A Tribal Guide to the Good Start, Grow Smart Early Learning Initiative
Contents: Early Childhood Education Reform Timeline, Good Start, Grow Smart Summary and Background, Frequently Asked Questions, State Contact Information (PDF Version 2,178 KB, Word Version 113 KB)
Frequently Asked Questions
1. Do Tribal CCDF grantees have to implement Good Start, Grow Smart ?
No. The Child Care Bureau’s Good Start, Grow Smart (GSGS) priorities — Early Learning Guidelines, Professional Development, and Program Coordination — are not currently required. However, many tribal Child Care and Development Fund (CCDF) grantees are very involved in planning and carrying out GSGS strategies as a part of providing and helping parents access quality and affordable child care services. The two-year Tribal CCDF Preprint Plan submitted on July 1, 2003 did not require grantees to respond to the GSGS Initiative.
2. Do States have to implement GSGS?
Although State CCDF grantees are not mandated to implement the GSGS priorities, they did have to describe their progress and planning in developing Early Learning Guidelines in their last CCDF plan submission. States also had to address if and how they are creating a professional development plan and coordinating with other early childhood programs.
3. How does GSGS impact Tribes?
Many tribal CCDF leaders have noted that the Early Learning Guidelines developed and implemented by the States will impact their Tribes’ children if and when they enter the public schools. In light of this, some Tribes have asked the Child Care Bureau to encourage States to reach out to tribal CCDF administrators to ensure that there is tribal input into the development and implementation of the Early Learning Guidelines. Some Tribes have seen the GSGS Professional Development priority as opening the way for more collaboration with the States around provider and early educator training. Most Tribes are already addressing the GSGS Program Coordination priority, as a way to leverage resources and carry out a quality CCDF program.
4. What are Early Learning Guidelines?
Early Learning Guidelines (ELGs), or content standards, describe what children should know, understand, and be able to do in a variety of learning domains. GSGS asked States to specifically address language, literacy, and mathematical skills of children ages 3-5 but many States have developed guidelines that address other domains of development, such as social-emotional development and physical development. Some States have also developed guidelines that address children birth to age 5.
5. Are ELGs Voluntary?
All States have been asked to develop ELGs for children ages 3-5, but the use of ELGs at the program level is voluntary, unless required by the State.
6. Should Tribes develop their own Early Learning Guidelines or use their States’ guidelines?
Tribes can choose to do either. However, Tribes may want to take an active role in the development of their State’s ELGs if they are now being developed or revised so that the needs and perspective of tribal children and families are met. If a State has already developed guidelines, Tribes can participate in planning strategies to implement the ELGs in the full range of early care and education settings.
7. Are any Tribes involved in developing their States’ ELGs?
Yes. Tribes in Idaho, Oklahoma and Washington have representatives on their States’ Early Learning Guidelines development committees or task forces.
8. How can our Tribe get involved in developing the State’s ELGs?
Contact your State’s Early Learning Guidelines contact person listed in the State Contact Information.
9. What if our State’s ELGs are already developed and don’t reflect our Tribe’s culture or language?
Many States that have existing ELGs are currently revising or updating them. It’s a good idea to contact your State’s ELGs contact person (see State Contact Information), to explore ways that the Guidelines can be more relevant to your Tribe. As stated in question 6, Tribes could take an active role in the planning of strategies to implement the Guidelines (Oklahoma Tribal Child Care programs are an example of this approach), or some Tribes may develop their own culturally relevant approaches to the implementation of the State’s ELGs.
10. How are tribal Head Start programs involved with GSGS?
GSGS has some specific goals for all Head Start programs that relate to strengthening Head Start, especially around early literacy and program accountability. GSGS provides a good opportunity for tribal CCDF grantees to collaborate with Head Start around early literacy and training efforts.
11.With which programs should our tribal CCDF coordinate, and how should we coordinate?
It is really up to your Tribe to think through what will be most beneficial for your tribal community. As a start, GSGS calls for coordinating at least four early childhood programs, such as CCDF, Head Start, TANF, programs in the public schools, and others. The tribal CCDF plan preprint already requires coordination with other tribal, federal, State, and local child care, early childhood development, and before and after-school programs.
12. What is the GSGS definition of a professional development plan?
Professional development is defined as systems of training and instruction developed for the purpose of improving the preparation and ongoing development of child care providers. States are encouraged to develop systems of professional development that are comprehensive and aligned with the ELGs. The plan can also include those training activities offered through the federal government, such as the CCDF Tribal Cluster Trainings and National American Indian and Alaska Native Child Care Conference, and ACF Regional Office tribal child care meetings.
13. Do we need to develop our own professional development plan, or can we be a part of the State’s system?
Many tribal grantees have professional development plans in place that take advantage of training opportunities available through the States. It is up to each tribal grantee to decide how to approach professional development based upon the types of care they provide, the needs of the providers, available resources, and the goals of the grantee. Tribes should consider aligning their professional development activities with their State’s ELGs to ensure that tribal child care providers have the skills necessary to prepare children for school.
14. What future GSGS technical assistance is available to our Tribe?
ACF’s annual American Indian and Alaska Native Child Care Conference will continue to focus on the GSGS priorities. The 2004 CCDF Tribal Cluster Trainings will provide support in the area of program coordination and collaboration. ACF Regional Office tribal child care meetings will also include technical assistance on the GSGS Initiative. Some States may also provide technical assistance around their GSGS efforts. Tribal grantees can also call the Tribal Child Care Technical Assistance Center’s (TriTAC) Resource and Referral line (800-388-7670) for individual technical assistance.
This Guide was developed under PSC Contract Number 233-03-0021, Task Order Number 2 for the U.S. Department of Health & Human Services/Administration for Children and Families Child Care Bureau.
March 2004