Olds
Standard: CD-MA1-The child will organize, represent and build knowledge of quantity and number.
Indicator: CD-MA1.4a-The child will recite numbers up to 20 in sequence.
Activity: Snowman Exercise-Can be done inside or outside.
Objective: The child/children will count to 20 as they do snowman exercises.
Use winter words-snow, snowflakes, mittens, etc. as you count 20 repetitions during each exercise.
Use winter words and allow one child to count to 20 during each exercise.
Use winter words as you count allowing the children to fill in the next number during the repetitions.
Ex. Stretch your snowman arms way up high 20 times. Reach for the snow under your feet way down low. Feet to the right. Feet to the
left. Rotate your head around and around. 20 snowman squats. 20 snowman sit ups. Run in place & count to 20. Be creative and have
fun with your little snowmen!!
Winter 2015
Page 14
Best Practice Trainings
DATE
TIME
CLASS
January 25, 2016
6:30 PM - 8:30 PM
Room Arrangement
January 26, 2016
6:30 PM - 8:30 PM
February 2, 2016
6:30 PM - 8:30 PM
Interactions
Southeastern Technical College
346 Kite Rd.
Swainsboro, GA 30401
February 4, 2016
6:30 PM - 8:30 PM
Classroom Management
Southeastern Technical College
346 Kite Rd.
Swainsboro, GA 30401
February 8, 2016
6:30 PM - 8:30 PM
Stewards of Children
AGC Training Center
592 Bobby Jones Expressway
Augusta, GA 30907
February 22, 2016
6:30 PM - 8:30 PM
Literacy
AGC Training Center
592 Bobby Jones Expressway
Augusta, GA 30907
8:30 AM - 10:30 PM
Positive Discipline
Block Play
10:45 AM - 12:45 PM
No Fear Math
February 27, 2016
March 21, 2016
Transitions
6:30 PM - 8:30 PM
Strengthening Families GA:
An Effective Approach to
Supporting Families
and Communities
LOCATION
AGC Training Center
592 Bobby Jones Expressway
Augusta, GA 30907
Middle Georgia State University
1900 Bellevue Road
Dublin, GA 31021
Augusta Technical College
3200 Augusta Tech Dr.
Augusta, GA 30906
AGC Training Center
592 Bobby Jones Expressway
Augusta, GA 30907
Best Practice training invitations will be sent out via email.
If you would like to be added to our email list please contact:
Kristin Goetz, Training Coordinator
912.443.3381
[email protected]
To access our training calendar please visit our website at: www.ccrrofsoutheastga.org
Winter 2015
Page 15
What is Quality Rated?
Quality Rated is a tiered quality rating and improvement system used to assess, improve, and communicate the level of quality in early and school‐age care and education programs. Similar to rating systems for other servicerelated industries like hotels and restaurants, Quality Rated assigns a quality rating to early and school‐age care and
education programs that meet a set of defined program standards.
Quality Rated Training
DATE
TIME
CLASS
6:30 PM - 8:30 PM
In-Depth ECERS-3
6:30 PM - 8:30 PM
Cultural Competency in ECE
January 30, 2016
9:00 AM - 1:00 PM
In-Depth FCCERS
In-Depth ITERS
In-Depth ECERS-3
Savannah Technical College
Crossroad Campus
190 Crossroads Parkway
Savannah, GA 31407
February 9, 2016
6:30 PM - 8:30 PM
Introduction to ERS
Quality Rated Orientation
Harvest Christian Academy
480 Henrietta Street
Kingsland, GA 31548
February 27, 2016
10:45 AM - 12:45 PM
Cultural Competency in ECE
Augusta Technical College
3200 Augusta Tech Dr.
Augusta, GA 30906
January 12, 2016
January 14. 2016
January 28, 2016
LOCATION
Woodlawn Preschool
2220 Walton Way,
Augusta, GA 30904
Middle Georgia State University
1900 Bellevue Road
Dublin, GA 31021
For questions about Quality Rated or to register for Quality Rated:
Visit our website at: www.ccrrofsoutheastga.org
Or
Contact: Kristin Goetz, Training Coordinator
912.443.3381
[email protected]
Page 16
Winter 2015
CCR&R Conference Opportunities
February 20, 2016
8:00 AM - 4:00 PM
Family Child Care Conference
March 5, , 2016
8:00 AM - 4:00 PM
Dublin Super Saturday
March 12, 2016
8:00 AM - 4:00 PM
Bulloch County Super Saturday
April 16, 2016
8:00 AM - 4:00 PM
Liberty County Super Saturday
April 23, 2016
April 30, 2016
8:00 AM - 4:00 PM
8:00 AM - 4:00 PM
Glynn County Super Saturday
Waycross Super Saturday
Savannah Technical College
Crossroads Campus
190 Crossroads Parkway
Savannah, GA 31407
Oconee Fall Line Technical College
560 Pinehill Road
Dublin, GA 31021
Brooklet United Methodist Church
201 Parker Avenue
Brooklet, GA 30415
Savannah Technical College
Liberty Campus
100 Technology Drive
Hinesville, GA 31313
St. Simons United Methodist Preschool
624 Ocean Boulevard
St. Simons Island, GA 31522
Second Baptist Church
301 Tomberlin Road
Waycross, GA 31503
Registration and payments may be made by check, money order, or credit card.
