Wisdom of the Children TCU ECE Initiatives *Select an optionCultivating Lakota Early Childhood Learning OpportunitiesFor the Wisdom of the Children: Strengthening the Teacher of Color PipelineKé’ Early Childhood Education Family Engagement InitiativeRestorative Teachings Early Childhood Education InitiativeYear *Select an optionYear 1Year 2Grant Term *Select an option2015-2016Fiscal Year *Select an optionJuly 2015-June 2016TCU NameTitle of your ProjectProject Director (Name, Title, Email)2nd Contact Person (Name, Title, Email)3rd Contact Person (Name, Title, Email)INSTRUCTIONS: The American Indian College Fund requests that your team report on the following information, providing as much detail as you can. The reported data will be compiled and used to report by TCU and also in aggregate form. It is imperative that your team takes the time to carefully identify the information and report everything in the following survey. Please do not leave any sections blank. If it does not apply enter “0”.Number of the grant related activities reported, indicate the number of activities by type. On average, how many hours per week did your team work directly in classrooms with early childhood teachers?Hours/week -- ENTER NUMBER OF HOURS -- IN WHOLE NUMBERS ONLY, ROUNDING UP. Team refers specifically to those from your TCU and your early childhood education teacher education program. Your estimates should be based on academic year. During current academic year, on average, how often did your early childhood teacher education program and its teachers engage parents and families of young children DIRECTLY?DailyMonthlyYearlyOur TCU ECE Program did not work directly with parents and familiesWeeklyEvery 6 MonthsBi-AnnualProvide additional information that will help us understand your TCU grantee team's engagement with families and young children, DIRECTLY. Be specific about focusing on activities that are related to increasing Native teachers in STEM and STEM opportunities for Native children and families.How often did your grantee team engage parents and families in the following ways: During the year: How often did your grantee team engage parents and families in the following ways. Insert a whole number ONLY, indicating the number of times your grant team has engaged in these sorts of family engagement activities. Provide your best estimate for each. Enter "0" if you did not engage in that specific activity.Chaperone field tripsVisit the classroom more than 2 times a monthEncourage reading to their child/childrenCollecting and analyzing child development data with the teacher(s)Developing and supporting implementation of specialized curriculumEnter specific activities & strategies, related to increasing Native teachers in STEM and STEM opportunities for Native children and families.Now, we would like to learn about the TCU students that your teacher early childhood education program serves. Please do not leave any sections blank, enter whole numbers only.Of the students currently enrolled in your ECE Teacher Education program, how many are single mothers?Of total number of single mothers reported as "enrolled in your program ECE Teacher Education program," how many have young children, ages 0-5?Of the students currently enrolled in your ECE Teacher Education program, how many are single fathers?Of the total number of single fathers reported "as enrolled in your ECE Teacher Education Program," how many have young children, ages 0-5?ExplanationAmerican Indian College Fund ECE Grant FundingPlease check here if you received funding under a College Fund ECE Grant during 2017Check all that apply, if your TCU received funding under a ECE Initiative grant prior to 2018Wakanyeja "Sacred Little Ones" InitiativeKe ECE Family Engagement InitiativeCultivating Lakota Early Childhood LearningRestorative Teachings TCU ECE InitiativeNow, we would like to know more about the numbers of families, teachers, tribes and partners connected to the funded work your TCU engaged in over the term of the grant, thus far: Number of families servedNumber of teachers trainedNumber of Tribes servedTeachers: means any individual who has identified as a "teacher" at a local partner program or school, Head Start, Language Nest, or ELC. A teacher can be a part-time teacher, an adult who supports instruction. The teacher does not need to hold a particular credential - the simple identification as teacher is sufficient. Trained: refers to completion of any professional development opportunities offered by or paid for by your TCU grantee team to strengthen early childhood education and instruction. Training includes, attendance to conferences, PD at your TCU, or completion of your teacher education program. Tribes: even if your program has 1 representative of a tribal nation, group, or community, include that 1 as a representative in your total count.All of the funded projects have engaged partners in the local community, regional area, nationally and internationally. Please provide the total count by year.Number of LOCAL PartnersNumber of REGIONAL PartnersNumber of NATIONAL PartnersNumber of INTERNATIONAL PartnersNumber of new programs launched since July 1, 2018 New programs launched can be, but are not limited to the following: new Associate degree program, new internship program, new family engagement program , new teacher institute, new program to educate Head Start teachers, new Literacy program within existing program, new international exchange program that supports the current program, etc. "New Programs launched" can also be new commitments to implement early childhood