Master Updated Micro Training Suite Childcare

View Master Updated Micro Training Suite Childcare flipbook.

Micro-Training Suite Short, powerful, compliance‑aligned trainings directors can deliver anytime. VOLUME 1 Page 1 of 98

© 2026 Vision & Vocation Studio. All Rights Reserved. This training manual and all accompanying content, worksheets, checklists, forms, graphics, training materials, and original resources are the intellectual property of Vision & Vocation Studio, unless otherwise noted. License to Use Your purchase grants you a limited license to use this resource according to the license purchased. Purchase of this manual does not transfer copyright or ownership of the content. You MAY: Download and save your purchased copy. Print the manual and included resources for your authorized use. Use the materials for training, professional development, and compliance support within the scope of your purchased license. Complete, write on, or make working copies of forms and worksheets when necessary for their intended use. You MAY NOT: Sell, resell, sublicense, or redistribute this manual or any portion of it. Share the digital PDF with individuals or programs not covered by your license. Upload the manual to a public website, shared resource library, social media group, file-sharing service, or other platform where unauthorized individuals can access it. Copy, extract, reproduce, or republish substantial portions of the content for distribution. Remove copyright notices, branding, or other ownership identifiers. Modify, rebrand, or represent this material as your own work. Use any portion of this resource to create a competing product for resale or distribution. LICENSE TYPE Individual License For use by the original purchaser only. Program/Site License For use by authorized staff working within the child care program/site for which the license was purchased. The digital file may not be shared with individuals or organizations outside that licensed program/site. For staff training purposes, the Micro Training Suite automatically comes with the following license: Program/Site License For use by authorized staff working within the child care program/site for which the license was purchased. The digital file may not be shared with individuals or organizations outside that licensed program/site. COPYRIGHT & LICENSING

Page 3 of 98 Important Compliance Notice This resource is provided for educational and professional-development purposes and is designed to support child care programs in strengthening everyday compliance practices. Licensing requirements, regulations, agency interpretations, and quality standards may vary by state, program type, licensing authority, and over time. Users are responsible for verifying current requirements with their applicable regulatory or licensing agency. This resource does not replace official regulations, licensing guidance, legal advice, or instructions issued by the governing regulatory authority. DIGITAL PRODUCT NOTICE This is a copyrighted digital product. Unauthorized sharing, reproduction, resale, redistribution, or publication is prohibited. A purchaser's copy may contain identifying purchase information or other security features intended to protect the integrity of the resource. Vision & Vocation Studio Practical tools for stronger child care programs. Questions regarding licensing or permitted use: Sarah@visionvocationstudio.com www.visionvocationstudio.com© 2026 Vision & Vocation Studio | Licensed Resource | Not for Redistribution

SUPERVISION & POSITIONINGHANDWASHING & SANITATION 09 13 TABLE OF CONTENTSDAILY ROUTINES & TRANSITIONS 18LANGUAGE THAT BUILDS BRAINS 23POSITIVE GUIDANCE & BEHAVIOR SUPPORT 27CLASSROOM SETUP & MATERIALS 31DOCUMENTATION & DAILY NOTES 35SAFETY & EMERGENCY PREPAREDNESS 39MEAL & SNACK COMPLIANCE 43RATIOS & COVERAGE 53 Page 4 of 98POSTERS & POCKET CARDS 67STAFF TRAINING SIGN-IN SHEET 60CERTIFICATES 65

MICRO-TRAINING SERIES: VOLUME 1 Volume 1 was created to help directors turn essential child-care practices into short, focused training sessions that are easy to teach, easy for staff to understand, and—most importantly—easy to put into practice. Each micro-training focuses on one critical area of daily practice and provides the tools you need to move from “We talked about it” to “We’re actually doing it.” Small Trainings. Practical Tools. Stronger Daily Practice. HOW TO USE THIS BOOK You don’t have to tackle everything at once. Choose the micro-training that best matches what your program needs right now. Use it during a staff meeting, new-hire orientation, coaching session, or as a quick refresher when you notice a practice that needs attention. Then take it into the classroom. Train → Practice → Observe → Coach → Reinforce Post the visual reminders. Distribute the pocket cards. Use the observation tools to see whether the practice is carrying over into the classroom. Revisit the training whenever staff need reinforcement. The goal isn’t simply to complete each training. The goal is to create practices that become automatic. Continued on next page... Welcome, Provider Page 5 of 98

THE SURVEYOR’S EYE As you work through Volume 1, encourage staff to begin looking at their classrooms differently. Don’t wait for someone else to point out a concern. See it. Recognize it. Correct it. Strengthen it. When staff understand not only what they should be doing, but why it matters and what good practice looks like, quality becomes something the entire team helps maintain. Page 6 of 98 QUICK NOTE: A Staff Training Sign-In Sheet and Certificates of Completion are included at the back of this book. You may use certificates for individual micro-trainings or for completion of the full Volume 1 packet. Keep completed sign-in sheets with your training records, and use the certificates however they best fit your program. Please note: Verify applicable state, agency, or program requirements before representing any micro-training as approved training hours. LET’S GET STARTED. One skill. One routine. One small improvement at a time.

VISION & VOCATION STUDIO / MICRO-TRAINING SUITE / VOLUME 1 Independent educational material • Not an official ITERS-3 or ECERS-3 product or training 1 Use one topic at a time Choose a topic for a staff meeting, orientation, coaching conversation, or refresher. Teach the skill, practice it together, and follow up in the classroom. Practical tools for your team Director scripts • demonstrations • staff practice • role-play scenarios • common mistakes and fixes • observation checklists • reflection questions • posters • pocket cards • training records VISION & VOCATION STUDIO Childcare Micro-Training Suite Volume 1 Ten focused trainings for stronger everyday practice. A printable director guide and staff workbook for teaching, practicing, observing, and reinforcing essential childcare routines. Independent educational material. Not an official ITERS-3 or ECERS-3 product or training. Use current licensing requirements, official assessment materials, product instructions, and program policies alongside this workbook. Completion does not establish approved training hours or guarantee compliance or a rating. Page 7 of 98

START HERE VISION & VOCATION STUDIO / MICRO-TRAINING SUITE / VOLUME 1 Independent educational material • Not an official ITERS-3 or ECERS-3 product or training 2 Contents and director guide 01 02 03 04 05 06 07 08 09 10 TOPIC MICRO-TRAINING Ratios and coverage Language that builds brains Meal and snack compliance Supervision and positioning Handwashing and sanitation Daily routines and transitions Classroom setup and materials Documentation and daily notes Safety and emergency preparedness Positive guidance and behavior support Staff pocket cards and program tools begin on page 50. Teach the key idea and read the director script. Demonstrate the routine, then invite staff practice and role-play. Observe in the classroom, discuss the reflection questions, and agree on one follow-up action. 3–6 7–11 12–16 17–20 21–24 25–28 29–32 33–36 37–43 44–49 PAGES Use the sign-in sheet or attendance form and certificate to record participation. These forms do not establish approved credit. Verify any training-hour requirements before making that claim. Use US Letter paper at actual size. Teaching and practice pages can be printed together; print worksheets for each participant and posters or cards separately. Most pages use white backgrounds to reduce ink. Document participation Print only what you need A repeatable training rhythm Page 8 of 98

Micro-Training #1Page 9 of 98SUPERVISION &SUPERVISION & POSITIONINGPOSITIONING SUPERVISION &SUPERVISION & POSITIONINGPOSITIONING OBJECTIVE: PREVENT ACCIDENTS, IMPROVE RATIOS, STRENGTHEN ITERS/ECERS SCORES.

MICRO-TRAINING 01 / TEACH AND EXPLAIN VISION & VOCATION STUDIO / MICRO-TRAINING SUITE / VOLUME 1 Independent educational material • Not an official ITERS-3 or ECERS-3 product or training 3 Supervision and positioning • Maintain sight and sound awareness. • Choose positions that support visibility. • Scan actively and anticipate risks. • Adjust during transitions, indoors and outdoors. Build consistent supervision habits through intentional positioning, listening, and anticipation. Plan coverage during diapering, bathroom trips, meals, outdoor play, transitions, staff conversations or departures, and mixed-age care. Maintain continuous awareness; a timed scan is not a substitute for supervision. Check blind corners and areas behind shelves. Listen for voices, play sounds, distress, or unexpected silence. Notice climbing, running, conflict, and unsafe play early enough to respond. Use a wall, doorway, or other position only when it provides a clear view and access to children. There is no single best position for every room. Move with children, spread out with coworkers, and adjust when activities change. “Today we are focusing on supervision and positioning. Supervision means seeing, hearing, and anticipating children's needs at all times. Positioning means placing yourself where you can observe the children in your care. We will practice moving through the classroom, scanning the environment, and staying aware during transitions, diapering, meals, and play.” High-risk moments See, hear, anticipate Position for coverage Director teaching script Staff learning objectives Page 10 of 98

MICRO-TRAINING 01 / DEMONSTRATE AND PRACTICE VISION & VOCATION STUDIO / MICRO-TRAINING SUITE / VOLUME 1 Independent educational material • Not an official ITERS-3 or ECERS-3 product or training 4 Supervision and positioning Director demonstration Role-play scenarios • A child moves behind a shelf. • Two teachers cluster together to talk. • You are diapering a child while other children play. • A child runs behind an outdoor play structure. Staff practice activity The Visibility Walkthrough 1. Staff stand in different parts of the room. Ask, "Can you see every child from where you are?" 2. Staff reposition to improve coverage. 3. Use a floor plan or safe simulated obstacle to test a blocked sightline. Never create a real supervision gap. 4. Reposition again and explain how coverage will be communicated. Common mistakes and fixes • Show two positions and explain which area each covers. • Trace sightlines around furniture and play structures. • Model scanning, listening, and moving toward a developing risk. COMMON MISTAKE Staff cluster together Staying in one position Relying on a 10-second reminder PRACTICAL FIX Agree on zones and spread out. Move as children and activities change. Maintain continuous awareness and scan frequently. Page 11 of 98

