What is the Early Head Start Child Care Partnership Grant (EHS-CCP)?
The EHS-CCP Grant allows Early Head Start programs to work alongside local, existing childcare centers, including family childcare settings. The goal of this grant is to seek out ways to fund more and more birth-to-five programs, increasing accessibility to high-quality child care to working families across the United States.
Where did the Early Head Start Child Care Partnership Grant come from?
This grant has been set-aside by The Administration for Children and Families (ACF), the government branch that “promotes the economic and social well-being of families, children, individuals, and communities with partnerships, funding, guidance, training, and technical assistance.” Two of ACF’s programs include: expanding access to high-quality Child Care to families, and developing Early Learning and Development systems (like Head Start).
Two years ago this grant funded almost 300 grantees, but this year Congress has increased funding, further increasing the chances of low-income children to receive high-quality child care.
As a company that believes in the importance of high-quality early education for all children, we are poised and ready to support you and your program apply for this grant.
So, how can Teachstone help?
Submitting an application can be difficult and we’re here to help. We wish you the best of luck as you take an important step toward improving access to high-quality childcare to children in your area.
Since the coronavirus has disrupted many of our in-person plans, you might be trying to figure out how you can transition in-person coaching to online coaching. Online coaching can open a number of doors for coaches and teachers that might not be an option in face-to-face work.
As the former Vice President of Education and Program Operations, as well as the Head Start/Early Head Start Program Director, of a large Chicago Agency, I am often asked the question, “How did you get your CLASS scores to rise so much?” Our Pre-K Instructional Support scores rose from a 2.65 to a 3.74 the first year, and from a 3.74 to a 4.17 the second year. It wasn’t an easy process. And it was up to us to show our teachers the importance of teacher-student interactions and slowly introduce how CLASS scores could be used to improve these interactions.
Below are three steps we took to introduce the importance of CLASS and interactions to our teachers and, ultimately, raise our CLASS scores.