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A Strategic Plan for Linking EEC Funding Streams into a

Coordinated System of Support for Children, Families

and the ECE/OST Workforce

EEC Mission and Delivers a Call to Action to:

Provide the foundation that supports all children in their development as lifelong learners and contributing members of the community, and to support families in their essential work as parents and caregivers.

EEC’s Three Year Strategic Directions Provide a Roadmap…

Create and implement a system to improve and support quality statewide.

Increase and promote family support, access and affordability.

Create a workforce system that maintains worker diversity and provides resources, supports, expectations, and core competencies that lead to the outcomes we want for children.

Create and implement an external and internal communications strategy that advocates for and conveys the value of early education and care to all stakeholders and the general public.

Build the internal infrastructure to support achieving the vision.

EEC: Developing a System of Networks:

“Given the complexity of social problems, pressure to reduce the cost of creating and implementing solutions, and the recent proliferation of small nonprofit organizations, networks offer a way to weave together or create capacities that get better leverage, performance and results... As the networked approach to governance proliferates..what becomes important is learning how to manage a government composed more and more of networks instead of individual people and programs…”

(Plastrik and McCarthy)

Funding to Support All Families

Funding to Support All Providers

Four Networks, designed to serve:

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Facts about Massachusetts’ 1M Children 0-13:

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Facts about Massachusetts’ 1.56M Families:

MA ranked 8th in the Nation as

the “Best State in Which to

Live” by Forbes Magazine, yet:

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Massachusetts Facts about our Workforce:

MA is a leader among other states in higher education, yet:

EEC: Committed to Fulfilling our Mission in an Environment of Limited Resources.

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Federal Funding Requirements Target Resources

Research supports prioritization

Mission: Serve ALL children and All Programs

KEY ASSUMPTION: EDUCATION BEGINS AT BIRTH

This assumption creates increased need for collaboration and support at the local level on

behalf of children, families and educators:

Families must be prepared and confident in their role as their child’s first teacher.

Education of children from birth through school age creates challenges and opportunities for the early education and out of school time workforce

Greater collaboration between families, social support networks in their communities and educators is essential.

Research points to a need for local collaboration:

“Collaborative approaches can contribute to strengthening the

human, social, and economic foundation of neighborhoods... Families are more stable and healthy if they can meet basic needs for housing, food, transportation, and employment. When schools team up with community organizations, families can gain access to a range of social services. Then they are in a better position to take advantage of other opportunities, such as counseling, additional education, and job training.”

(Henderson, Mapp, Johnson and Davies)

Required: Embracing Core Beliefs on Parent Involvement:

1. All parents have dreams for their children and want the best for them

2. All parents have the capacity to support their children’s learning

3. Parents and educators should be equal partners

4. Responsibility for building these partnerships rests primarily with educators.

Which will result in proven benefits for families and children:

(Henderson, Mapp, Johnson and Davies)

Theories of Change:“How early and intermediate

accomplishments set the stage for producing long range results.”

Core Elements:1. “A pathway that illustrates the relationship

between a variety of outcomes that are each thought of as preconditions of the long-term goal.

2. Assumptions that explain why the theory makes sense

3. Indicators that are defined to be specific enough to measure success.

4. Interventions that are used to bring about each of the preconditions on the pathway.” (Anderson)

Applying a Theory of Change:Can help EEC to use data and evaluation to

move the field from compliance to a partnership between committed

stakeholders working to support all children in their development as lifelong

learners.

Together we can deliver on our mutual aspirations to support families in their

essential work as parents and caregivers. The following Pathway will help EEC develop

a system of 4 funded networks :

A Pathway to an Integrated System:

EEC Mission: Provide the foundation that supports

all children in their development as lifelong learners and contributing

members of the community, and to support families in

their essential work as parents and caregivers.

Indicators:

Outcomes:

Interventions:

Assumption: Education Begins at Birth.