MICRO-TRAINING 01 / OBSERVE AND REFLECT VISION & VOCATION STUDIO / MICRO-TRAINING SUITE / VOLUME 1 Independent educational material • Not an official ITERS-3 or ECERS-3 product or training 5 Supervision and positioning Classroom: ____________________________ Date: ________________________ Observer: _____________________________ Staff: ________________________ Staff avoid clustering. OBSERVABLE PRACTICE Staff move with children. Blind areas are addressed. 2. List two high-risk moments. Outdoor supervision is active. Staff adjust during transitions. Staff anticipate behavior and risks. Staff maintain appropriate sightlines. 1. What does anticipate mean in supervision? Staff scan continuously and count frequently. 4. How will you maintain continuous awareness? 5. What should you do if a child moves behind a shelf? 3. How do you choose an effective supervision position? YES Mark Yes, No, or N/O (not observed). Record the evidence or correction needed. NO Action: __________________________________________________________________ Responsible person: _______________________ Review date: _________________ N/O EVIDENCE OR NOTES One action to carry into practice Classroom observation checklist Staff reflection and knowledge check Page 12 of 98

Micro-Training #2Page 13 of 98HANDWASHING &HANDWASHING & SANITATIONSANITATION HANDWASHING &HANDWASHING & SANITATIONSANITATION OBJECTIVE: REDUCE VIOLATIONS, IMPROVE PERSONAL CARE ROUTINES.

MICRO-TRAINING 02 / TEACH AND EXPLAIN VISION & VOCATION STUDIO / MICRO-TRAINING SUITE / VOLUME 1 Independent educational material • Not an official ITERS-3 or ECERS-3 product or training 7 Handwashing and sanitation • Perform the eight handwashing steps. • Recognize when handwashing is needed. • Use gloves without replacing handwashing. • Clean, sanitize, or disinfect as appropriate. Strengthenhandwashing,surfacecare,andgloveroutinesthathelpreduce the spread of illness. “Today we are practicing handwashing and sanitation routines. These routines help protect children and reduce the spread of illness. We will walk through each step, choose the correct surface-care process, and practice together.” Use appropriate procedures for tables, high-chair trays, mouthed toys, bathrooms, and diaper-changing areas. Bathroom and diaper-changing surfaces require disinfection. Follow the product label, including food-contact rinsing instructions. Cleaning removes soil and germs. Sanitizing lowers germs to safer levels. Disinfecting destroys remaining germs with an appropriate product. Clean before sanitizing or disinfecting. Keep a treated surface wet for the full time on the label. Contact time varies by product; do not assume it is two minutes. Keep chemicals inaccessible to children. Read the contact time Director teaching script Staff learning objectives Choose the right process Match the surface and product Page 14 of 98

MICRO-TRAINING 02 / DEMONSTRATE AND PRACTICE VISION & VOCATION STUDIO / MICRO-TRAINING SUITE / VOLUME 1 Independent educational material • Not an official ITERS-3 or ECERS-3 product or training 8 • Modelthe eighthandwashing stepsonthereferencepage. Handwashing and sanitation Director demonstration Role-play scenarios • Infant diaper change: gather supplies, follow the complete changing procedure, wash the child's hands, return the child safely, clean and disinfect the surface, and wash your hands. • Toddler sneezes at snack: offer a tissue, support handwashing, replace contaminated food, and address contaminated surfaces. • Preschooler touches their face with paint-covered hands: guide handwashing, check product safety directions, and clean affected materials. • School-age child returns from recess: guide handwashing and check for injuries, thirst, or restroom needs. Staff practice activity Handwashing Relay 1. Staff take turns at the sink while classroom coverage remains in place. 2. The director calls out each of the eight steps. 3. Staff perform the steps and explain when they wash hands. 4. The director checks technique, supplies, and glove-related hand hygiene. Common mistakes and fixes • Compare cleaning, sanitizing, and disinfecting products used by your program. • Find the contact time and other directions on an actual product label. COMMON MISTAKE Skipping the cleaning step Guessing the contact time Treating gloves as handwashing PRACTICAL FIX Read the label and keep the surface wet as directed. Remove soil before applying sanitizer or disinfectant. Use gloves appropriately and wash hands before and after use. Page 15 of 98

MICRO-TRAINING 02 / OBSERVE AND REFLECT VISION & VOCATION STUDIO / MICRO-TRAINING SUITE / VOLUME 1 Independent educational material • Not an official ITERS-3 or ECERS-3 product or training 9 Handwashing and sanitation Classroom: ____________________________ Date: ________________________ Observer: _____________________________ Staff: ________________________ 3. What is contact time? OBSERVABLE PRACTICE 1. List the eight handwashing steps. 2. When must staff wash their hands? Product contact times are followed. Bathrooms are cleaned and disinfected. 4. How do sanitizing and disinfecting differ? High-chair trays are cleaned and sanitized. Toys receive appropriate cleaning and sanitizing. Tables receive appropriate cleaning and sanitizing. Diaper-changing surfaces are cleaned and disinfected. YES Mark Yes, No, or N/O (not observed). Record the evidence or correction needed. NO Action: __________________________________________________________________ Responsible person: _______________________ Review date: _________________ N/O EVIDENCE OR NOTES One action to carry into practice Classroom observation checklist Staff reflection and knowledge check Page 16 of 98

MICRO-TRAINING 02 / REFERENCE SHEET VISION & VOCATION STUDIO / MICRO-TRAINING SUITE / VOLUME 1 Independent educational material • Not an official ITERS-3 or ECERS-3 product or training 11 Handwashing reference Use the eight steps consistently during demonstration, staff practice, and reflection. Before food preparation and meals; after meals as required by program procedures; after diapering or toileting, wiping noses or handling body fluids, outdoor play, cleaning, animal contact, contaminated surfaces, and messy activities. Follow your program's sand and water play procedures. Wash before and after using gloves. STEP 6 Dry 2 Wet 5 Rinse 4 Scrub 8 Dispose 1 Prepare 3 Apply soap 7 Turn off tap Apply plain soap and lather. WHAT STAFF AND CHILDREN DO Dry with a clean single-use towel. Rinse thoroughly under running water. Check for soap, running water, and a clean single-use drying towel. Wet hands under clean running water at a comfortable temperature. Avoid recontaminating hands; follow the program's manual-tap procedure, using the towel when required. Discard the paper towel. Put used single-use cloth towels in the laundry; do not share or reuse them before laundering. Scrub all surfaces, between fingers, and under nails for at least 20 seconds. Keep hands out of the stream while scrubbing. Support children at their developmental level and keep supervision in place. Use the current licensing or assessment procedure applicable to your setting. Reference sources: CDC hand hygiene and early care cleaning guidance; see the resource page. When to wash Keep the procedure consistent Page 17 of 98

Micro-Training #3Page 18 of 98DAILY ROUTINESDAILY ROUTINES & TRANSITIONS& TRANSITIONS DAILY ROUTINESDAILY ROUTINES & TRANSITIONS& TRANSITIONS OBJECTIVE: REDUCE CHAOS, IMPROVE PROGRAM STRUCTURE, SUPPORT BEHAVIOR.

MICRO-TRAINING 03 / TEACH AND EXPLAIN VISION & VOCATION STUDIO / MICRO-TRAINING SUITE / VOLUME 1 Independent educational material • Not an official ITERS-3 or ECERS-3 product or training 12 Daily routines and transitions • Use predictable, flexible routines. • Give clear transition cues and scripts. • Reduce unnecessary waiting. • Support individual needs and maintain supervision. Predictability supports emotional security, independence, self-regulation, conversation, social skills, engagement, and trusting relationships. Balance play, movement, learning, meals, rest, and choice. A posted schedule does not show whether a routine works. Look for engagement, manageable waiting, meaningful choices, individual support, and flexibility when children's needs change. Create predictable routines and calm transitions that support participation, independence, and supervision. Prepare the next activity. Tell children what comes next. Help when needed. Notice their success. Plan staffing and materials before children move. “Today we are learning how to create predictable routines and smooth transitions. These help children feel secure, support learning, and make movement between activities more manageable. We will practice clear cues, supportive language, and safe staff positioning.” Why routines matter Director teaching script Staff learning objectives Observe the actual routine Prepare, prompt, participate, praise Page 19 of 98

MICRO-TRAINING 03 / DEMONSTRATE AND PRACTICE VISION & VOCATION STUDIO / MICRO-TRAINING SUITE / VOLUME 1 Independent educational material • Not an official ITERS-3 or ECERS-3 product or training 13 Daily routines and transitions Director demonstration Role-play scenarios • A toddler resists cleanup. • Preschool children disagree during a transition. • An infant cries during the transition to diapering. • A school-age group moves to snack. Staff practice activity Transition Role-Play 1. Introduce the scenario: "It is time to clean up centers." 2. Staff practice a warning and a short direction. 3. Support a child who needs help, then guide movement calmly. 4. Observe waiting and sightlines; repeat with one improvement. Common mistakes and fixes • Show a visualscheduleand explainhowit canflex. • Model a warning, a positive direction, and a choice. • Demonstrate staff positions during a move between activities. COMMON MISTAKE An abrupt change without warning The schedule overrides individual needs Children wait while materials are prepared PRACTICAL FIX Offer a brief cue and explain the next step. Keep a predictable structure with responsive flexibility. Prepare in advance and move smaller groups when coverage allows. Page 20 of 98

