EEC Mission and Delivers a Call to Action to:

1. A Strategic Plan for Linking EEC Funding Streams into a Coordinated System of Support for Children, Families and the ECE/OST Workforce

2. 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.

3. 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.

4. 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)

5. Four Networks, designed to serve: Funding to Support All Providers Funding to Support All Families

6. Facts about Massachusetts’ 1M Children 0-13:

7. Facts about Massachusetts’ 1.56M Families: MA ranked 8th in the Nation as the “Best State in Which to Live” by Forbes Magazine, yet:

8. Massachusetts Facts about our Workforce: MA is a leader among other states in higher education, yet:

9. EEC: Committed to Fulfilling our Mission in an Environment of Limited Resources. Mission: Serve ALL children and All Programs Federal Funding Requirements Target Resources Research supports prioritization

10. 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.

11. 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)

12. Required: Embracing Core Beliefs on Parent Involvement: • All parents have dreams for their children and want the best for them • All parents have the capacity to support their children’s learning • Parents and educators should be equal partners • Responsibility for building these partnerships rests primarily with educators. Which will result in proven benefits for families and children: (Henderson, Mapp, Johnson and Davies)

13. Theories of Change:“How early and intermediate accomplishments set the stage for producing long range results.” Core Elements: • “A pathway that illustrates the relationship between a variety of outcomes that are each thought of as preconditions of the long-term goal. • Assumptions that explain why the theory makes sense • Indicators that are defined to be specific enough to measure success. • Interventions that are used to bring about each of the preconditions on the pathway.” (Anderson)

14. 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 :

15. 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. Assumption: Education Begins at Birth. Indicators: Interventions: Research Best Practice Develop Purchasing Standards Develop Networks/Systems Gather and Share Data On-Going Evaluation to inform future design Outcomes: Parent Involvement Coordinated Services Quality Care Positive Child Outcomes

16. A Pathway for Supporting Families as their Child’s First Educator Finding a Medical Home Literacy Activities & Playgroups Information CFCE, CCR&R, EPS and ECMH All Programs in the mixed delivery system. Subsidies Screenings Community Events All Families

17. A Pathway Supporting Educators’ Capacity to Meet the Needs of Children and Families Referrals Subsidy Management Mental Health Consultation ECMH, EPS, CCR&R, and CFCE All Programs in the mixed delivery system. Scholarships Professional Development Coaching & Mentoring All Families

18. 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

19. 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.

20. 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

21. 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.

22. EPS FY ’11 Pathway: 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. Indicators: Educator Competency and Program Quality FY ’11 Interventions: UMass /Wheelock Evaluation Require Monthly Reporting of Outcomes Define RFR & Hold Competitive Bid Develop Registry & Regional EPS Networks Outcomes, July – November 2010: New Concept of PD Delivery Established 29,037 Entered in PQ Registry 361 Agencies identify their PD Goal 1,210 receive coaching/ mentoring 1,737 educators take Courses with Currency

23. Intentional Professional Development with an IPDP Educators and Providers

24. 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 Centers

25. 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.

26. ECMH FY ‘11Pathway: 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 Indicators: FY ’11 Interventions: Define RFR Parameters Hold Competitive Bid Develop Regional ECMH Networks Require Monthly Reporting of Outcomes External Stakeholder Feedback Outcomes July 1 – Nov 30 2010: 1,500 hours consultation provided Aggression Identified as top behavior challenge Staff Consultation Identified as top intervention strategy used 99.7% Children Served Retained in Programs 560 Children in 440 Programs Receive Consultation

27. 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.

28. 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.

29. CCR&R FY ’11 Pathway: 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. Indicators: FY ’11 Interventions: Purchase State-wide telephonic Service Monthly Reporting of Outcomes Require NACCRA Quality Assurance Define RFR Parameters (3 Levels) Hold Competitive Bid Outcomes July 1 – Nov 30, 2010: Ave. 10,700 vouchers written per Month. 38% Decrease in Preschool waitlist Sept – Dec. 42% Programs with voucher enrollment MA211 line and 26 CCR&R Outposts established 7,705 Families Receive a Referral

30. 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

31. 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.

32. 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.

33. CFCE FY ‘11Pathway: 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) Indicators: Coordinated Local Support for all Families FY ’11 Interventions: Strengthening Families Self Assessment Incorporate Strengthening Families Monthly Reporting of Outcomes Require collaboration in grant renewal Outcomes July 1 – Nov 30, 2010: A space for families in 110 communities 11,700 Referrals to Services 19,000 Families Receive info on Kindergarten 2.900 Families Receive Literacy-focused Home Visit 1.200 Local Networking Opportunities Held

34. 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 families

35. CFCE

36. 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.

37. 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. Assumption: Education Begins at Birth. Indicators: Interventions: Research Best Practice Develop Purchasing Standards Develop Networks/Systems Gather and Share Data On-Going Evaluation to inform future design Outcomes: Parent Involvement Coordinated Services Quality Care Positive Child Outcomes

38. FY '12 Funding Renewal - Indicators Remain the Same:

39. Interventions and Outcomes Develop FY’11 to FY’12: Interventions: FY ‘11 FY ‘12 Outcomes: Will continue to be based on data and grant-specific interventions Parent Involvement Coordinated Services Quality Care Positive Child Outcomes

40. Overview of Proposed Changes for FY ‘12:

41. 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.

42. Coming Soon, Additional Supports to Local Systems: ECIS New Wait List DLL Policies Help Me Grow Grant Renewals for FY12 Career Lattice SAC Head Start and Public School MOUs CAYL CCR&R Business Model Financial Literacy Pilot