Early Alert Powerpoint
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The document describes a student alert function that allows instructors to submit alerts about students through a school's online system. Instructors can choose the proposed method of contact for the alert, such as a standard or formatted email, formatted letter to be mailed, phone call, or contacting the campus. The system guides instructors to select a course, view the student roster, see past alert histories, choose an alert option and method of contact, and receive confirmation that the alert has been submitted.
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2) CAPA aims to define the risk level associated with quality events and ensure appropriate actions are taken based on risk level, from further investigation and corrective actions for high risks to no action for low risks.
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Shift Left - Approach and practices with IBM
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The document discusses risk management frameworks and processes. It provides:
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Cd 38 chapter 7 Revised 7/16/18
Early childhood programs are expensive to run due to high staffing costs and quality standards. Personnel expenses typically account for 49-77% of costs. Budgets plan for annual income and expenses, and come in startup and operating formats. The most common are functional budgets, which group expenses by category like administration, and line-item budgets, which list specific costs like salaries. Developing accurate budgets and monitoring cash flow are important for financial stability.
Cd 38 chapter 4 pp.ppt revised 7/16/18
Policies and procedures manuals are important documents for early childhood programs. They address legal and ethical requirements and provide specific guidelines. Programs typically have separate manuals for staff and families. The staff manual covers job descriptions and employment terms. The family handbook explains daily operations, policies, and procedures to parents. Both manuals should include required topics like health and safety protocols. Developing clear, consistent manuals helps programs operate effectively and in accordance with regulations.
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This PowerPoint presentation reinforces the difference between facts and opinions. It provides examples of factual statements like "Dogs have fur" versus opinion statements like "Dog fur is pretty". The activity presents 8 statements and asks the reader to determine if each one is a factual or interpretive statement. It finds that statements providing observable details like a child throwing a book or types of books in a library are factual, while statements involving feelings, preferences, or interpretations are subjective opinions. The presentation aims to help distinguish objective facts from subjective interpretations.
Cd 38 chapter 6 nov 2017
This document discusses key considerations for creating quality learning environments in early childhood education programs. It addresses planning indoor and outdoor spaces, ensuring safety, accommodating children with disabilities, using age-appropriate furniture and materials, including necessary activity centers, and providing adequate storage. Specific guidance is provided for designing spaces for infants/toddlers, preschoolers, and school-aged children. Outdoor play areas should include different zones and surfaces, and require close teacher supervision. The overall goal is to establish well-organized, stimulating, and developmentally supportive environments for young children.
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Cd 38 chapter 13 pp.ppt revised oct 2016
The document discusses ways to contribute to the early childhood education profession. It describes characteristics that define a profession, such as specialized knowledge, rigorous entry requirements, and adherence to ethical standards. Early childhood education falls between fully established professions and occupations requiring no experience. The document outlines advocacy tools like position statements and briefings used to influence policy. It emphasizes the importance of mentoring emerging professionals and welcoming research, with appropriate consent and review, to strengthen the field.
Cd 38 chapter 12 pp.ppt revised oct 2016
This document discusses strategies for early childhood programs to work with families and communities. It outlines three approaches to family engagement: parent involvement, school-family partnerships, and family engagement. Family engagement aims to create reciprocal partnerships between families and schools. The document also discusses benefits of family engagement for children, families, and programs. These include improved learning and behavior for children, enhanced self-esteem and parenting skills for families, and increased program support. Challenges to engagement including cultural and socioeconomic diversity are also addressed, along with strategies for effective communication and collaboration.
Cd 38 chapter 11 pp revised oct 2016
This document discusses assessment in early childhood programs. It describes the purposes of assessment as promoting children's learning and development, identifying specialized needs, and determining program effectiveness. Responsible assessment is tailored to specific purposes, collaborative, developmentally valid, and connected to program goals. Formative assessment informs teaching while authentic assessment involves identifying objectives and determining if children demonstrate competencies. Observation methods include naturalistic observations of day-to-day activities and structured observations in planned environments. Additional data comes from interviews, work samples, and standardized tests used appropriately. Records include background information, performance, referrals, and summaries.
Cd 38 chapter 10 pp.ppt revised oct 2016
The document discusses providing nutrition, health, and safety services in early childhood programs. It covers promoting good nutrition and addressing the childhood obesity epidemic. Proper nutrition is important for children's growth and development. The document also discusses creating healthy and safe environments for children, including proper handwashing, sanitation, and exclusion of sick children. Developing emergency preparedness procedures and ensuring children's mental health and safety are also covered.
Cd 38 chapter 9 pp.ppt revised oct 2016
The document discusses planning and developing an early childhood education curriculum. It states that curriculum should be developmentally appropriate, culturally responsive, and focus on the whole child. It provides guidance on curriculum foundations, organization, teaching strategies, technology use, facilitating social-emotional skills, and addressing current trends in early education standards. Effective curriculum supports child development through intentional planning and facilitation of learning.
Cd 38 week 1 -chapter 1-pp revised aug 2016
This document provides an overview of early childhood education programs and the role of program administration. It discusses that most parents of young children are in the workforce, leading to high rates of non-parental childcare. It states that early childhood programs will fulfill their promise when all families have access to affordable, quality care that minimizes risk factors. Common types of early education programs and childcare arrangements are described, including centers, family childcare homes, and informal care. The document outlines characteristics of structural and process quality in early education programs. It discusses factors that may prevent parents from choosing high-quality programs and describes the roles and leadership skills of early education program directors.
