FIRST 5 Santa Clara County

STRATEGIC PLANF Y 2 0 1 5 - 2 0 1 8

W W W. F I R S T 5 K I D S . O R G

FIRST 5 SANTA CLARA COUNTY SUPPORTS THE HEALTHY DEVELOPMENT OF CHILDREN, F R O M P R E N ATA L T H R O U G H A G E 5 , A N D ENRICHES THE LIVES OF THEIR FAMILIES AND COMMUNITIES.

O U R M I S S I O N

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F I R S T 5 S A N TA C L A R A C O U N T Y C O M M I S S I O N

LETICIA PELAYO, MD, CHAIRREPRESENTING SANTA CLARA VALLEY MEDICAL CENTER

GEORGE C. PHILIPP, VICE-CHAIRREPRESENTING LOCAL EARLY EDUCATION PLANNING COUNCIL

LAURA CHAMPION, COMMISSIONERREPRESENTING SANTA CLARA COUNTY BOARD OF SUPERVISORS, DISTRICT 4

LORI MEDINA, COMMISSIONERSANTA CLARA COUNTY SOCIAL SERVICES AGENCY

CARMEN MONTANO, COMMISSIONERREPRESENTING SANTA CLARA COUNTY BOARD OF SUPERVISORS, DISTRICT 3

RACHEL SAMOFF, COMMISSIONERREPRESENTING SANTA CLARA COUNTY BOARD OF SUPERVISORS, DISTRICT 5

CORAZON BASA CORTES TOMALINAS, COMMISSIONERREPRESENTING SANTA CLARA COUNTY BOARD OF SUPERVISORS, DISTRICT 2

ELEANOR VILLARREAL , COMMISSIONER REPRESENTING SANTA CLARA COUNTY BOARD OF SUPERVISORS, DISTRICT 1

KEN YEAGER, COMMISSIONERSANTA CLARA COUNTY BOARD OF SUPERVISORS, DISCTRICT 4

JOLENE SMITH, CHIEF EXECUTIVE OFFICERFIRST 5 SANTA CLARA COUNTY

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Our Commissioners......................................................................................5

Letter from the Commission.........................................................................9

Message from the CEO................................................................................10

About FIRST 5............................................................................................13

Our Vision, Mission and Guiding Principles...................................................13

Our Research-Based Approach to Strategic Planning....................................16

What the Research Told Us............................................................................18

How the Research Has Informed Our Strategic Direction..............................22

Outcomes & Strategies..............................................................................24

OUR STRATEGIC INITIATIVES

Health & Wellness Initiative.........................................................................28

Superior Court and Child Welfare Initiative.................................................31

Early Learning Initiative..............................................................................32

Family Resource Center Initiative...............................................................34

Systems Change Initiatives.........................................................................36

How We Will Know If We Are Successful....................................................38

Long-Term Financial Plan...........................................................................40

TABLE OF CONTENTS

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By stopping for a moment and looking back we see the larger patterns that we might miss in the daily bustle of trying to get things done.

Horizons Foundation

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We are pleased to release FIRST 5 Santa Clara County’s 2015 – 2018 Strategic Plan, which outlines our priorities, goals, desired outcomes, and core strategies that will guide our work over the next three years. This plan maintains the strategic direction that the Commission established in 2006, and keeps us focused on our mission to support the healthy development of children prenatal through age 5 and to enrich the lives of their families and communities.

The Strategic Plan builds upon the extensive research conducted during the last comprehensive planning process, and it takes into account current needs in our local community, as well as funding and policy trends and opportunities occurring at the local, state and federal levels. The plan also reflects FIRST 5’s evolution as a learning organization.

The priorities and goals outlined in this plan will enable FIRST 5 to make thoughtful and timely decisions about how to promote the optimal health and wellbeing of Santa Clara County’s youngest children and their families. Implementation of this Strategic Plan will help ensure that FIRST 5 is positioned to respond proactively and effectively to changing needs and conditions, in partnership with families, our community and other stakeholders.

We are grateful to our partners, our community groups, civic leaders, and to all of you who are committed to ensuring that our youngest children are healthy, happy and thriving. We look forward to continuing to work with all of you as we implement our updated Strategic Plan.