education initiatives, such as hosting an annual conference, or deepening your work in one of the five domains. Enter a whole number. If it does not apply enter "0".Degree ProgramChild DevelopmentFamily EngagementLanguage and CulturePre-K TransitionInternshipsAnnual Professional DevelopmentOtherNative teachers in STEM and STEM opportunities for Native children We would like to know a little more about the new programs your grant team launched. Please pick one major initiative/program focused on Native teachers in STEM and STEM opportunities for Native children and families that was launched for each of the following terms. Describe the program and outcome.Briefly describe new programs/initiatives launched focused on Native teachers in STEM and STEM opportunities for Native children and familiesTeacher Education ProgramExamples of "new components" of your teacher education program can be, but are not limited to: new courses, revised courses, new practicum, revised practicum, new degree requirements, new degree program, new articulation agreement with new transfer institution, new emphasis of language/culture in all teacher education courses, revised syllabus, etc. Enter a whole number. If it does not apply enter "0".Please attach relevant documents (i.e. program description, course syllabus, or revisions completed. Clearly label documents associated with a particular year of implementation or development).Drag and Drop (or) Choose FilesWe would like to know more about the new components of your teacher education program with respect to STEM in early childhood. Please use the space to describe what are the new components, include year they were launched, and why it was an important area of work to focus on.TCU Teacher Early Childhood Education Program EnrollmentPlease provide number of students enrolled in your TCU ECE Teacher Education Program, by academic year.If your TCU has more than one ECE program certificate or ECE degree program, how many of the total students reported above are enrolled in the different program types?Number of Grant Related Activities Consider academic year for the following from July to JuneLOCAL grant related activitiesREGIONAL grant related activitiesNATIONAL grant related activitiesINTERNATIONAL grant related activitiesInstructions: We would like you to report the total number of grant related activities (including any partnerships, co-sponsored, or pre-arranged activities) which support the ongoing work in early childhood education, teacher education program development, partnerships, specialized training, special initiatives to engage families and community, and partners. Please do your best to provide the best estimate of the total number of grant related activities. An activity is defined as one occurrence in which you are seeking to meet a grant purpose or outcome. Series of activities should be considered single activities within the series - each activity is one occurrence. If no activities enter "0", if not applicable leave blank Programmatic (TCU-based)Instructional (center / classroom based)Family EngagementProfessional DevelopmentResearch / Systematic and Collaborative InquiryData Collection / AnalysisCulture / Language-based Grant ActivitiesNumber of New Activity OccurrencesActivities NOT represented in this survey, enter unique activitiesChildren - Cohort Enter number of children served or impacted by your TCU program.Children, age 0-2Children, age 3-4Children, age 5-7Percent of children at or below poverty lineTotal number of childrenFamilies/ParentsNumber of families (as a unit) participating in grant related activitiesNumber of parents participating in grant related activitiesTotal number of parents who are also TCU studentsTCU Early Childhood Education Program Students Total number of students that began the Child Development Associate (CDA); Associates program; and/or Bachelors programTotal number of ECE students at your TCU that engaged in some aspect of the funded projectTotal number by gender (e.g. 34 females, 25 males)Total number - Full time working at local centerType of center: Daycare / Head Start / otherTotal number of student teachers graduated as of June 2018Total number of student teachers anticipate to graduate as of June 2019Total number of students expected to begin practicum by August 2018Average GPA of students in the AA/AS/AAS/BS/BA Early Childhood Education programAverage GPA in course developed under grantTotal number of Native students in the Teacher Education programTotal number of non-Native students in the Teacher Education programTotal number of students who speak their Native languageNumber of students learning their languageCommentsNumber of Native Teachers Trained By experience from novice pre-service teachers to experienced teachers. Please do not leave any sections blank. If it does not apply, enter "0".0-2 years3-5 years6-10 years11+ yearsCommentsDemographics of Native teachers trained, enter number of teachers by age.18-2930-3940-4950+CommentsNumber of Native teachers by Tribal AffiliationNumber of Native TeachersTribal Affiliation(s)How many students from the Teacher Early Childhood Education program entered the workforce?List workforce placements or career partnersOther significant data and information to share: Use this additional space to share other data that your project team and collaborators have been collecting, analyzing and making sense of over the course of your funded project/initiative.Please upload supporting evidence, documents, or files separately.Drag and Drop (or) Choose FilesFile UploadSend MessagePlease do not fill in this field.