Transcript Prevention Initiative Bidders Conference

ECBG Prevention Initiative
FY 10 Bidders Conference
Illinois State Board of Education
Kay Henderson
Early Childhood Division Administrator
Raydeane James
Principal Consultant
217-524-4835
Prevention Initiative Overview
Purpose/Focus
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Year round Intensive services to high risk families of children
under age 3
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Program model that supports the development of children
under age 3 by focusing on the child and family
Funding/History
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Currently over 270 Birth to Three programs
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FY09 received 96 proposals asking for a $23.6 million
Prevention Initiative
Request
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12.5 million---Cost of living
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45 million---COL/serve more kids
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11%---Birth-Three
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1985 – 2008 /never a decrease – level funding 3 years
Supports
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Birth – Three Training and Technical Assistance
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Social Emotional
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Birth – 5 Evaluation
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Other opportunities through state collaborations
Eligible Applicants
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School districts and other entities with experience in
providing educational, health, social and/or child
development services to young children and families
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Child care centers holding appropriate DCFS licensure
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Currently funded Prevention Initiative programs to
expand
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Any remaining Parental Training programs may apply
for additional funding to convert to a prevention
initiative program
Applicants may apply
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Start a new program,
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Expand an existing program to serve more
families,
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Add to a currently funded parental training
program, a component that would convert
and meet all of the requirements of the
Prevention Initiative.
Continuation / Conversions – eGMS on
IWAS
Competitive Grant Awards

Will vary depending on the program
model and the intensity of services
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Grant period: July 1, 2009-June 30, 2010
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Joint applications accepted
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Designated administrative agent
Authorized official signature
Participate in only one application for PI
Application Submission
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4:00 p.m. May 19, 2009
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Mail to ISBE Springfield office or drop-off at ISBE
Springfield or Chicago locations
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Submit original (original signatures) and 5 copies
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No FAX or e-mail copies accepted
New Funds Timeline
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May 19 – Proposals due
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May 26 – June 8 – Competitive reading
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July 1 or later* - Grant award notification
*Based on approval of the state appropriation
Prevention Initiative
PROGRAM
Specifications
Prevention Initiative
Offer coordinated intensive and comprehensive services
to help families build a strong foundation for later school
success
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Services to expectant parents and families with high
risk children ages birth to 3 years
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Assist families to build protective factors within the
child and family that includes the child’s
development of social-emotional, cognitive,
communication and motor skills as well as
development of effective parenting skills
Screening
Evaluation
Research- Based
Program
Model and Curriculum
for
Parent Education
Professional
Development
Qualified Staff
and
Organizational
Capacity
9
Program
Components
Family and
Community
Partnerships
Case
Management
Services
Developmental
Monitoring
Individual
Family
Service Plan
(IFSP)
Component 1
Screening to determine eligibility
Appendix B
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Identify neediest children in your community
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Obtain written permission from parents
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Measure child development
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Address all domains of development, including social emotional
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Parent interview (in parent’s home language)
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Obtain child’s health history, social development
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Criteria to assess the child’s at-risk factors (environmental,
economic and demographic information)
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Prenatally or prior to children turning 4 months -Eligibility based on
family and environmental at risk factors
Suggested At-Risk Criteria
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Educational (age) level of parents;
Employment conditions;
Rates of infant mortality, birth trauma, low birth
weight or pre-maturity;
Homeless families;
The number of families where a language other
than English is spoken;
Rates of poverty, child abuse and neglect; and
Information regarding drug/alcohol abuse
Component 2
Research-Based Program Model
and Curriculum for Parent Education
Appendix B & C
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Families will receive intensive, research based and comprehensive services
Program model will guide the provision of services
Designed so that parents will gain knowledge and skills in parenting and
provide for the developmental needs of their children.
Designed to make sustainable changes in families
Requirements
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Intensive and regular one-on-one visits with parents
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Education activities (site based or home based)
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Group activities and instruction between parent and child
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Aligned with the Illinois Birth – Three Program Standards
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Appropriate staff, based on model
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Appropriate case load
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Staff development and training opportunities
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Program supervision/
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Other services based on program model
No fees are charged for parents to participate in this program
Component 2
Research-Based Program Model
and Curriculum For Parent Education
Appendix B
Curriculum is designed to address the
seven designated areas of instruction and training
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child growth and development, including prenatal development;
childbirth and child care;
family structure, function and management;
prenatal and postnatal care for mothers and infants;
prevention of child abuse;
the physical, mental, emotional, social, economic and
psychological aspects of interpersonal and family relationships;
and
parenting skill development.
