Transcript Coordinated Family and Community Engagement

FY 13 Coordinated Family and
Community Engagement Grant
Coordinated Family and Community
Engagement Framework
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In concert with state partners, such as CTF and DCF, EEC
employs the Strengthening Families Protective Factors
Framework for our work with families. (parental resilience;
knowledge of parenting and child development; Concrete
support in times of need and children’s social and emotional
development)
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The Coordinated Family and Community Engagement
(CFCE)grant aligns with the goals and priorities of EEC’s
Indicators of Success under the Family Support, Access
and Affordability section of the EEC Strategic Plan.
Coordinated Family and Community
Engagement: Overarching Priorities
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Ensure equitable and effective implementation
of the family engagement and strengthening families
strategy across the state to support child development.
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Link our statewide network of family engagement and
community supports to evidence-based practices for
literacy and universal child screening while expanding
the availability of culturally and linguistically
appropriate resources to families.
FY13 CFCE Grant Priorities
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Actively identify and serve families that are the most
socially isolated, “hard to reach,” and hence at greatest risk
for developmental delays;
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Provide high-quality, accurate consumer information
and parent education based on science;
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Provide evidence-based early and family literacy
programming;
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Support families through the continuum of services and
supports needed for child development birth to 13,
including intentional support into kindergarten, and
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Provide linkages to comprehensive services to support
optimal child development for families and for early education
and care programs.
CFCE: Core Functions
While focusing on priorities, CFCE core functions remain:
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Provide access to EEC Financial Assistance through the
waitlist;
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Conduct universal outreach;
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Provide parent leadership opportunities;
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Support and maintenance of at least one free, child safe,
accessible public space (e.g., family center) where families
can take their children to play, find information on community
resources, access parenting education opportunities, support
literacy, and network with other families, and
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Implement an effective birth to eight community-based
advisory council.
FY13 CFCE Expectations
Create intentional family engagement activities and connections
that create trusted relationships with families.
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Select an evidence-based early literacy model that meets
specific criteria and EEC approval;
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Incorporate the use of the Ages and Stages Questionnaire
as a tool to enhance families’ understanding of child
development and to link families with community-based
resources;
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Incorporate the use of the EEC parental consent form as
part of the Early Childhood Information System (ECIS);
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Participate in training to support the financial literacy skills
of families;
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Align implementation of parent/child playgroups
with specific EEC guidelines.
FY13 CFCE Expectations
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(continued)
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Engage in partnerships with local libraries
and/or museums.
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Participate in the Massachusetts Home
Visiting Initiative if available in their
community as a resource.
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All awarded FY13 CFCE contracts deemed
conditional will be rebid in FY14
FY13 CFCE Expectations: Evidence-based
Literacy Models
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Grantees will incorporate the use of evidence-based, EEC approved
early literacy models that ensure focus on home language
development.
Acceptable Evidence-based models will include:
Interactive Book Reading, which promotes expressive/receptive
language development and includes explicit interactive techniques
such as asking children to point to the story title, predict what might
happen next, and retell story events.
Dialogic Reading,5 which promotes Verbal Fluency/Auditory
Comprehension, scaffolds adult-child language interaction around
reading, and can be used to assess and support oral language and
Vocabulary development through multiple readings and conversations
about books.
from http://www.childtrends.org/Files/Child_Trends-2011_06_10_FS_WWLanguage.pdf “WHAT WORKS FOR EARLY
LANGUAGE AND LITERACY DEVELOPMENT: Lessons from Experimental Evaluations of Programs and Intervention Strategies ,”
Alison Chrisler, M.A. and Thomson Ling, Ph.D. June 2011
5 retrieved from http://dww.ed.gov/Preschool-Language-and-Literacy/Use-Interactive-and-DialogicReading/practice/?T_ID=15&P_ID=31
4 retrieved
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FY13 CFCE: Evidence-based Literacy Models
Grantees will respond to a Request for Information (RFI) in their
FY13 applications. They will propose the use of an evidence-based
early literacy model. Funding for this aspect of the FY13 grant will be
competitive.
Criteria for evaluating literacy proposals will include:
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Evidence that grantee understands the selected model and
documentation of the evidence that supports its use;
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Clarity of implementation plan;
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Role of model in the larger community context e.g. other existing
models and resources supporting early literacy;
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Proposed number of child/families to be served, and
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Overall capacity of grantee to implement the model.