Parent Involvement

Parent Involvement

Coordinated Services

Coordinated Services Quality CareQuality Care

Research Best

Practice

Develop Purchasin

g Standards

Develop Networks/Systems

On-Going Evaluation to inform future

design

Gather and Share

Data

Positive Child

Outcomes

Positive Child

Outcomes

CFCE, CCR&R, EPS and ECMH

Finding a Medical Home

Literacy Activities & Playgroups

Screenings Community EventsSubsidies

A Pathway for Supporting Families as their Child’s First Educator

Information

All Families

All Programs in the mixed

delivery system.

ECMH, EPS, CCR&R, and CFCE

Referrals

Professional Development

Mental Health Consultation

Scholarships

Subsidy Management

Coaching & Mentoring

A Pathway Supporting Educators’ Capacity to Meet the Needs of Children and Families

All Families

All Programs in the mixed

delivery system.

EPS, CFCE, MH and CCR&R4 Programs with a Common Design:

Regionally/locally based Focused on the needs of adults and supporting

adult/child interaction Relationship-based: Supported by the

Strengthening Families approach Not primarily focused on family income, though

prioritize families with greater needs Prioritize communities with multiple indicators of

need. Expand upon and support quality in new

licensing regulations and QRIS Allow for differentiation to meet local needs

And Common Goals:

The delivery of quality services through enhanced knowledge and skills.

A strengths-based model of family support – inclusive of all, with prioritization of those most at risk.

Working together to build an integrated system.

The leveraging of resources to maximize impact.

Each EEC Grant must have a pathway of its own that builds toward this agenda

A brief description of each of the grants’: Purpose Method of delivery Size, number and geography Grantee description FY ‘11 Pathway Key outcomes to date

Educator Provider Support EPS

Purpose: To provide professional development opportunities in the areas of: educator and provider planning, coaching and mentoring and competency development that strengthen individual educators and the programs where they work.

Method of delivery: development of individual plans, coaching and mentoring and courses (with currency: CEU, credit) that lead programs toward accreditation and upward movement on the QRIS.

FY ‘11 Funding: $ 3.3 via competitive bid. Number of Grants: 6, one per region. Description of grantees: Partnerships

including: IHS, Non-Profits, CCR&Rs, and Public Schools.

EPS FY ’11 Pathway:

Indicators:

FY ’11 Interventions:

Assumptions: Understanding the needs of the workforce is essential to the development of well prepared educators and high quality services. Massachusetts’ diversity is an asset to our workforce and in preparing children for a globalized world Responsibility for building partnerships between school and home rests primarily with educators.

Educator Competency and Program

Quality

Outcomes, July – November 2010:

Define RFR & Hold

Competitive Bid

Develop Registry &

Regional EPS Networks

Require Monthly

Reporting of

Outcomes

UMass /WheelockEvaluation

New Concept of PD Delivery

Established

New Concept of PD Delivery

Established

29,037 Entered in PQ

Registry

29,037 Entered in PQ

Registry

1,210 receive coaching/mentoring

1,210 receive coaching/mentoring

1,737 educators take Courses with

Currency

1,737 educators take Courses with

Currency

361 Agencies identify their

PD Goal

361 Agencies identify their

PD Goal

Intentional Professional Development with an IPDP

23 Educators and Providers

Proposed Changes to FY’12 EPS Grant:

Earmark $1.1M for the provision of courses that result in competency development. Gather more specific data on each course a

grantee or partnering grantees intend to offer in FY 2012 and

Statewide course catalogue/calendar available by July 1, 2011: submitted regionally and reviewed state-wide to ensure access meets needs

Ensure that professional development  opportunities are accessible across each region and meet local needs

Allow EEC greater flexibility to move funds from one grantee to another to address unmet local needs. 

Bring effective EEC-funded pilot projects to scale (i.e. ERS training, literacy projects, DLL, etc.)

Strengthen Link with EOE’s Readiness Centers24

Early Childhood Mental Health ECMH

Purpose: promote the healthy social and emotional development of children, build the capacity of the workforce, reduce the number of children suspended or expelled, promote collaboration and maximize resources.