Respectfully,

Leticia Pelayo George PhilippChairperson Vice Chairperson

A L E T T E R F R O M T H E C O M M I S S I O N

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Research shows that a child’s brain develops most dramatically in the first five years of life, creating a critical window of opportunity to provide the enriching experiences and environments that promote optimal health, learning and family wellbeing in childhood and throughout life. In the 16 years since Proposition 10 was passed, FIRST 5 Santa Clara County has remained steadfast in its vision to be a catalyst for ensuring that the developmental needs of children prenatal through age 5 are a priority in all sectors of the community. We have invested in local programs and initiatives that improve outcomes in the areas of health, early education and family support for Santa Clara County’s youngest children.

Our investments are paying off. FIRST 5 has worked diligently with community partners to create systemic, sustainable changes that strengthen families and improve the lives of children prenatal through age 5. We have continued to learn from, and with our partners, and families on these collaborative efforts have resulted in:

• A comprehensive System of Care that supports children and families through promotion, prevention and early intervention services;

• Innovative partnerships and projects that make Santa Clara County a leader in implementing evidence-based practices and influencing local and state policies;

• Opportunities to leverage FIRST 5’s funds and establish sustainable revenue sources; and• Measurable improvements in outcomes for children prenatal through age 5 and their families.

We are entering an era characterized by both opportunity and uncertainty. In the last 16 years, there has been tremendous growth in public awareness about the science of early brain development and the effects of early life experiences on long-term health, learning and family wellbeing. This growing awareness has provided a crucial foundation for positive trends in local, state and national efforts to improve children’s lives, including recent developments such as:

• Increased access to affordable health insurance through the passage of Santa Clara County’s Measure A sales tax and the Affordable Care Act;

• Greater public support, legislation and funding to increase children’s access to high quality early care and education;

• Increased utilization of evidence-based practices in early education and family support;• Progress toward adopting an integrated behavioral health approach that recognizes the inherent relationship between physical, cognitive, social, emotional and behavioral development; and

• Development of a system for rating and improving the quality of early care and education for young children who are at greatest risk of experiencing “the achievement gap” once they enter the K-12 school system.

M E S S A G E F R O M O U R C E O

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While these positive developments have presented opportunities for FIRST 5 to make innovative and effective investments that benefit young children, there is a growing fiscal reality of declining Prop 10 tobacco tax revenue. In recent years, FIRST 5 has increased its focus on working with partners to identify sustainable revenue sources for FIRST 5-funded programs and to transition the primary responsibility for funding to those sources. This emphasis on developing policies to support sustainable systems and initiatives will become increasingly important, even if new funding become available to support priorities in FIRST 5’s strategic direction.

We take great pride in the work that has been done by our Commission, our staff and all of our partners during the last strategic plan. We are equally excited about the many opportunities to further develop and enhance the impact of FIRST 5’s partnerships and investments. We are fortunate as an organization, and as individuals, to be part of a community that is working to ensure that ALL of our youngest children are healthy, happy and thriving!

In partnership,

Jolene SmithChief Executive Officer

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O U R C O R E VA L U E S

C O L L A B O R AT I O N

We work cooperatively with established systems, services and the community on common goals to maximize effectiveness for children and families.

I N N O VAT I O N

We apply what’s been proven to work elsewhere to find fresh solutions to the specific needs of our community.

E X C E L L E N C E

We seek to attain the highest quality outcomes, measured against established best practices and the most credible current research.

A C C O U N TA B I L I T Y

We are responsible and results-driven with the resources the public entrusts to us.

R E S P E C T

We embrace input and assistance from all facets of the community so we can span all cultures and languages to help every child and family.

P R O P O S I T I O N 1 0

In November 1998, the California voters approved a $.50 tax increase on tobacco products through the passage of Proposition 10, the Children and Families First Act. Eighty percent of these tax revenues are allocated annually to the 58 California counties to promote, support and improve early development of children from the prenatal stage through five years of age. The remaining 20% of the revenues supports statewide programs and research.

Each county established a Commission that has local authority over how to spend Prop 10 revenue in accordance with the intent of the law. Santa Clara County created an independent Commission, and FIRST 5 Santa Clara County (FIRST 5) was born.