MICRO-TRAINING 03 / OBSERVE AND REFLECT VISION & VOCATION STUDIO / MICRO-TRAINING SUITE / VOLUME 1 Independent educational material • Not an official ITERS-3 or ECERS-3 product or training 14 Daily routines and transitions Classroom: ____________________________ Date: ________________________ Observer: _____________________________ Staff: ________________________ Materials are ready. OBSERVABLE PRACTICE 2. Give one transition script. Supervision is maintained. 1. Why are routines important? Staff use clear transition scripts. 3. What makes a routine predictable? Children receive individual support. 4. How can transitions affect behavior? Routines are posted and understood. Unnecessary waiting is reduced; duration suits children's needs. YES Mark Yes, No, or N/O (not observed). Record the evidence or correction needed. NO Action: __________________________________________________________________ Responsible person: _______________________ Review date: _________________ N/O EVIDENCE OR NOTES One action to carry into practice Classroom observation checklist Staff reflection and knowledge check Page 21 of 98

MICRO-TRAINING 03 / REFERENCE SHEET VISION & VOCATION STUDIO / MICRO-TRAINING SUITE / VOLUME 1 Independent educational material • Not an official ITERS-3 or ECERS-3 product or training 16 Routine examples and transition scripts Infants Toddlers Preschool School-age AGE GROUP EXAMPLE FLOW "Show me your walking feet." "Let's use quiet voices." "Hands stay on our own bodies." "Let's keep our feet on the floor." These are flexible examples, not fixed schedules. Adapt them to children's needs, operating hours, and program requirements. Arrival; breakfast or quiet choices; school; afternoon snack; homework or reading; outdoor recreation; interest-based activities; free choice; departure. Arrival and individual care; feeding; floor or tummy time while awake and supervised; sleep as needed; diapering; sensory interaction; outdoor or gross motor activity; feeding and rest. "Let's find a job together." "Show me where this belongs." "First clean up, then we will go outside." "Let's walk to the door together." "In two minutes, we are going to clean up." "You have two more minutes to finish your play." "When the timer rings, it is cleanup time." Arrival and choice; group meeting; centers or small groups; outdoor play; lunch; rest or quiet choices; snack; projects or centers; outdoor play; departure. "Let's do this together." "I will help you get started." "Would you like to clean up the blocks or the cars?" "You can do the first one, and I will help with the rest." Arrival and free play; breakfast; group time; centers; outdoor play; lunch; nap or rest; snack; centers; outdoor play; departure. Use positive directions Tell children what to do Give children a heads-up Support children who need help Page 22 of 98

Micro-Training #4Page 23 of 98LANGUAGE THATLANGUAGE THAT BUILDS BRAINSBUILDS BRAINS LANGUAGE THATLANGUAGE THAT BUILDS BRAINSBUILDS BRAINS OBJECTIVE: IMPROVE INTERACTIONS, SUPPORT DEVELOPMENT, BOOST ERS SCORES. (THIS PAIRS WITH YOUR LANGUAGE CHEAT SHEET SUITE)

MICRO-TRAINING 04 / TEACH AND EXPLAIN VISION & VOCATION STUDIO / MICRO-TRAINING SUITE / VOLUME 1 Independent educational material • Not an official ITERS-3 or ECERS-3 product or training 17 Language that builds brains • Use descriptive words and narration. • Invite conversation with open questions. • Expand children's language. • Support emotions and problem-solving. Use responsive, intentional language to support communication, relationships, and learning. "You are working hard." "Tell me more." "Let's solve this together." "I see your effort." "What is your plan?" Pause, listen, and respond to the child's meaning. Infants: narrate, label, connect, and use warm tone and body language. Toddlers: model words, offer choices, and expand short messages. Preschoolers: use descriptive language, open questions, problem-solving talk, and emotion words. School-age children: invite reasoning, independence, and social-emotional reflection. “Today we are practicing intentional language. The words we use can support children's development, confidence, and participation. We will learn simple ways to describe, narrate, ask, expand, and encourage during everyday routines.” Responsive conversation supports language development, relationships, social-emotional skills, problem-solving, self-regulation, and engagement. Five useful phrases Why language matters Director teaching script Staff learning objectives Adapt to age and communication Page 24 of 98

MICRO-TRAINING 04 / DEMONSTRATE AND PRACTICE VISION & VOCATION STUDIO / MICRO-TRAINING SUITE / VOLUME 1 Independent educational material • Not an official ITERS-3 or ECERS-3 product or training 18 Language that builds brains Director demonstration Role-play scenarios • A toddler feels frustrated. • Preschool children have a conflict. • An infant cries. • A school-age child works through a problem. Staff practice activity Language Swap 1. Read a vague correction such as "Stop doing that." 2. Invite staff to replace it with specific, supportive language: "Let's try this safely together." 3. Repeat with five to seven examples. 4. Practice responding to the child's reply rather than delivering a script and leaving. Common mistakes and fixes • Narrate a routine:"Iampicking you upnow." • Expand a short comment: "Big truck" becomes "That is a big red dump truck." • Model an open question and leave time for a response. COMMON MISTAKE Only giving commands Correcting instead of expanding Asking questions without waiting PRACTICAL FIX Add description, choices, and conversation. Model a fuller phrase without shaming the child. Pause and accept words, gestures, or other communication. Page 25 of 98

MICRO-TRAINING 04 / OBSERVE AND REFLECT VISION & VOCATION STUDIO / MICRO-TRAINING SUITE / VOLUME 1 Independent educational material • Not an official ITERS-3 or ECERS-3 product or training 19 Language that builds brains Classroom: ____________________________ Date: ________________________ Observer: _____________________________ Staff: ________________________ 1. What is narration? OBSERVABLE PRACTICE Staff use descriptive language. 2. Give one open-ended question. Staff use open-ended questions. Staff narrate meaningful actions. Staff expand children's language. 4. Why does responsive language matter? 3. How can you expand a child's language? Staff use language that supports emotions. YES Mark Yes, No, or N/O (not observed). Record the evidence or correction needed. NO Action: __________________________________________________________________ Responsible person: _______________________ Review date: _________________ N/O EVIDENCE OR NOTES One action to carry into practice Classroom observation checklist Staff reflection and knowledge check Page 26 of 98

Micro-Training #5Page 27 of 98POSITIVE GUIDANCEPOSITIVE GUIDANCE && BEHAVIOR SUPPORTBEHAVIOR SUPPORT POSITIVE GUIDANCEPOSITIVE GUIDANCE && BEHAVIOR SUPPORTBEHAVIOR SUPPORT OBJECTIVE: REDUCE BEHAVIOR INCIDENTS, IMPROVE INTERACTIONS.

MICRO-TRAINING 05 / TEACH AND EXPLAIN VISION & VOCATION STUDIO / MICRO-TRAINING SUITE / VOLUME 1 Independent educational material • Not an official ITERS-3 or ECERS-3 product or training 21 Positive guidance and behavior support Teach useful skills through calm, respectful guidance and clear expectations. • Use supportive language and calm redirection. • Teach replacement skills. • Support emotional regulation. • Anticipate challenges and respond respectfully. Teach skills, model behavior, offer choices, redirect calmly, use positive language, support emotions, and set clear expectations. Do not use physical punishment, shame, threats, yelling, withholding food, punitive isolation, or sarcasm. Follow your program's behavior-support policy and applicable requirements. “Today we are learning how to guide behavior in a way that teaches skills, builds confidence, and supports a calm classroom. We will focus on connection, coaching, and clear expectations, then practice language children can use.” Infants: "I am here. You are safe." Toddlers: "You feel frustrated. I can help." Preschoolers: "What is your plan? Let's solve this together." School-age children: "Walk me through what happened. How would you like to handle this?" Phrases by age Practices to avoid Director teaching script Staff learning objectives What positive guidance includes Page 28 of 98

MICRO-TRAINING 05 / DEMONSTRATE AND PRACTICE VISION & VOCATION STUDIO / MICRO-TRAINING SUITE / VOLUME 1 Independent educational material • Not an official ITERS-3 or ECERS-3 product or training 22 Positive guidance and behavior support Director demonstration Role-play scenarios • A toddler hits. • Preschool children have a conflict. • An infant cries. • A school-age child becomes frustrated. Staff practice activity Redirection Rewrite 1. Read a correction such as "Stop hitting!" 2. First model a safety response: "I will not let you hit." 3. Add and demonstrate a replacement: "You can say, I need space. Let's practice." 4. Repeat with five to seven situations, using developmentally appropriate language. Common mistakes and fixes • Getcloseand use a calm voice to state what a child can do. • Acknowledge a feeling while maintaining a safety limit. • Model a replacement skill and help the child practice it. COMMON MISTAKE Only saying what to stop Escalating the adult's tone Ignoring the feeling behind the behavior PRACTICAL FIX Teach and model what to do instead. Pause, get close, and give a calm direction. Name the feeling while holding the safety limit. Page 29 of 98

MICRO-TRAINING 05 / OBSERVE AND REFLECT VISION & VOCATION STUDIO / MICRO-TRAINING SUITE / VOLUME 1 Independent educational material • Not an official ITERS-3 or ECERS-3 product or training 23 Positive guidance and behavior support Classroom: ____________________________ Date: ________________________ Observer: _____________________________ Staff: ________________________ No yelling is used. Staff use a calm tone. OBSERVABLE PRACTICE Staff support emotions. 1. What is positive guidance? 2. Give one supportive phrase. No punitive isolation is used. Staff teach replacement skills. Staff redirect behavior respectfully. 4. How do you teach a replacement skill? No punitive or humiliating discipline is used. 3. Which practices do not belong in positive guidance? YES Mark Yes, No, or N/O (not observed). Record the evidence or correction needed. NO Action: __________________________________________________________________ Responsible person: _______________________ Review date: _________________ N/O EVIDENCE OR NOTES One action to carry into practice Classroom observation checklist Staff reflection and knowledge check Page 30 of 98

Micro-Training #6Page 31 of 98CLASSROOM SETUPCLASSROOM SETUP & MATERIALS& MATERIALS CLASSROOM SETUPCLASSROOM SETUP & MATERIALS& MATERIALS OBJECTIVE: IMPROVE ITERS/ECERS ENVIRONMENTAL RATING SCORES.