Method of delivery: on-site and telephonic consultation to programs, classrooms, teachers, families and children.

FY ‘11 Funding: $1.25 via competitive bid. Number of Grants: 6, one per region. Description of grantees: Clinics, Social

Service Agencies, ECE Programs.

ECMH FY ‘11Pathway:

Indicators:

FY ’11 Interventions:

Assumptions: “The physical and mental well-being of family members is an important factor affecting a family’s economic success, the readiness and success of children in school.” (1) Early childhood educators are concerned about young children showing signs of serious emotional distress and need training and assistance around managing challenging behaviors. (2)

Children enter school

ready to learn

Outcomes July 1 – Nov 30 2010:

Define RFR Parameters

Hold Competitive

Bid

Develop Regional

ECMH Networks

Require Monthly

Reporting of Outcomes

External Stakeholder Feedback

99.7% Children Served Retained

in Programs

99.7% Children Served Retained

in Programs

560 Children in 440 Programs

Receive Consultation

560 Children in 440 Programs

Receive Consultation

1,500 hours consultation

provided

1,500 hours consultation

provided

Aggression Identified as top behavior

challenge

Aggression Identified as top behavior

challenge

Staff Consultation

Identified as top intervention

strategy used

Staff Consultation

Identified as top intervention

strategy used

Proposed Changes to FY12 ECMH Grant

Focus grant activities on classroom –level services. Tertiary services to be referred to providers with 3rd party billing capacity (these services not to be covered with grant funds and services not to be denied due to lack of 3rd party billing capacity)

Increase capacity to identify demand for services and unmet need.

Child Care Resource and Referral CCR&R

Purpose: Level One: Voucher Management (8) Level 2: Information and Referral (9 +

MA211) Level 3: State-Wide Consumer

Information (2) Method of delivery: Face to face, via

central office and outpost locations, telephonic and on-line.

FY ‘11 Funding: $5.5M via competitive bid Description of grantees: Non-profit

agencies and programs with years of prior experience offering CCR&R services.

CCR&R FY ’11 Pathway:

Indicators:

FY ’11 Interventions:

Assumptions: Families want the highest quality care that they can afford. All parents have dreams for their children and want the best for them. (Mapp) Families can

identify quality and have easy

access to info and referrals

and

subsidies.

Outcomes July 1 – Nov 30, 2010:

Define RFR Parameters

(3 Levels)

Hold Competitive

Bid

Purchase State-wide telephonic

Service

Monthly Reporting

of Outcomes

Require NACCRA Quality

Assurance

7,705 Families Receive a Referral

7,705 Families Receive a Referral

Ave. 10,700 vouchers

written per Month.

Ave. 10,700 vouchers

written per Month.

38% Decrease in Preschool

waitlist Sept – Dec.

38% Decrease in Preschool

waitlist Sept – Dec.

MA211 line and 26 CCR&R

Outposts established

MA211 line and 26 CCR&R

Outposts established

42% Programs with voucher enrollment

42% Programs with voucher enrollment

MA211 Outcomes to Date Referral:

862 callers received information on child care, of these, 44% also received 3rd-party referrals to other agencies (food stamps, transportation, job assistance, etc.)

All CCR&Rs sharing access to NACCRA databases Information:

Postcards sent to 3,249 Pediatricians and Obstetricians

Radio spots on 5 stations (22% callers report hearing of MA211 via radio)

986,877 Impressions on Facebook 130+ Child Related Tweets on Twitter Attendance/distribution at 2 Events

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Prioritization for FY’12 CCR&R Contract Provisions:

Increased focus of CCR&R efforts on the following objectives:

Provision of High Quality, Comprehensive Information and Referral Services to ALL families.

Quality Assurance (continued progress in NACCRA Certification Process)

Efficient Voucher Management of differentiated caseloads, with minimal wait time for families and high customer satisfaction.