FY13 CFCE Funding
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FY13 CFCE Renewal grant will be level funded
at $13,665,637.00 pending final State Budget
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Early Learning Challenge funds provide the
opportunity to enhance the implementation of
evidence-based literacy models, provide training
to support the implementation of the ASQ and
ASQ-SE, and offer financial literacy training for
the CFCE grantees.
Feedback: Policy and Research Committee
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Benefits of CFCE Model: Measuring Impact
 Is there anything quantifiable that EEC could provide for the
Board that would show that merging the grants was a good
way to go...e.g. saving money, more families served?
Role in Professional Development
 CFCE grantees seem to be confused about their role in
professional development.
 Do CFCE grantees still conduct networking meetings in their
communities?
Strengthening the CFCE Model
 How do we share and infuse best practices among the CFCE
grantees?
 How are we building on existing initiatives? How do we give
TA to grantees to build their capacity?
Prioritizing Community Needs
 Are we prioritizing high risk communities? Are we using that
as a guide for funding and intensity of support with ELC
funds?
Feedback: Policy and Research Committee
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Is there anything quantifiable that EEC could provide for the Board that would
show that merging the grants was a good way to go...e.g. saving money, more
families served?
EEC collects monthly data from CFCE grantees, which reflects the numbers of families and children
served in a variety of areas. The method and questions for CFCE data collection is not the same
as data collection for each of the former grant models. With the development of the ECIS and
implementation of the parental consent, we will have a consistent means for collecting
unduplicated numbers and specific child level data giving us the ability to identify the risk factors
of the children we serve and to measure the impact the CFCE programming and supports on child
growth and development. In terms of funding, CFCE funding has been reduced each year since
the three grant programs were merged.
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CFCE grantees seem to be confused about their role in professional
development.
With the transition to the statewide EPS model two years ago, the role of CFCE grantees shifted
from being providers of professional development to providing linkages for educators and
providers to professional development opportunities, primarily through the EPS grantee for
information and support related to coaching and mentoring, individual plans, etc. CFCE grantees
also provide information to the EPS grantees about the professional development needs of the
educators and providers in their communities. There is explicit language in the CFCE RFP defining
their role with educators, providers and early education and care programs. EEC has implemented
regional grantee meetings so CFCE, EPS, CCRC and Mental Health grantees can meet quarterly to
learn more about the role each plays in the early education and care system and to talk about
how they work together.
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Do CFCE grantees still conduct networking meetings in their communities?
CFCE grantees can offer up to four opportunities for early education and care programs in their
communities over the course of the year for information and resource sharing, including hosting
the EPS or Mental Health grantee to talk about their roles. These meetings are not trainings or
professional development opportunities.
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Feedback: Policy and Research Committee
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How do we share and infuse best practices among the CFCE grantees?
In FY12, EEC has connected CFCE grantees to a variety of professional development opportunities, such as
the STEM Summit, ROR literacy training , etc. CFCE statewide meetings include training/information on best
practices. Previous meetings have included Harvard’s Karen Mapp sharing research and guidance about the
impact of family engagement on children‘s outcomes and the Brazelton Institute’s Dr. Jayne Singer
introducing grantees to the “Touchpoints” approach; 6
CFCE Grantees have opportunities to network at the CFCE statewide meetings to share best
practices. Previous meetings have included small group discussions around data collection, summer
activities, etc. We can also look to our network and identify coordinators who are particularly good in one
aspect of CFCE to offer peer training.(e.g. engaging fathers)
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How are we building on existing initiatives? How do we give TA to grantees to build their
capacity?
EEC Regional Family and Community Quality Specialists provide ongoing technical assistance and
support to grantees. EEC works with grantees to ensuring that grant funds are allocated to support
appropriate activities representing all grant objectives.
Early Learning Challenge funds will enable EEC to build on existing initiatives, especially in the areas
of evidence-based, early literacy programming, promoting family financial literacy, etc
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Are we prioritizing high risk communities ? Are we using that as a guide for funding and
intensity of support with ELC funds?
CFCE is a resource for all families, with a specific priority to “Actively identify and serve families that are the
most socially isolated, “hard to reach,” and hence at greatest risk for developmental delays.” The ELC will
allow EEC to infuse evidence-based literacy models in communities, especially those with high needs.
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Please see long version of CFCE Board Slides, Efforts to Support CFCE Implementation, slides 10-18 for more information;
Next Steps
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EEC will issue a request for proposals to
all current Coordinated Family and
Community Engagement Grantees.