MICRO-TRAINING 06 / TEACH AND EXPLAIN VISION & VOCATION STUDIO / MICRO-TRAINING SUITE / VOLUME 1 Independent educational material • Not an official ITERS-3 or ECERS-3 product or training 25 Classroom setup and materials • Identify barriers and clutter. • Make materials accessible and organized. • Create inviting, defined learning areas. • Support independence and review material choices. Arrange materials and spaces to support independence, exploration, inclusion, and safety. Look at blocks, dramatic play, art, books, manipulatives, music, science, sensory experiences, and outdoor materials. Select and adapt materials for ages, abilities, interests, and safety. Place materials intended for independent use within reach. Keep hazardous or adult-only supplies secured. Review materials regularly and rotate purposefully; weekly rotation is a planning option, not a universal scoring rule. “Today we are learning how to set up a classroom that supports independence, exploration, and safety. We will make intended materials accessible, provide meaningful variety, and refresh the environment in response to children's interests and needs.” Provide accessible materials, clear paths, defined areas, books, soft furnishings, and a cozy space appropriate to the age group. Provide enough varied, complete materials for meaningful choices; a fixed toys-per-child number does not establish ERS compliance. A usable classroom Access and rotation Materials to review Director teaching script Staff learning objectives Page 32 of 98

MICRO-TRAINING 06 / DEMONSTRATE AND PRACTICE VISION & VOCATION STUDIO / MICRO-TRAINING SUITE / VOLUME 1 Independent educational material • Not an official ITERS-3 or ECERS-3 product or training 26 Classroom setup and materials Director demonstration Role-play scenarios • A child cannot reach materials. • A shelf is overcrowded. • Unsafe items are mixed with play materials. • A learning area is missing needed materials. Staff practice activity Shelf Reset Challenge 1. Set a five-minute timer while maintaining supervision. 2. Choose one shelf and remove clutter or unsafe items. 3. Arrange materials so they are accessible, organized, inviting, and varied. 4. Explain how the change supports independence and participation. Common mistakes and fixes • View oneshelffromachild's heightand identify access barriers. • Show a complete, organized play setup with clear pathways. • Model how to adapt a material or area for participation. COMMON MISTAKE Materials are out of reach Rotation follows a rigid calendar A crowded shelf hides useful choices PRACTICAL FIX Reduce clutter and organize complete materials. Move intended independent choices within reach. Review interest, condition, access, and variety before replacing materials. Page 33 of 98

MICRO-TRAINING 06 / OBSERVE AND REFLECT VISION & VOCATION STUDIO / MICRO-TRAINING SUITE / VOLUME 1 Independent educational material • Not an official ITERS-3 or ECERS-3 product or training 27 Classroom setup and materials Classroom: ____________________________ Date: ________________________ Observer: _____________________________ Staff: ________________________ Books are available. Shelves are organized. OBSERVABLE PRACTICE Learning areas are defined. 2. Why might you rotate materials? Intended materials are accessible. 1. What makes materials accessible? An appropriate cozy area is present. Paths and play spaces are free of clutter. 4. What makes a cozy area useful and safe? Materials are reviewed and refreshed purposefully. 3. Name three learning areas appropriate for your age group. YES Mark Yes, No, or N/O (not observed). Record the evidence or correction needed. NO Action: __________________________________________________________________ Responsible person: _______________________ Review date: _________________ N/O EVIDENCE OR NOTES One action to carry into practice Classroom observation checklist Staff reflection and knowledge check Page 34 of 98

Micro-Training #7Page 35 of 98 DOCUMENTATION &DOCUMENTATION & DAILY NOTESDAILY NOTES DOCUMENTATION &DOCUMENTATION & DAILY NOTESDAILY NOTES OBJECTIVE: IMPROVE COMMUNICATION, REDUCE LICENSING ISSUES.

MICRO-TRAINING 07 / TEACH AND EXPLAIN VISION & VOCATION STUDIO / MICRO-TRAINING SUITE / VOLUME 1 Independent educational material • Not an official ITERS-3 or ECERS-3 product or training 29 Documentation and daily notes • Write factual notes in a clear sequence. • Avoid opinion, blame, and assumptions. • Record incidents and staff actions clearly. • Communicate professionally with families. Write factual, clear records that support communication, follow-up, and required reporting. Avoid judgments, blame, sarcasm, unsupported assumptions, and personal emotional reactions. Describe behavior rather than labeling a child. Use the correct form, complete required notifications, and store records securely. Share information only through approved channels with authorized people. Follow licensing timelines and program policy. “Today we are learning how to document clearly and professionally. Useful documentation records what happened, what staff did, and what followed. We will practice factual, neutral notes and follow the program's reporting and confidentiality procedures.” Record time, location, what happened, what staff did, the outcome, and follow-up. Include observable facts and relevant direct quotations when appropriate. What to include What to leave out Privacy and reporting Director teaching script Staff learning objectives Page 36 of 98

MICRO-TRAINING 07 / DEMONSTRATE AND PRACTICE VISION & VOCATION STUDIO / MICRO-TRAINING SUITE / VOLUME 1 Independent educational material • Not an official ITERS-3 or ECERS-3 product or training 30 Documentation and daily notes Director demonstration Role-play scenarios • An incident report. • A daily note to a family. • An injury report. • Behavior documentation. Staff practice activity Rewrite the Note 1. Give staff an unclear or judgmental sample note. 2. Rewrite it using time, location, observable actions, staff response, and outcome. 3. Check for opinion, blame, or assumptions. 4. Add needed follow-up and identify the correct reporting channel. Common mistakes and fixes • Compare "She threw a fit"with an objective description of words and actions. • Show a clear time sequence and the staff response. • Identify missing outcome or follow-up information in a sample note. COMMON MISTAKE Events appear out of order A label replaces a description The note ends without staff action PRACTICAL FIX Describe observable actions and words. Use a clear sequence with relevant times. Record the response, outcome, and required follow-up. Page 37 of 98

MICRO-TRAINING 07 / OBSERVE AND REFLECT VISION & VOCATION STUDIO / MICRO-TRAINING SUITE / VOLUME 1 Independent educational material • Not an official ITERS-3 or ECERS-3 product or training 31 Documentation and daily notes Classroom: ____________________________ Date: ________________________ Observer: _____________________________ Staff: ________________________ Time is included. The sequence is clear. OBSERVABLE PRACTICE The tone is professional. Staff action is documented. The note contains observable facts. Follow-up is included when needed. 1. What should documentation include? 2. What should documentation leave out? 4. Why is clear documentation important? Opinions and assumptions are excluded. 3. Rewrite this note objectively: "She threw a fit." YES Mark Yes, No, or N/O (not observed). Record the evidence or correction needed. NO Action: __________________________________________________________________ Responsible person: _______________________ Review date: _________________ N/O EVIDENCE OR NOTES One action to carry into practice Classroom observation checklist Staff reflection and knowledge check Page 38 of 98

Micro-Training #8Page 39 of 98SAFETY & EMERGENCYSAFETY & EMERGENCY PREPAREDNESSPREPAREDNESS SAFETY & EMERGENCYSAFETY & EMERGENCY PREPAREDNESSPREPAREDNESS OBJECTIVE: REDUCE RISK, MEET LICENSING REQUIREMENTS

MICRO-TRAINING 08 / TEACH AND EXPLAIN VISION & VOCATION STUDIO / MICRO-TRAINING SUITE / VOLUME 1 Independent educational material • Not an official ITERS-3 or ECERS-3 product or training 33 Safety and emergency preparedness Practice emergency roles, evacuation, communication, and continuous child accountability. • Recognize emergency types and response plans. • Know assigned and backup roles. • Account for every child during movement. • Communicate and maintain supervision. Review fire, severe weather, medical emergencies, lockdown, evacuation, missing child, and utility failure. Evacuation is not the correct response for every emergency. “Today we are reviewing our emergency plan. We will practice our assigned roles, identify how children are accounted for, and walk through safe evacuation and regrouping. Our response depends on the emergency, so we will use the program's written procedures.” Stay calm; gather and account for children; move by the safe designated route; recount and identify every child at the meeting point; report status; support children emotionally. Do not delay escape from immediate danger to gather belongings. The director or designee leads communication and emergency calls. Teachers supervise and account for children. Assigned assistants collect essential supplies only when safe. A designated person checks spaces only if trained, safe, and consistent with the plan. No task should leave children unsupervised. Emergency types Roles and coverage Evacuation sequence Director teaching script Staff learning objectives Page 40 of 98

