Training and Technical Assistance

such as prop boxes, manipulatives, block and construction items and children’s books. Members and community partners may also use the IECP meeting and training spaces at no cost. There are currently 334 IECP members.

Training

The ELCHC continued to partner with the Early Childhood Council of Hillsborough County (ECC), University of South Florida Program Wide Positive Behavior Support, Champions for Children, Hillsborough County Public Schools-School Readiness Program, and Hillsborough Community College Early Literacy Matters (ELM) to offer an extensive variety of trainings. Training information was distributed through the Coalition’s training publication entitled The Bulletin. The ELCHC Learning Management System (LMS), which was rolled out in January, 2016, served as the format for training registration. Providers create their own account and access the course catalogue through the LMS. Partner agencies have access to their own training coursework information and registrations through the LMS. A total of 55 (fifty-five) different trainings were held during this fiscal year. 806 early childhood practitioners completed the 55 trainings and of these, 774 (96%) passed the Gains Survey. For a list and description of trainings offered to school readiness program providers, staff, and parents, see Attachment A, pages 17 - 25.

Coaching and Technical Assistance

Coalition staff continued to provide coaching for a third year to support the implementation of Creative Curriculum in 80 classrooms serving children birth to 5 in 15 child care centers and seven family child care homes. A total of 101 practitioners in these programs received coaching to enhance curriculum usage, staff-child interactions and global quality. Applicable pre and post CLASS Observations were conducted to determine individual teacher growth. Of the 85 post assessments conducted prior to June 30, 2018, 79 (92.9%) demonstrated growth.

Teaching staff in 12 centers as well as one family child care home, received technical assistance in the implementation of Teaching Strategies Gold. Fall, winter and spring checkpoints were conducted. 603 children had a spring checkpoint. Of these, 85.6% met or exceed widely-held expectations in the Social Emotional Domain, 87.7% met or exceed widely-held expectations in the Physical Domain, 85.1% met or exceed widely-held expectations in the Language Domain, 82.3% met or exceed widely-held expectations in the Cognitive Domain, 78.6% met or exceed widely-held expectations in the Literacy Domain, and 80.1% met or exceed widely-held expectations in the Math Domain.