F I R S T 5 C O M M I S S I O N

FIRST 5 is a local public agency governed by nine Commissioners who represent county government, public health, social services, education, and early care and education. The Commissioners are charged with upholding the intent of Proposition 10 and administering the funds to support and promote programs and services for children prenatal through age 5 and their families.

O U R V I S I O N FIRST 5 Santa Clara County will be a catalyst for ensuring that the developmental needs of children prenatal through age 5 are a priority in all sectors of the community.

O U R M I S S I O N

FIRST 5 Santa Clara County supports the healthy development of children prenatal through age 5 and enriches the lives of their families and communities.

ABOUT FIRST 5

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FIRST 5 SANTA CLARA COUNTY WILL BE A CATALYST FOR ENSURING THAT THE DEVELOPMENTAL NEEDS OF CHILDREN PRENATAL THROUGH AGE 5 ARE A PRIORITY IN ALL SECTORS OF THE COMMUNITY.

O U R V I S I O N

FIRST 5 is a learning organization that is grounded in evidence-based practices. As such, our strategic plan is based on knowledge gained from ongoing research and community input about our community’s strengths and needs; evidence-based practices in the fields of early childhood development and family support; and emerging trends at the local, state and national levels.

The body of knowledge that has informed FIRST 5’s strategic planning includes input from over 5,000 community members and partners. Findings from an extensive research project commissioned by FIRST 5 and led by Dr. David Arredondo in 2004 – 2005¹, and findings from other published research studies. This research-based approach enables FIRST 5 to continuously build upon its knowledge of community needs and best practices, and ensures that our strategic direction remains current and relevant.

Children do not develop in isolation, but rather within a set of social systems or Circles of Influence (Figure 1) that are interconnected, dynamic, and have both an individual and collective impact on the healthy development of children. All of these social systems need to be working together to ensure that children achieve optimal physical health and acquire age- and developmentally-appropriate cognitive, social, emotional, and behavioral skills.

C I R C L E S O F I N F L U E N C E

O U R R E S E A R C H - B A S E D A P P R O A C H T O S T R AT E G I C P L A N N I N G

SOURCE: ECOLOGICAL SYSTEMS MODEL ADAPTED FROM: BRONFENBRENNER, U. (1979)

FIGURE 1

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¹FIRST 5 SANTA CLARA COUNTY. (2005) . SANTA CLARA COUNTY HIGH-RISK DESIGN COMPENDIUM OF RELEVANT RESEARCH. SAN JOSE, CA: HIGH-RISK RESEARCH AND DESIGN TEAM.

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1Children who are exposed to multiple risk factors in any of these Circles of Influence are more likely to have poor developmental outcomes. However, the presence of one or more of the following Early Childhood Developmental

Assets increases children’s capacity to overcome the potentially harmful effects of adversity, thereby increasing their chances of succeeding in school and life.

Family Support: family members consistently provide plenty of love, attention, care and nurturing.

Community Cherishes and Values Children: Parents and other adults in the community value and appreciate young children, and activities and resources are available to promote their healthy development.

Early Literacy: Young children enjoy talking, writing, looking at pictures and learning to read.

Other Adult Relationships: Young children receive love and comfort from at least one adult other than their parents, and their parents have support from people outside the home.

Home-School Connection: Adults in the home and at school or other out-of-home programs share information and activities that help young children feel secure and connected in the places where they spend time.

Positive Cultural Identity: Parents and adults encourage young children to feel good about their identity, including their physical abilities, ethnicity, faith and religion, family members, gender and language.

2 Children fare better when they attend quality preschool. Research clearly demonstrates that children fare better when they are exposed to high quality early learning environments. Essential elements of a quality early learning experience

include, but are not limited to:

• A well-educated workforce (Bachelor of Arts degree or higher) that is compensated based on qualifications;• Low adult/child ratios and group sizes;• Facilities and early learning environments that are of the highest quality, as measured by environmental and program rating tools;• Developmentally, culturally and linguistically appropriate curriculum content and activities with specific learning objectives;• Developmental screening, assessments and referral services;• Inclusion of children with special needs;• Family engagement and education; and• Integration of support services for children and families in partnership with early educators.