MICRO-TRAINING 08 / DEMONSTRATE AND PRACTICE VISION & VOCATION STUDIO / MICRO-TRAINING SUITE / VOLUME 1 Independent educational material • Not an official ITERS-3 or ECERS-3 product or training 34 Safety and emergency preparedness Director demonstration Role-play scenarios • A fire alarm sounds during lunch. • A severe weather warning is issued. • A child is injured. • The program initiates a lockdown. Staff practice activity Evacuation Walkthrough 1. Review the written plan, roles, and route before the exercise. 2. Walk the route while practicing counting, identifying children, and moving together. 3. Regroup at the designated safe point and check every child against the roster. 4. Report status and discuss access needs, alternate routes, and improvements. Common mistakes and fixes • Locate the primary and alternate routes and meeting points. • Show the roster, emergency bag, and communication method. • Model name-to-face checks and reporting an accurate group status. COMMON MISTAKE A head count replaces identifying children Staff assume someone else will call or count Every emergency uses the evacuation routine PRACTICAL FIX Use roster-based name-to-face checks. Assign primary and backup roles in advance. Practice the response specified for that emergency. Page 41 of 98

MICRO-TRAINING 08 / OBSERVE AND REFLECT VISION & VOCATION STUDIO / MICRO-TRAINING SUITE / VOLUME 1 Independent educational material • Not an official ITERS-3 or ECERS-3 product or training 35 Safety and emergency preparedness Classroom: ____________________________ Date: ________________________ Observer: _____________________________ Staff: ________________________ OBSERVABLE PRACTICE First-aid supplies are ready. 2. What are the evacuation steps? Staff know primary and backup roles. Routes and meeting points are posted. 1. What is your assigned emergency role? Required drills are completed and documented. Supervision and child accountability are maintained. 3. How do you maintain supervision during an emergency? 4. What is your first action for the scenario being practiced? The emergency bag is stocked and accessible to assigned staff. YES Mark Yes, No, or N/O (not observed). Record the evidence or correction needed. NO Action: __________________________________________________________________ Responsible person: _______________________ Review date: _________________ N/O EVIDENCE OR NOTES One action to carry into practice Classroom observation checklist Staff reflection and knowledge check Page 42 of 98

Micro-Training #9Page 43 of 98MEAL & SNACKMEAL & SNACK COMPLIANCECOMPLIANCE MEAL & SNACKMEAL & SNACK COMPLIANCECOMPLIANCE OBJECTIVE: IMPROVE PERSONAL CARE ROUTINES AND ALIGNMENT WITH THE FEDERAL FOOD PROGRAM

BEFORE THE MEAL ☐ Check allergies, dietary restrictions, and feeding plans. ☐ Staff and children wash hands. ☐ Clean and sanitize tables and high-chair trays. ☐ Prepare food in safe, age-appropriate sizes and textures. ☐ Have food, bottles, utensils, and supplies ready. ☐ Seat children where staff can actively supervise. DURING THE MEAL ☐ Maintain active supervision at all times. ☐ Children remain safely seated while eating. ☐ Follow allergy and individual feeding instructions. ☐ Watch for choking hazards. ☐ Encourage self-feeding and independence when appropriate. ☐ Use positive conversation and model healthy mealtime behaviors. ☐ Never use food as a reward or punishment. INFANTS ☐ Follow individual feeding plans and hunger/fullness cues. ☐ Hold infants who cannot safely hold their bottles. ☐ Never prop bottles or place bottles in cribs. ☐ Use developmentally appropriate food textures. ☐ Stay close and actively observe during feeding. TODDLERS–SCHOOL AGE ☐ Provide developmentally appropriate portions and utensils. ☐ Encourage independence with eating, serving, and cleanup. ☐ Give positive reminders for safe eating. ☐ Monitor food sharing when allergies are present. ☐ Allow enough time to eat without rushing. AFTER THE MEAL ☐ Remove food and dishes safely. ☐ Clean and sanitize tables, trays, and eating areas. ☐ Wash children’s hands/faces as needed. ☐ Store or discard food appropriately. ☐ Document feeding concerns or incidents when required. REMEMBER Prepare → Wash → Serve Safely → Supervise → Interact → Sanitize MEAL ROUTINE CHECKLIST Birth–12 Years Safe Meals = Clean Hands + Active Supervision + Safe Food + Positive Interaction Page 44 of 98

Summary of USDA Meal Guidelines- Updated 10/25 Lunch or Supper Snack (Select 2 of the 5 components) From NutritionStandardsforCACFPMeals andSnacks(https://www.fns.usda.gov/cacfp/nutrition-standards) For Children ages 1 – 12 years Breakfast Milk Meat or meat alternatives Vegetables Fruit Grains* Milk Meat or meat alternatives Vegetables Fruit* Grains Milk Vegetables, fruit or both Grains* 1-2 years ½ cup ½ oz ½ cup ½ cup ½ oz eq 1-2 years ½ cup ¼ cup ½ oz eq 1-2 years ½ cup 1oz 1⁄8 cup 1⁄8 cup ½ oz eq 3-5 years ½ cup ½ oz ½ cup ½ cup ½ oz eq 3-5 years ¾ cup ½ cup ½ oz eq 3-5 years ¾ cup 1 ½ oz 1⁄4 cup 1⁄4 cup ½ oz eq 6-12 years 1 cup ½ cup 1 oz eq 6-12 years 1 cup 1 oz ¾ cup ¾ cup 1 oz eq 6-12 years 1 cup 2 oz ½ cup ¼ cup 1 oz eq *Two different vegetables may be served instead of a vegetable and a fruit. *Meat and meat alternatives may be used to substitute the entire grains component a maximum of 3 times a week. Notes to be used in scoringERS: Oz eq = ounce equivalent For scoring the 3 editionsofthescales,itislikely that only one meal or snack will be observed. It will not be possible to ensure all requirements are met,sobasescoreonwhatever is observed. rd All amounts are theminimumportionstobeserved, not the maximum Juice is limited to onceperday,andmustbefullstrength One serving per daymustbewholegrains Grain-based dessertsnolongercountasgrainscomponent Tofu counts as a meatalternative Unflavored whole milkrequiredfor1yearolds;unflavored low fat or fat-free milk required for 2-5 years, flavored milk allowed for children 6 and older Yogurt must contain nomorethan2gramsofadded sugar per oz.; breakfast cereals no more than 6 grams added sugar per oz. • • • • • • • • • Page 45 of 98

Summary of USDA Meal Guidelines- Updated 10/25 Snack Breakfast Lunch/Supper From NutritionStandardsforCACFP MealsandSnacks (https://www.fns.usda.gov/cacfp/nutrition-standards) For Infants ages Birth through 11 months Birth through 5 months Birth through 5 months Birth through 5 months 5 through 11 months 5 through 11 months 5 through 11 months 4-6 fluid ounces breastmilkorformula 4-6 fluid ounces breastmilkorformula 4-6 fluid ounces breastmilkorformula 2-4 fluid ounces breast milkor formulaand 0-1/2 slice bread or 2 crackers or 0-4 tablespoons of infant cereal or ready-to-eat breakfast cereal and 0-2 tablespoons vegetables or fruit or combination of both 6-8 fluid ounces breastmilk orformula and 0-4 tablespoons of infant cereal, meat, fish, poultry, whole egg, cooked dry peas or beans; 02 oz cheese or cottage cheese (or combination of both) and 0-2 tablespoons vegetables or fruit or combination of both 6-8 fluid ounces breastmilk or formula and 0-4 tablespoons of infant cereal, meat, fish, poultry, whole egg, cooked dry peas or beans; or 02 oz cheese; 0-4 oz of cottage cheese (volume), or 0-4 ounces or ½ cup yogurt or a combination of above and 0-2 tablespoons vegetables or fruit or combination of both Notes to be used in scoring ERS: For scoring the 3 editions of the scales, it is likely that only one meal or snack will be observed. It will not be possible to ensure all requirements are met, so base score on whatever is observed. rd All amounts are the minimum portions to be served, not the maximum Breastmilk or formula or both must be served Infant formula or dry cereal must be iron-fortified Fruit and vegetable juices must not be served A serving of grains must be whole grain-rich, enriched meal, enriched flour, bran, or germ Yogurt must contain no more than 2 grams of added sugar per oz.; breakfast cereals no more than 6 grams added sugar per oz. Infants must be developmentally ready to be served solid foods or foods that must be gummed or chewed • • • • • • • • Page 46 of 98

MICRO-TRAINING 09 / TEACH AND EXPLAIN VISION & VOCATION STUDIO / MICRO-TRAINING SUITE / VOLUME 1 Independent educational material • Not an official ITERS-3 or ECERS-3 product or training 37 Meal and snack compliance • Check allergies and individual feeding instructions. • Prepare and serve appropriate food safely. • Maintain active mealtime supervision. • Use applicable meal patterns and cleanup routines. Use safe, supportive meal routines and the applicable CACFP meal patterns. Remove dishes safely, clean and sanitize eating surfaces, support hand and face cleanup as needed, store or discard food appropriately, and document concerns or incidents as required. “Mealtimes are learning times. Today we are practicing safe meal routines, checking individual feeding needs, and using the correct meal pattern for the children we serve.” Confirm required food components and age-appropriate portions. Check allergies, dietary restrictions, feeding plans, food sizes and textures, clean hands, sanitized surfaces, and ready supplies. Stay close and actively supervise. Support safe seating, independence, and positive conversation. Watch for choking hazards and food sharing when allergies are present. Do not rush or use food as reward or punishment. After the meal Before serving During the meal Director teaching script Staff learning objectives Page 47 of 98