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The ECERS-R is an observation tool used to assess the quality of preschool classrooms. It contains 43 items organized into 7 subscales: Space and Furnishings, Personal Care Routines, Language and Reasoning, Activities, Interaction, Program Structure, and Parents and Staff. Proper administration of the ECERS-R involves observing classrooms and scoring items on a scale of 1 to 7 based on research-based quality benchmarks. Training and resources are available to ensure reliable implementation of this assessment.
Cd 38 jeopardy game chapter 3.ppt revised sept 2016
This document summarizes key information about child care licensing requirements in California (Title 22), state preschool requirements (Title 5), NAEYC accreditation standards, and Head Start performance standards. It provides the required ratios of teachers to children for preschool and infants. It also outlines the steps in the NAEYC accreditation process and lists the 10 standards programs must meet. Head Start requirements such as serving children with disabilities are also summarized. The document quizzes on these different standards and requirements to help educate about early childhood programs.
Cd 38 chapter 8 pp.ppt oct 2016
Marketing is more than just advertising and includes defining the services offered, target clients, customer satisfaction, and public image. An effective marketing plan identifies the program's mission, objectives, strengths, target clients and their needs, and how services will be described. Marketing involves both internal strategies like welcoming families and gathering feedback, and external strategies such as developing promotional materials, utilizing media, and participating in community events. The goal is to accurately portray the program and deliver high quality services to attract and retain clients.
Cd 38 chapter 7 pp.ppt oct 2016
This document discusses financing and budgeting for early childhood programs. It explains that early childhood programs are expensive due to high staffing costs and quality standards. Proper budgeting is important, including determining costs per child and developing a fee structure. Budgets should include accurate projections for expenses like salaries, rent, and materials. Programs should seek multiple funding sources such as government grants and foundations to support their work.
Cd 38 chapter 6 pp.ppt sept 2016
The document discusses key considerations for creating quality learning environments in early childhood education programs. It addresses the importance of properly planning indoor and outdoor spaces to meet regulatory requirements and the developmental needs of children while ensuring safety. Specific guidance is provided on room arrangements, furniture, equipment, activity centers, and playground design tailored for different age groups from infants to school-age. Maintaining well-organized storage, selecting colors and flooring appropriately, and incorporating energy efficient features are also emphasized.
Cd 38 chapter 5 pp.ppt revised sept 2016
The document discusses the importance of staff in determining early childhood program quality. It outlines that the best programs have highly qualified employees with low turnover. It then discusses some challenges in recruiting and retaining quality staff, such as low compensation, high job stress, inadequate training, and lack of administrative support. The role of the director is also examined, including their responsibilities in personnel leadership, management, and hiring. Effective strategies for the director include building a positive work environment through collaboration, communication, and professional development opportunities.
Cd 38 chapter 4 pp.ppt revised sept 2016
Policies and procedures are developed to address laws, regulations, standards, and ethical conduct. Programs establish policies to outline specific goals and rules, while procedures provide the steps to implement policies. Staff manuals address job descriptions and employee expectations, while family handbooks provide information about operations and rules for families. Developing consistent, accessible policies and procedures helps programs run efficiently and comply with licensing requirements.
Cd 38 chapter 3 power point revised sept 2016
This document summarizes key information from Chapter 3 of the book "Planning and Administering Early Childhood Programs" regarding regulations, accreditation criteria, and standards that early childhood programs must follow. It describes different types of regulations at the local, state, and federal level that address issues like zoning, building codes, health, safety, and staffing requirements. It also discusses state licensing requirements for child care centers and family child care homes, accreditation standards from organizations like NAEYC, quality rating systems, and various laws that protect staff and programs.
Cd 38 chapter 2 pp 2015 week 2 revised aug 2016-1
The document discusses developing a vision, mission, and program evaluation for early childhood programs. It emphasizes that a program's vision should align with its purpose and philosophy while meeting community needs. A mission statement should clearly express the program's purpose in a short, memorable statement. The document also discusses determining program goals and implementation based on the vision and philosophy, as well as evaluating programs both intuitively and through formal assessments of quality.
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- 1. Student Alert FunctionStudent Alert Function District Office Information TechnologyDistrict Office Information Technology Application DevelopmentApplication Development
- 2. Student Alert FunctionStudent Alert Function Allows the instructor to submit Student AlertsAllows the instructor to submit Student Alerts for students through WebFacultyfor students through WebFaculty Proposed Method of ContactProposed Method of Contact Standard EmailStandard Email Formatted EmailFormatted Email Formatted Letter to be printed and mailedFormatted Letter to be printed and mailed Phone CallPhone Call Contact CampusContact Campus
- 3. WebFaculty Main PageWebFaculty Main Page Step 2: Click on Alert Students Step 1: Select Course
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- 8. Alert Method of Contact OptionsAlert Method of Contact Options Formatted EmailFormatted Email Free Form EmailFree Form Email Mail LetterMail Letter Phone CallPhone Call Campus ContactCampus Contact
- 9. Method of Contact: Email AlertMethod of Contact: Email Alert You can select custom email or Standard. The Standard will give you a non-editable preformatted email
- 10. Alert Status PageAlert Status Page Alert has been submitted successfully