Current Program Models
Appendix C
Healthy Families
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Home visiting program for parents of at-risk newborns, works with
parents and provides tools and support to raise and nurture their
children without physical and emotional violence
Parents As Teachers
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Birth-5 early education and support program, based on the belief that
the parent is the child's first and most influential teacher
Baby TALK
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Mission is to positively impact child development and nurture healthy
parent-child relationships during the critical early years
Early Head Start Center Based Model
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Serves pregnant women, infants and toddlers from low income
families. This classroom model includes using all Prevention
Initiative program specifications.
Prevention Initiative Models
DIRECT SERVICE STAFF CASE LOAD AND QUALIFICATIONS
REFERENCE SHEET
Appendix C
Direct Service
Staff FTE
PAT # of Families
Expected
Baby TALK
# of Families
Expected
HF
# of Families
Expected
EHS Center Based
Case loads and
Ratio Children to
Adult
Direct Service
Staff
Qualifications
Bachelor's degree
(preferred) Parent
Educator
Bachelor’s degree
(preferred) or an
associates degree.
Educational
requirements =
HS diploma
Training-4 day
Core Training.
Teaching staff at
least a AA or
equivalent.
Programs may include
alternative education or
work history
requirements.
Initial 5-day Born to
Learn training (33
hours). + 6 hours of
follow-up.
Annual certification is
required to use the
PAT model and
curriculum materials.
4-day training.
Practitioners are
certified for the
year of their
training, and they
renew that
certification
annually.
+ ongoing
inservice
training
Parent
Educators/Home
visitors-minimum of
a Level 1 credential
on Career lattice (45
hours)
Prevention Initiative Models
DIRECT SERVICE STAFF CASE LOAD AND QUALIFICATIONS REFERENCE SHEET
Direct
Service
Staff
FTE
PAT# of Families
Expected
Baby TALK
# of
Families
Expected
HF
# of
Families
Expected
.5
6-7 (weekly
visits)
12-14 (bi-weekly
visits
6-25
7-13
1
12-14 (weekly
visits)
24 (bi-weekly
visits)
12-56
12-50
EHS
Case loads and Ratio
Children to Adult
4 children to 1 adult in
a classroom-No more
than 8 children per
classroom.
Parent Educator/Home
visitor-1 FTE per 25
families
Estimated Costs
Center-Based Infant Toddler Care
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Cost per participant
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Approximately $8,000 per child in Prevention Initiative
funding, in addition to Child Care Assistance Program
funding
Healthy Families (HF)
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Cost per participant
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Approximately $3,600 to $4,600 per year (including
matching funds from programs)
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Start-up costs
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Approximately 25% of a program’s annual budget (about
$50,000)
Estimated Costs
Parents As Teachers (PAT)
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Cost per participant
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Start-up costs
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Approximately $3,650 per year
$78,002 per program site for one year for a brand new program
(includes training and curriculum, program materials, two parttime parent educators, one supervisor, one clerical support staff
person, administrative costs, operation and maintenance cost,
utilities, and quality assurance and evaluation)
$4,470 for an existing early childhood program to adopt the
Parents as Teachers model (includes training and program
materials)
Training costs
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$815 per person, including training fee and cost of curriculum.
PAT requires annual re-certification ($40.00 fee).
Estimated Cost
Baby TALK
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Costs per participant
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Basic outreach model to identify at-risk families (hospital
visits, follow-up warmline call, developmental newsletters)
= approximately $75 per family per year
Services to each family identified as at-risk, on average =
$3,100 per year
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Costs for Parent Educators
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Baby TALK certification training = $795, plus travel
Annual certification in Baby TALK Professional Association
= $40 per year
Component 3
Developmental Monitoring
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Children’s developmental progress will be regularly monitored to inform
instruction and to ensure identification of any developmental delays
or disabilities.