MICRO-TRAINING 09 / DEMONSTRATE AND PRACTICE VISION & VOCATION STUDIO / MICRO-TRAINING SUITE / VOLUME 1 Independent educational material • Not an official ITERS-3 or ECERS-3 product or training 38 Meal and snack compliance Director demonstration Role-play scenarios • A child has an allergy or individual feeding plan. • An infant needs support with bottle feeding. • A meal is missing a required component. • Food or a shared surface becomes contaminated. Staff practice activity Meal Routine Walkthrough 1. Set up a sample meal using the program's actual menu and meal pattern. 2. Check components, portions, individual plans, supplies, and seating. 3. Practice supervision and supportive conversation. 4. Model cleanup and record one improvement to the routine. Common mistakes and fixes • Model meal setup and cleanup. • Check a menu against the applicable age-specific pattern. • Show how to verify an allergy or individual feeding instruction before serving. COMMON MISTAKE Sanitizer is wiped off too soon Serving before checking the plan Supervision drops during cleanup PRACTICAL FIX Follow the label and full required contact time. Assign coverage before any adult changes tasks. Verify components, portions, allergies, and individual needs first. Page 48 of 98

MICRO-TRAINING 09 / OBSERVE AND REFLECT VISION & VOCATION STUDIO / MICRO-TRAINING SUITE / VOLUME 1 Independent educational material • Not an official ITERS-3 or ECERS-3 product or training 39 Meal and snack compliance Classroom: ____________________________ Date: ________________________ Observer: _____________________________ Staff: ________________________ OBSERVABLE PRACTICE Staff and children wash hands as required. 1. What must you check before serving a meal? Food sizes and textures suit the children served. Children are safely seated and actively supervised. Tables and high-chair trays are cleaned and sanitized. Cleanup, food storage, and required documentation are completed. Staff use positive conversation and support independence. 2. How do you verify the required components and portions? Allergies, dietary restrictions, and feeding plans are checked. Food components and portions match the applicable pattern. 3. How will staff maintain supervision during setup and cleanup? 4. What will you do if a feeding instruction or meal requirement is unclear? YES Mark Yes, No, or N/O (not observed). Record the evidence or correction needed. NO Action: __________________________________________________________________ Responsible person: _______________________ Review date: _________________ N/O EVIDENCE OR NOTES One action to carry into practice Classroom observation checklist Staff reflection and knowledge check Page 49 of 98

MICRO-TRAINING 09 / PRINTABLE CHECKLIST VISION & VOCATION STUDIO / MICRO-TRAINING SUITE / VOLUME 1 Independent educational material • Not an official ITERS-3 or ECERS-3 product or training 41 Meal routine checklist Birth through 12years.Mark each step as it is checked. Use individual feeding plans and applicable procedures. Infants • Follow individual plans and hunger and fullness cues. • Hold infants for bottle feeding; never prop bottles or place bottles in cribs. • Provide developmentally appropriate textures and observe feeding closely. After the meal • Remove dishes safely; clean and sanitize eating surfaces. • Support hand and face cleanup; store or discard food appropriately. • Document feeding concerns or incidents when required. Before the meal • Check allergies, dietary restrictions, and feeding plans. • Support staff and child handwashing. • Clean and sanitize tables and high-chair trays. • Prepare safe food sizes and textures, utensils, bottles, and supplies. • Seat children where staff can supervise actively. During the meal • Maintain active supervision and safe seating. • Follow individual instructions and watch for choking hazards. • Encourage self-feeding and independence when appropriate. • Model positive conversation; never use food as reward or punishment. Toddlers through school age • Use suitable portions and utensils; support serving, eating, and cleanup skills. • Give positive reminders, monitor food sharing with allergies, and allow time to eat. Page 50 of 98

MICRO-TRAINING 09 / MEAL PATTERN REFERENCE VISION & VOCATION STUDIO / MICRO-TRAINING SUITE / VOLUME 1 Independent educational material • Not an official ITERS-3 or ECERS-3 product or training Sources: USDA CACFP breakfast, lunch/supper, and snack charts. See notes on the following page and links on the resource page. 42 CACFP meal patterns for children Milk Milk Milk Fruit Fruit Grains Grains Grains Vegetables Vegetables COMPONENT COMPONENT COMPONENT Meat or meat alternate Meat or meat alternate Vegetables, fruit, or both 1 oz eq 1/2 cup 1/4 cup 1/2 cup 1/8 cup 1/8 cup 1/2 cup 1/2 cup 1/2 cup 1/2 oz eq 1/2 oz eq 1/2 oz eq 1/2 oz eq 1–2 YEARS 1–2 YEARS 1–2 YEARS Select two of five components. Milk and juice cannot be the only two items. 3/4 cup 1/2 cup 3/4 cup 1/4 cup 1/4 cup 1/2 cup 1/2 cup 1/2 cup 1/2 oz eq 1/2 oz eq 1/2 oz eq 1/2 oz eq 3–5 YEARS 3–5 YEARS 3–5 YEARS 1 1/2 oz eq 1 cup 1 cup 1 cup Minimum amounts for ages1 through 12.Use the official charts and footnotes for substitutions, crediting, and individual accommodations. ozeq means ounce equivalent. 1 oz eq 2 oz eq 1 oz eq 1 oz eq 1 oz eq 1/2 cup 1/2 cup 1/4 cup 3/4 cup 3/4 cup 6–12 YEARS 6–12 YEARS 6–12 YEARS Snack Breakfast Lunch or supper Page 51 of 98

MICRO-TRAINING 09 / MEAL PATTERN REFERENCE VISION & VOCATION STUDIO / MICRO-TRAINING SUITE / VOLUME 1 Independent educational material • Not an official ITERS-3 or ECERS-3 product or training 43 CACFP infant meal pattern and notes Snack MEAL Breakfast, lunch, or supper BIRTH–5 MONTHS 4–6 fl oz breast milk or formula 4–6 fl oz breast milk or formula 6–11 MONTHS Formula and dry infant cereal must be iron-fortified. Do not serve juice. Use creditable grain products. Follow developmental readiness and the individual feeding plan; review the official chart for breastfeeding-related exceptions and component details. Infants through 5 months and 6 through 11 months. Solid foods are required when the infant is developmentally ready 2–4 fl oz breast milk or formula; plus 0–1/2 oz eq bread OR 0–1/4 oz eq crackers OR 0–1/2 oz eq infant cereal OR 0–1/4 oz eq ready-to-eat cereal; plus 0–2 tbsp vegetables, fruit, or both. 6–8 fl oz breast milk or formula; plus 0–1/2 oz eq iron-fortified infant cereal OR 0–4 tbsp meat, fish, poultry, whole egg, cooked beans, peas, or lentils OR 0–2 oz cheese OR 0–4 oz cottage cheese (volume) OR 0–4 oz yogurt (1/2 cup), or a combination; plus 0–2 tbsp vegetables, fruit, or both. Serve unflavored whole milk at age 1; unflavored low-fat or fat-free milk at ages 2–5. Low-fat or fat-free milk may be flavored at age 6 and older, subject to applicable rules. Serve at least one whole grain-rich item daily when grains are served. Grain-based desserts do not credit as grains. At breakfast, meat or meat alternates may replace the full grains component up to three times weekly. Two different vegetables may replace a vegetable and fruit at lunch or supper. Full-strength pasteurized juice is limited to one eating occasion daily for children; none for infants. Creditable tofu can count as a meat alternate. Yogurt is limited to 2 g added sugars per ounce and breakfast cereal to 6 g added sugars per dry ounce. These are serving minimums, not maximum intake limits. Follow official crediting rules and required disability-related meal modifications. Reference sources: USDA CACFP charts and nutrition standards. ERS observation and CACFP reimbursement are different processes. Use the official scale and current notes for assessment scoring; use CACFP requirements for meal planning and claims. Infant notes Child meal pattern notes Page 52 of 98

Micro-Training #10Page 53 of 98RATIOS &RATIOS & COVERAGECOVERAGE RATIOS &RATIOS & COVERAGECOVERAGE OBJECTIVE: PREVENT RATIO VIOLATIONS AND IMPROVE SUPERVISION.