CCR&R Training Contacts:
Kristin Goetz, Training Coordinator
912.443.3381
[email protected]
Additional Training Opportunities
January 23, 2016
March 19, 2016
May 14, 2016
8:00 AM - 4:15 PM
8:00 AM - 4:00 PM
8:00 AM - 4:00 PM
29th Annual Southern Conference on Children
Georgia Southern University
Nessmith-Lane Conference Center
847 Plant Drive
Statesboro, GA 30458
Contact: Mary Jernigan
Phone: 912.478.2584
Email: [email protected]
Early Childhood Development
Conference
Augusta Technical College
Building 1300 & Building 1400
3200 Augusta Tech Drive,
Augusta, GA 30906
Contact: Valda Simpkins
Phone: 706.771.4088
Chatham Childcare Collaborative
Super Saturday
Savannah Technical College
5717 White Bluff Rd.
Savannah, GA 31405
Contact: Chatham County Extension
Phone: 912.652.7981
Save the date!
1st Annual Family Childcare Conference
$15 for 6 Hours of State-Approved Training
Saturday, February 20, 2016
Savannah Technical College’s Crossroads Campus
190 Crossroads Parkway
Savannah, GA 31407
Free for Quality Rated Approved Programs
To become a Quality Rated approved program, please
contact us for more information.
Professional Development System
DECAL is getting ready to begin testing on the new Professional Development System! One tester from each R&R region has been selected
and will be testing the system at DECAL within the next few weeks. The plan is to roll out after the first of the year with the first phase for
DECAL trainings. Some of the new features will be that trainers and child care directors will have access to training histories, individuals in
the registry will be able to upload documents right in the system for review (transcripts will be the only thing that will not be able to be uploaded), and attendance will be captured in the system to generate certificates.
Webinar and training information will follow within the next few months to help you get ready.
For any questions, please feel free to contact Micca Burris at [email protected].
For information about starting a Family Child Care and ROMs:
decal.ga.gov/ChildCareServices/FamilyDayCare.aspx
For information about Child Care Center s and LOMs:
decal.ga.gov/ChildCareServices/ChildCareCenterGroupDayCare.aspx
Page 18
Winter 2015
Childcare Resource & Referral of Southeast Georgia at Savannah
Contact Information:
190 Crossroads Parkway
Savannah, GA 31407
www.ccrrofsoutheastga.org
Telephone: 912.443.3011
Toll Free: 1.877.935.7575
Sherry Costa
Director
912.443.3016
Katrina Chance
Assistant Director
912.443.3382
Melissa Cole
Operations Manager
912.443.3389
Kristin Goetz
Training Coordinator
912.443.3381
Jenna Tucker
Administrative Support Assistant
912.443.5080
Cynthia Akins
Technical Assistance Coordinator
912.655.6682
Jeneine Barlow
Technical Assistance Coordinator
912.704.8192
Sarah Benton
Technical Assistance Coordinator
912.433.0462
Allison Brown
Technical Assistance Coordinator
912.433.9577
Katrina Crews
Technical Assistance Coordinator
912.677.3518
Dana Driggers
TA/Training Team Leader
912.667.4563
Beatrice Geiger
Technical Assistance Coordinator
912.433.9482
Pam Holmes
TA/Training Team Leader
912.433.3307
Demmentrice Jefferson
Technical Assistance Coordinator
912.667.4571
Leslie Jones
Technical Assistance Coordinator
912.659.5263
Kimberly McIntyre
TA/Training Team Leader
912.659.6663
Jennifer McMichael
Technical Assistance Coordinator
912.659.7454
Monica Natoli
Technical Assistance Coordinator
912.677.3517
Kathleen Parent
Technical Assistance Coordinator
912.677.3519
Rojalyn Phillips
TA/Training Team Leader
912.677.3516
Shalondra Shifflette
Technical Assistance Coordinator
912.433.0461
Kimberly Stoy
Technical Assistance Coordinator
912.655.8143
Linda Taylor
Technical Assistance Coordinator
912.433.1116
Johnnye Rogers
Family Engagement Specialist
912.443.3384
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