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Children who are identified as having delays are linked with local Child and
Family Connections and follow-up to ensure services are being received
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Monitor children’s development,
developmentally appropriate
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Communicate regularly with parents about their child’s development
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The program uses a research-based tool to periodically (at least every six
months) perform developmental screening for all children, including
physical, cognitive, communication, social and emotional development.
using
multiple
sources
that
are
Component 4
Individual Family Service Plan (IFSP)
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The IFSP is used to address the strength, needs
and goals of the child and family
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Families must be full partners developing and
implementing an Individualized Family Service
Plan.
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Includes educational and social-economic needs of
the family
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The IFSP is used to guide services and improve the
lives of families
Component 5
Case Management Service
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Year round comprehensive, integrated and continuous
services
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Address the multiple needs of families
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Develop relationships and partnerships with other early
childhood systems in the community
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Services are provided though a network of service providers
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Develop a referral system
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Follow up/written transition plan with partners that
addresses the unique needs and situations of families
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Coordinate the IFSP with other service providers if needed
Component 6
Family and Community Partnership
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Orientation to the educational program
Opportunities for families to partner in implementing the
program
Program involvement (home base or center base)
Communicate methods of linking parents with community
resources to ensure families are able to access services
Provide services that reflect local need in accordance
with the Birth – Three program standards
Provides coordinated services and activities that
strengthen the role of the parent
Transition plan for 3-year old children
Strengthening
Families
Department of
Human
Services
Department of
Public Health
Head Start
Community
Resources
and Links
Department of
Children
and Family
Services
Child Care
Resource
and Referral
Ounce of
Prevention
Illinois State
Board of
Education
Component 7
Qualified Staff and Organizational Capacity
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Qualified personnel that meet model requirements (program
administrator, teaching staff, counselors, psychologists, and social
workers)
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The administrator and all program staff are knowledgeable about high
quality early childhood programs and are effective in implementing them
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Organizational capacity to operate the program.
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The program has written personnel policies and job descriptions on file
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The program has experience providing services to infants and toddlers
and their families and working with similar cultural background of the
families to be served
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Infant-toddler teachers in a center-based program providing direct
services hold a baccalaureate degree in child development or early
childhood education or the equivalent and a “Gateways to Opportunity
Level 4 Infant Toddler Credential”
Component 8
Professional Development
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Ongoing staff development activities are provided based
on current research and best practices
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Staff needs are assessed on a regular basis
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Professional development plan for all staff
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Opportunities and resources for staff to share and
consult with others regularly
Component 9
Evaluation
Research has shown that successful evaluations include the following:
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Program need to develop systems that will observe, record and measure
program quality, progress and success in implementing the program model and
the Birth-3 Program Standards
The program conducts regular and systematic evaluations of the program and
staff to assure that the philosophy is reflected and goals of the program are being
fulfilled
An annual program self-assessment appropriate for the program model selected
is completed to determine whether the program is being implemented as
intended, and whether the anticipated outcomes for children and families are
being achieved
There is a formal process by which the results of the annual program selfassessment (an any other program evaluation data) are used to inform
continuous program improvement
An action plan is generated based on results of the self-assessment to enhance
quality and program delivery
Writing Your Proposal
Proposal Format Page 10-12
Prevention Initiative
Narrative Requirements
Statement of Need
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educational level of parents;
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employment conditions;
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rates of infant mortality, birth trauma, low birth weight or
prematurity;
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the district’s rate of dropouts, retention, truancy, teenage
pregnancies and homeless families
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the number of families where a language other than English is
spoken;
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rates of poverty, child abuse and neglect; and
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information regarding drug/alcohol abuse
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number of birth to three services in the area
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based on current statistical, demographic, or descriptive
information
Narrative Requirements
(Attachment 1-3b)
Population to Be Served
Recruitment efforts
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Geographic area to be served
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Number of families with children ages birth to 3 to be
served.
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Estimated number of children in the community
Indicate which category applies
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Start a new program,
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Expand an existing program to serve more families,
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Add to a currently funded parental training program,
converting to a Prevention Initiative program, a
component that would meet all of the requirements
of the Prevention Initiative.