MICRO-TRAINING 10 / TEACH AND EXPLAIN VISION & VOCATION STUDIO / MICRO-TRAINING SUITE / VOLUME 1 Independent educational material • Not an official ITERS-3 or ECERS-3 product or training 44 Ratios and coverage • Locate the applicable ratio and group-size rules. • Maintain qualified staffing and coverage. • Plan for transitions and mixed-age groups. • Communicate before a staff member leaves. Maintain the applicable staff-to-child ratios, group sizes, and supervision during every part of the day. A staff-to-child ratio compares eligible staff with the children present. Coverage means qualified adults are assigned and positioned to supervise the group. A compliant number does not replace active supervision. Maintain coverage during breaks, bathroom trips, diapering, transitions, outdoor play, and staff departures. Confirm which staff count toward ratios and apply the correct mixed-age rules. “Today we are learning how to maintain ratios and coverage. Ratios are one part of safe staffing. We will confirm the rules for our program, communicate before staff move, and practice solving coverage problems without leaving children unsupervised.” Children out of view, staff leaving without confirmed relief, clustering that limits coverage, and mixed-age groups without a rule check all need attention. A lone teacher is a concern when staffing or supervision requirements cannot be met; it is not automatically a violation. Ratio and coverage Red flags to address Director teaching script Staff learning objectives Plan the pressure points Page 54 of 98

MICRO-TRAINING 10 / DEMONSTRATE AND PRACTICE VISION & VOCATION STUDIO / MICRO-TRAINING SUITE / VOLUME 1 Independent educational material • Not an official ITERS-3 or ECERS-3 product or training 45 Ratios and coverage Director demonstration Role-play scenarios • A teacher needs a break. • A child needs the bathroom. • A group transitions outdoors. • Children from different age groups are combined. Staff practice activity Ratio Scenarios 1. Give staff the verified ratio and group-size rules for the program. 2. Present a coverage problem and ask who is present, who qualifies, and which rule applies. 3. Staff propose a plan that maintains both ratio and supervision. 4. Practice communicating the handoff and requesting support. Common mistakes and fixes • Use the completed program ratio chart to check a sample group. • Model a clear handoff before a staff member leaves. • Show how counts and coverage are checked during a transition. COMMON MISTAKE Leaving before relief arrives Using another state's ratio chart Checking numbers but ignoring sightlines PRACTICAL FIX Wait for confirmed qualified coverage. Use verified rules for your license and program. Check staff position, child accountability, and coverage together. Page 55 of 98

MICRO-TRAINING 10 / OBSERVE AND REFLECT VISION & VOCATION STUDIO / MICRO-TRAINING SUITE / VOLUME 1 Independent educational material • Not an official ITERS-3 or ECERS-3 product or training 46 Ratios and coverage Classroom: ____________________________ Date: ________________________ Observer: _____________________________ Staff: ________________________ OBSERVABLE PRACTICE Blind areas are addressed. 2. What does coverage mean? 3. Name one coverage red flag. 1. What is a staff-to-child ratio? Transitions remain supervised. Staff are positioned to supervise. Applicable ratios are maintained. Coverage changes are communicated. Group sizes meet the applicable limits. 4. How do you determine the correct rule for a mixed-age group? YES Mark Yes, No, or N/O (not observed). Record the evidence or correction needed. NO Action: __________________________________________________________________ Responsible person: _______________________ Review date: _________________ N/O EVIDENCE OR NOTES One action to carry into practice Classroom observation checklist Staff reflection and knowledge check Page 56 of 98

MICRO-TRAINING 10 / RATIO REFERENCE VISION & VOCATION STUDIO / MICRO-TRAINING SUITE / VOLUME 1 Independent educational material • Not an official ITERS-3 or ECERS-3 product or training 48 Ratio references and comparisons Kentucky licensing example NAEYC published comparison NAEYC's 2018 Staff-to-Child Ratio and Class Size chart lists the values below as suggested best practice. This dated reference is not a substitute for current accreditation criteria or licensing rules. Age categories differ from Kentucky's categories. Infant Kindergarten AGE CATEGORY AGE CATEGORY Preschool 3–4 years Preschool 4–5 years School-age 5–7 years Toddler 12–24 months Toddler 24–36 months Infant, birth–15 months 7 and older, full-day care Toddler/two, 12–36 months Preschool, 30 months–5 years 7 and older, before/after school School-age, kindergarten–third grade 1 : 5 1 : 6 1 : 4 1 : 6 1 : 10 1 : 12 1 : 14 1 : 15 1 : 25 1 : 20 1 : 10 1 : 12 1 : 15 RATIO STAFF : CHILDREN 8 10 12 20 24 28 30 30 30 12 20 24 30 CLASS SIZE MAXIMUM GROUP 922KAR2:120, Section2.These are Kentucky examples, not national requirements. Confirm the current rule and any applicable exceptions for the program. Maximum group sizes below apply to Type I centers. State rules vary. A "typical national ratio" cannot determine legal staffing. Use the verified program chart on the next page, and review mixed-age provisions, qualified staff, exceptions, and group-size rules. Page 57 of 98

MICRO-TRAINING 10 / CUSTOMIZABLE STAFF TOOL VISION & VOCATION STUDIO / MICRO-TRAINING SUITE / VOLUME 1 Independent educational material • Not an official ITERS-3 or ECERS-3 product or training 49 Program ratio and coverage template Complete this sheet using the official requirements for your license, location, and program. Keep it where staff can consult it. State or jurisdiction: __________________ Program/license: __________________ Pre-K Infants Toddlers Preschool School-age Young toddlers Older school-age / service type AGE GROUP OR LICENSE CATEGORY 1 : ______ 1 : ______ 1 : ______ 1 : ______ 1 : ______ 1 : ______ 1 : ______ Official source: __________________________________________________________ Verified by: __________________________ Date verified: ____________________ Mixed-age rule: __________________________________________________________ Exceptions or special conditions: _____________________________________________ Who qualifies to count in ratios: ______________________________________________ STAFF : CHILDREN ________ ________ ________ ________ ________ ________ ________ MAXIMUM GROUP Plan breaks, bathroom trips, diapering, transitions, outdoor play, and staff departures. Confirm relief before leaving. Notify the director immediately if requirements or safe supervision are at risk. Coverage reminders Rules that affect this chart Page 58 of 98

YOU’VE COMPLETED VOLUME 1 Stronger Practices. More Confident Staff. Better Days for Children. You’ve reached the end of Micro-Training Series: Volume 1—but the goal was never simply to complete ten trainings. The goal is to turn what your team has learned into consistent, everyday practice. Throughout Volume 1, your team has strengthened ten essential areas of child- care quality: Supervision & Positioning • Handwashing & Sanitation • Daily Routines & Transitions • Language That Builds Brains • Positive Guidance & Behavior Support • Classroom Setup & Materials • Documentation & Daily Notes • Safety & Emergency Preparedness • Meal & Snack Compliance • Staff Ratio & Coverage Along the way, you’ve also built a practical collection of posters, pocket cards, checklists, observation tools, staff activities, and director resources that can continue working for your program long after the trainings are complete. DON’T JUST COMPLETE IT—KEEP USING IT Return to these tools during staff meetings, classroom observations, coaching conversations, new-hire orientation, and anytime your team needs a quick refresher. Keep building your Pocket-Card System. Keep your posters visible. Revisit the checklists. Observe what is happening in classrooms—and coach the small practices that make the biggest difference. Training builds knowledge . Practice builds habits. Consistency builds quality. Page 59 of 98

Training Title: Date: Trainer: _______________________________________ Location: ____________________________________ # Staff Member Name (Print) Job Title Signature Time In Time Out Initials 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Staff Training Sign-In Sheet Child Care Compliance Academy — Official Attendance RecordAttestation: By signing above, I confirm my attendance at this training and acknowledge that I received all training materials associated with this session. I understand that attendance records may be reviewed during licensing inspections.

Date : Training Subject : No Staff Name (Printed) Signature Time- InDirectors SignatureNotes : Micro-Training Staff Attendance Sheet Page 61 of 98

PROGRAM REFERENCE VISION & VOCATION STUDIO / MICRO-TRAINING SUITE / VOLUME 1 Independent educational material • Not an official ITERS-3 or ECERS-3 product or training Quick contacts and emergency roles Complete, verify, and post according to program policy. Keep private family and child information in approved secure records. Director Classroom lead PROGRAM CONTACT Supervisor / designee Poison assistance contact Health consultant / nurse Child-care licensing office Alternate coverage contact Local police, non-emergency Child abuse reporting contact Local fire department, non-emergency NAME AND PHONE Call 911 for an immediate emergency in the United States. Follow the written plan and reporting obligations; never delay urgent action while trying to reach the director. My primary role: _________________________________________________________ My backup role: _________________________________________________________ Primary meeting point: __________________________________________________ Alternate meeting point: _________________________________________________ Verified by: __________________________ Date: __________________________ Emergency response Page 62 of 98

# 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 STAFF NAME REUSABLE TRAINING RECORD JOB TITLE VISION & VOCATION STUDIO / MICRO-TRAINING SUITE / VOLUME 1 Independent educational material • Not an official ITERS-3 or ECERS-3 product or training SIGNATURE TIME IN TIME OUT INITIALS Staff training sign-in sheet Training title:__________________________________________________________ Trainer: __________________________ Date: _____________________________ Location: _________________________ Duration: _________________________ By signing, I confirm my participation and receipt of the materials provided for this session. Keep completed records under applicable program requirements and retention policies. Page 63 of 98

REUSABLE TRAINING RECORD VISION & VOCATION STUDIO / MICRO-TRAINING SUITE / VOLUME 1 Independent educational material • Not an official ITERS-3 or ECERS-3 product or training Micro-training attendance and follow-up 1 2 3 4 5 6 7 8 9 # 10 11 12 PRINTED STAFF NAME SIGNATURE Director signature: ______________________________ Date: _________________ Training subject: _________________________________________________________ Date: _______________________ Facilitator: ______________________________ TIME IN Notes and follow-up Page 64 of 98

REUSABLE CERTIFICATE VISION & VOCATION STUDIO / MICRO-TRAINING SUITE / VOLUME 1 Independent educational material • Not an official ITERS-3 or ECERS-3 product or training 55 VISION & VOCATION STUDIO Certificate of completion This certificate recognizes for completing the following micro-training Training title Participant name Records participation in this session. This certificate does not represent approved professional-development credit unless separately authorized by the applicable agency. Training date: __________________ Duration: __________________ Director or facilitator name: __________________________________ Signature: __________________________ Date: _________________ Page 65 of 98