Increased outreach to and monitoring of voucher providers.

Coordinated Family and Community Engagement CFCE

Purpose: Build the local infrastructure of supports and services for all families

Method of delivery: provision of consumer information, offering of family engagement, education and literacy activities, development of networks, support for transition supports and coordination of resources..

FY 11 Funding: $14.5M via grant renewal Number of Grants: 110 grantees statewide Description of grantees: Public Schools,

non-profits, home-visiting programs.

CFCE FY ‘11Pathway:

Indicators:

FY ’11 Interventions:

Assumption: Families are essential partners in the health and education of their children. All parents have dreams for their children and want the best for them All parents have the capacity to support their children’s learning. (Mapp)

Coordinated Local

Support for all Families

Require collaboration in grant renewal

Incorporate Strengthening

Families

Monthly Reporting of Outcomes

Strengthening Families Self Assessment

A space for families in 110 communities

A space for families in 110 communities

11,700Referrals to

Services

11,700Referrals to

Services

2.900 Families Receive Literacy-

focused Home Visit

2.900 Families Receive Literacy-

focused Home Visit

1.200 Local Networking

Opportunities Held

1.200 Local Networking

Opportunities Held

Outcomes July 1 – Nov 30, 2010:

19,000 Families Receive info on Kindergarten

19,000 Families Receive info on Kindergarten

CFCE Self -Assessment Findings:

CFCE Programs are most confident in the areas of: Welcoming ALL families Making a wide range of information available via

many avenues Providing info on services in the local community (DV,

Shelter, Mental Health, Food Pantry etc.) Supporting transition to kindergarten Helping parents understand and support the

social/emotional development of their child. CFCE Programs are least confident in the areas of:

Involvement of/outreach to fathers Language and Culture: materials in languages other

than English and awareness of parenting practice across cultures.

Trauma: training for staff and addressing the impact of trauma on children and families34

CFCE

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Proposed Changes to FY12 CFCE Grant:

Condense Objectives from 5 to 3 Target direct service efforts for families

on literacy-based activities Emphasize referral over provision, of

comprehensive services. Establish a funding formula that

ensures a minimum staffing level of at least one part time person per grantee.

Address Strengthening Families Self-Assessment Findings.

A Pathway to an Integrated System, FY’12:

EEC Mission: Provide the foundation that supports

all children in their development as lifelong learners and contributing

members of the community, and to support families in

their essential work as parents and caregivers.

Indicators:

Outcomes:

Interventions:

Assumption: Education Begins at Birth.

Parent Involvement

Parent Involvement

Coordinated Services

Coordinated Services Quality CareQuality Care

Research Best

Practice

Develop Purchasin

g Standards

Develop Networks/Systems

On-Going Evaluation to inform future

design

Gather and Share

Data

Positive Child

Outcomes

Positive Child

Outcomes

FY '12 Funding Renewal - Indicators Remain the Same:

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Interventions and Outcomes Develop FY’11 to FY’12:

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Outcomes:

Parent Involvement

Parent Involvement

Coordinated Services

Coordinated Services Quality CareQuality Care

Positive Child

Outcomes

Positive Child

Outcomes

Interventions:FY ‘11

FY ‘12

Will continue to be based on data and grant-specific interventions

Overview of Proposed Changes for FY ‘12:

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In Summary: Research points to the following

approaches to the long-term success of all children:

Start early in the life of the child Engage and involve families and

caregivers Support educators so that they are best

prepared to take the lead in partnering with families and together ensuring the best outcomes for all children.

CFCE, CCR&Rs, ECMH and EPS systems are on track to make this

happen in Massachusetts.

Coming Soon, Additional Supports to Local Systems:

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Help Me

Grow

DLL Policies

ECIS

SACCareer Lattice

Head Start and Public

School MOUs

CAYL CCR&R Business

Model

Financial Literacy

Pilot

Grant Renewals for FY12

New Wait List