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Program Description
9 Components
(Attachments 4-11)
1. Screening
 Instrument to be used/measure child’s development
 Parent interview process/parental permission
 Criteria used which child qualifies
 Research-based instrument that address all areas of the child’s
development including social emotional development
2. Research-based Program Model and Curriculum for Parent Education
 Model and curriculum to be used
 Activities and services to be provided/aligned with Birth-3 Standards
 Parent involvement/Teach parents to support their child’s
development
 Proof that parents will not be charged fees for participation
 Reimbursement of transportation and childcare if applicable
 Activities that will address the seven areas of instruction and training
Program Description
9 Components
(Attachments 4-11)
3. Developmental Monitoring
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Describe the methods and sources of information used to regularly
monitor children’s development.
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Describe how the program will communicate with parents about
their child’s development
4. Individual Family Service Plan
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Assess needs of families
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Parental involvement in development
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IFSP used to guide services
5. Case Management Services
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Coordinate to provide services/comprehensive and continuous
support
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Access of services
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Describe the follow-up and referral process of children with other
service providers
Program Description
9 Components
(Attachments 4-11)
6. Family and Community Partnership
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Families will be orientated
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Home base or site based activities
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Communication with parents
Link to community services
7. Qualified Staff and Organizational Capacity
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Qualified staff (position/title/name/FTE)
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Qualifications and experience
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Roles and responsibilities of position
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Program experience in providing services to very young
children and their families
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Program Description
9 Components
(Attachments 4-11)
8. Professional Development
Professional development plan for all staff
 Assessing need
 Provisions for other opportunities
 Describe the pre-service and in-service training program to be
conducted to meet staff need, and/or requirements of program model
9. Evaluation
 Describe the process to be used to determine whether progress is
being made toward successful implementation of the program model
and the Illinois Birth to Three Program Standards.
 Describe the process to be used to determine the progress that
children and families are making toward their goals.
 Describe how the evaluation will be used to inform continuous
program improvement.
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BUDGET REVIEW
Budget Information
Budget Summary and Payment Schedule
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Submit on ISBE form only
Signed by district superintendent or authorized official
5 % Administration
Cost-effectiveness based on program model and numbers to be
served - (anticipated expenditures)
RCDT – If don’t know, ask or leave blank
Supplement - Not Supplant
Payment schedule – based on monthly need
Definition of Budget Functions (Appendix E, Pages 30-33)
Allowable Budget Items (worksheet, Page 33)
In the event that these funds do not become available to the Illinois
State Board of Education, no proposals submitted under this RFP will be funded
Budget Breakdown
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Provide sufficient detail – give enough
description that reader knows what is
being requested
Summary and Breakdown should match
and should align with the goals and
activities of your program model
Duplicate page if needed
Converting to
Prevention Initiative Research-Based Model
Budget may include funding to:
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Complete and submit a full proposal if you are requesting
additional funding for your continuation Prevention
Initiative program.
Hire additional staff to lower group size and improve ratio
Raise staff salaries to attract better qualified staff
Obtain needed core training for staff on new program
model
Acquire materials for program including curriculum
materials
Acquire equipment to set up a classroom
Hire family support staff
Criteria for Review
and Approval
Qualitative Criteria
Population to be Served (30 points)
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Identifying children and families
Recruitment
Quality of Proposed Program (40 points)
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Meeting identified need
Linkages
Outcomes
Experience and Qualifications (20 points)
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Qualification and experience
Staff
Staff development
Cost effectiveness (10 points)
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How funds will be used
Review and Approval
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Proposals are read and evaluated by a team of readers
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Scores are totaled and ranked by using a rubric that is on
our web site
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Recommendations are made for funding based on
successful application and need
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Signature of authorized official
In Conclusion…
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Include all grant requirements-be thorough
Confirm attachments with checklist
Program models
Provide only what is listed in the RFP…
Use all correct forms
Proposals due by 4:00 p.m. on May 19
Notification by July 1 or later
Read your proposal
For More Information…
www.isbe.net/earlychi/html/birth-3.htm
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RFP information
Program contact list
Toolkits
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Engaging Hard to Reach Families
Pre-school for All Outreach
Resource Toolkit – Implementing Research Based Models
Birth to Three Program Standards
Birth to Three Resource
Professional Development
ECBG Prevention Initiative
Illinois State Board of Education
Early Childhood Division
www.isbe.net/earlychi
217-524-4835