CERTIFICATEO F C O M P L E T I O NThe certificate is awarded tofor successfully completing the ______________________________________ Micro-Training Program conducted on _______________________Director’s Printed NameDateDirector’s SignatureDatePage 66 of 98

POSTERS & POCKET CARDS From Training to Everyday Practice At the back of this book, you’ll find a collection of Classroom Posters and Pocket Cards for each topic covered in this training packet. These ready-to-use resources are designed to reinforce key concepts, support staff consistency, and help turn what staff learn during micro- training into everyday classroom practices. Classroom Posters: Keep Key Practices Visible Display each Classroom Poster in a high-visibility area where staff can easily reference it throughout the day. These visual reminders reinforce important skills, safety procedures, and classroom expectations long after the training session ends. Build Your Pocket-Card System Each Pocket Card highlights an essential skill, routine, expectation, or safety reminder in a quick-reference format. Two Pocket Card styles are included, giving you the flexibility to choose the design that works best for your staff and program. To get started, simply cut out the cards, laminate them for durability, and distribute them to staff. Cards can be kept in pockets, attached to lanyards, or organized on binder rings, shower-curtain rings, or another convenient system. As staff complete additional micro-trainings, encourage them to add new cards to their collection, creating a personalized, growing library of practical classroom reminders. Use Pocket Cards to: Reinforce essential skills introduced during training. Refresh staff knowledge throughout the day. Promote consistent classroom routines and practices. Support coaching conversations and staff meetings. Provide quick reminders of safety procedures and expectations. Encourage staff to apply what they've learned in real classroom situations. Small Reminders. Stronger Daily Practices. The goal is simple: Make important information easy to find, easy to remember, and easy to put into practice. By combining visible Classroom Posters with convenient Pocket Cards, you create a practical reinforcement system that keeps learning active, supports staff accountability, and helps build a culture of consistent, high-quality care.

Page 68 of 98 POCKETPOCKET CARDSCARDS POCKET CARDS

CUT AND KEEP • SET 1 VISION & VOCATION STUDIO / MICRO-TRAINING SUITE / VOLUME 1 Independent educational material • Not an official ITERS-3 or ECERS-3 product or training 50 Staff pocket cards • Eyes on children; ears alert. • Choose a clear supervision position. • Move with the group. • Scan continuously; count frequently. • Address blind areas immediately. • Use a calm, respectful voice. • Acknowledge feelings and hold limits. • Teach a replacement skill. • Offer choices and support. • Practice, notice progress, and repeat. • Prepare the next activity. • Prompt with a warning and clear cue. • Participate when a child needs help. • Praise effort and cooperation. • Keep transitions calm and supervised. • Materials within reach. • Clear pathways. • Defined learning areas. • Review and refresh materials. • Books available and used. • Wet, soap, scrub at least 20 seconds. • Rinse thoroughly and dry. • Avoid recontaminating clean hands. • Clean before sanitizing or disinfecting. • Use the label's full contact time. • Describe what children notice. • Narrate meaningful actions. • Ask, pause, and listen. • Expand the child's message. • Support feelings and encourage ideas. Print at actual size.Cut on the borders, laminate if useful, and store on a ring or in an accessible staff location. The two final cards provide a program ratio reminder and quick contacts. Supervision and positioning Daily routines and transitions Positive guidance and behavior support Language that builds brains Handwashing and sanitation Classroom setup and materials Page 69 of 98

CUT AND KEEP • SET 2 VISION & VOCATION STUDIO / MICRO-TRAINING SUITE / VOLUME 1 Independent educational material • Not an official ITERS-3 or ECERS-3 product or training Staff pocket cards Jurisdiction: __________________ Age group: ___________________ Ratio: 1 : ____ Max group: ____ Mixed-age rule: _______________ Director phone: _______________ Confirm coverage before leaving. • Sit close and actively supervise. • Follow allergy and feeding plans. • Prepare food safely for the child. • Clean and sanitize eating surfaces. • Check before serving if unsure. • Facts only. • No opinions or assumptions. • No blame. • Clear sequence and staff response. • Professional tone and follow-up. Emergency: 911 Director: _____________________ Supervisor: ___________________ Classroom lead: _______________ Licensing office: _______________ Reporting contact: _____________ Health/poison contact: __________ • Never leave children unsupervised. • Maintain appropriate sightlines. • Apply the correct mixed-age rule. • Communicate and confirm coverage. • Stay within ratios and group sizes. • Stay calm; use the correct emergency plan. • Gather and account for children. • Evacuate by a safe route when required. • Recount and identify every child. • Report status and provide reassurance. Print at actual size. Cut on the borders, laminate if useful, and store on a ring or in an accessible staff location. The two final cards provide a program ratio reminder and quick contacts. Program ratio reminder Meal and snack compliance Documentation and daily notes Quick contacts Ratios and coverage Safety and emergency preparedness Page 70 of 98

POCKET CARDS

POCKET CARDsPage 74 of 98

Page 75 of 98

Page 79 of 98POSTERSPOSTERSPOSTERS

SEE EVERY CHILDMaintain full visibility at all times. Eliminate blind corners using intentional positioning.HEAR EVERY CHILDStay close enough to hear voices, play sounds, and distress cues. Avoid loud staff conversations that block awareness.ANTICIPATE NEEDSPredict behavior before it escalates. Move proactively toward potential safety risks.BACK TO THE WALLKeep your back to a wall or stable surface. Maintain a wide, unobstructed view of the entire room.MOVE WITH CHILDRENFollow the flow of play. Stay mobile and adjust your position as children move.NO BLIND CORNERS Position yourself so no child is ever hidden behind furniture. Use strategic placement during diapering, meals, and transitions.ADJUST DURING TRANSITIONS Increase awareness during high-risk moments. Reposition intentionally during arrivals, departures, meals, and outdoor play.NO CLUSTERINGAvoid grouping with other staff. Spread out to maximize coverage and visibility.SUPERVISION & POSITIONING ESSENTIALS"Quality begins with awareness."Page 80 of 98

Page 83 of 98

Page 84 of 98

RATIOS PROTECT CHILDREN

DIRECTOR FOLLOW-UP VISION & VOCATION STUDIO / MICRO-TRAINING SUITE / VOLUME 1 Independent educational material • Not an official ITERS-3 or ECERS-3 product or training 56 Continue the practice Continue building your staff resource collection as additional volumes become available. Notice details, address concerns early, recognize effective practice, and help staff understand both the routine and the reason behind it. Use the suite after the training session. Revisit posters and pocket cards, observe classroom practice, and coach one manageable improvement at a time. Use the observation pages to notice strengths and identify support needs. Revisit a topic during orientation, staff meetings, or a refresher. Keep training records according to program policy. Verify eligibility before claiming required training hours. Future training Your next follow-up Topic to revisit: __________________________________________________________ Practice to strengthen: ____________________________________________________ Look closely at everyday practice Train, practice, observe, coach, reinforce Responsible person: _______________________ Follow-up date: _______________ Coaching or materials needed: ______________________________________________ What staff are doing well: __________________________________________________ Page 95 of 98

REFERENCE RESOURCES https://www.cdc.gov/clean-hands/faq/ https://www.ersi.info/resources-3rdeditions https://apps.legislature.ky.gov/law/kar/titles/922/002/120/ https://foodbuyingguide.fns.usda.gov/Home/ResourceCenter VISION & VOCATION STUDIO / MICRO-TRAINING SUITE / VOLUME 1 Independent educational material • Not an official ITERS-3 or ECERS-3 product or training https://www.headstart.gov/safety-practices/article/active-supervision https://fns-prod.azureedge.us/cacfp/nutrition-standards/infant-meal-patterns https://www.cdc.gov/hygiene/about/how-to-clean-and-disinfect-early-care-and-education-settings.html https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/accreditation/early-learning/staff_child_ratio_0.pdf 57 References and use notes CDC • handwashing technique and supplies USDA • age bands, components, and footnotes USDA Food Buying Guide • Charts 4A, 4B, and 4C Staff-to-Child Ratio and Class Size • published 2018 922 KAR 2:120 • Section 2 staffing table and conditions Head Start • supervision strategies and child accountability ERS Institute • official resources and current additional notes CDC • cleaning, sanitizing, disinfecting, and product directions Independent educational material. Not an official ITERS-3 or ECERS-3 product or training. No endorsement by ERSI, NAEYC, USDA, or a licensing agency is implied. Checklists support coaching and do not replace official assessment instruments. Reference details reviewed November1, 2026. Requirements and guidance can change. Directors should verify the rules and procedures applicable to their setting before training staff. Hand hygiene Active supervision ITERS-3 and ECERS-3 Cleaning and surface care CACFP infant meal pattern CACFP child meal patterns Kentucky licensing example NAEYC historical comparison Page 96 of 98

READY FOR THE NEXT STEP? Continue with Micro-Training Series: Volume 2 Volume 1 established the foundation. Volume 2 builds on it. The next collection will give directors and staff additional focused micro- trainings, practical activities, ready-to-use tools, and quick-reference resources to strengthen quality across the program. And yes—there will be more Pocket Cards to add to your collection. KEEP LOOKING THROUGH A SURVEYOR’S EYE Notice the details. Catch concerns early. Coach before problems become patterns. Recognize what staff are doing well. And keep making small improvements that add up to better experiences for children. You don’t need a perfect classroom. You need a team that knows what to look for, understands why it matters, and keeps improving. SEE YOU IN VOLUME 2. Page 97 of 98COMINGSOON!

Page 98 of 98