3 Children and their families who experience cumulative risks benefit from a comprehensive, integrated, and culturally-sensitive approach to improving children’s health and wellbeing, early education and family support. Essential aspects

of this integrated approach include:

• Intensive parent involvement; • early screening of developmental milestones and assessment for any suspected developmental delays or disabilities; • family support to advocate for and secure services; and • physical, developmental and behavioral health services as needed.

Adopting an integrated approach such as this is critical, as research shows that children who live in environments with multiple risk factors such as poverty, social isolation, family violence, and unstable housing, are more likely to experience challenges in one or more areas of development. As the number of risk factors increases, so does the risk for poor developmental outcomes.

4Children in Santa Clara County who face the greatest cumulative risk of poor developmental outcomes live in the following six zip codes within San Jose and Gilroy: 95020, 95111, 95122, 95116, 95112 and 95127. FIRST 5 identified

eight risk factors that were consistently prevalent, most relevant to children prenatal through age 5, and considered amenable to change. As shown in the geo-map below (Figure 2), the cumulative risk is greatest for children living in six zip codes within San Jose and Gilroy.

W H AT T H E R E S E A R C H T O L D U S . . .

²CENTER FOR THE STUDY OF SOCIAL POLICY. (2014) STRENGTHENING FAMILIES – THE PROTECTIVE FACTORS FRAMEWORK. RETRIEVED FROM HTTP://WWW.CSSP.ORG/REFORM/STRENGTHENING- FAMILIES/THE-BASICS/PROTECTIVE-FACTORS NOVEMBER 18, 2014.

Cumulative risk was calculated relative to the County average. The darker the red, the greater the cumulative risk. Risk factor ratings within zip code areas were developed for:

• Mother with no high school degree;• Teenage mother;• Child with low birth weight;• Pregnant mother with late entry into prenatal care;• Substantiated child abuse reports;• Domestic violence involving children;• Medi-Cal as a proxy for poverty; and• Elevated blood lead levels.

These same zip code areas also had the following characteristics:

• The highest concentration of children under the age of 6; and• Schools with the lowest Academic Performance Index (API) scores.

5 Children who live in families where Protective Factors are present and strong are more likely to experience optimal health and development. Research shows that as the number of Protective Factors increases, the risk for child abuse

and neglect decreases. The Five Protective Factors listed below are the foundation of the Strengthening Families approach, an evidence-based framework for building family strengths that protect against risk factors and poor outcomes for both children and families, as well as promote strong families and optimal development for children.²

Parental Resilience: Managing stress and functioning well when faced with challenges, adversity and trauma.

Social Connections: Positive relationships that provide emotional, informational, instrumental and spiritual support.

Knowledge of Parenting & Child Development: Understanding child development and parenting strategies that support physical, cognitive, language, social and emotional development.

Concrete Support in Times of Need: Access to concrete support and services that address a family’s needs and help minimize stress caused by challenges.

Social & Emotional Competence of Children: Family and child interactions that help children develop the ability to communicate clearly, recognize and regulate their emotions and establish and maintain relationships.

6 Agencies, departments, community groups and policymakers must collaborate at every level to develop a high quality, coordinated, integrated and sustainable “System of Care” focused on children prenatal through age 5. Research

indicates the elements of an effective System of Care include:

• Increased community engagement that promotes the importance of the first 5 years of a child’s life and ensures that young children are a high priority;• Availability of and access to developmentally appropriate, child-focused activities for all young children and their families;• Consistent, quality screening of developmental milestones for all young children;• Consistency of and access to quality assessments and referrals for children with suspected developmental delays;• Increased understanding of and opportunities for inclusion of children with special needs and their families;• A coordinated child/family plan;• Services and supports that are respectful of and responsive to the cultures and languages of the children and families;• Outreach and engagement strategies that are effective in reaching families who are isolated and/or those who are overrepresented in such systems as child welfare, juvenile justice and the courts;• A high-quality workforce with experience in serving young children and their families across all systems;• Transition planning that transcends systems and crosses ages and developmental stages;• Maximization of existing resources;• Continuous evaluation and quality improvements at every level; and • Information and access for the community regarding resources and activities available for families with children prenatal through age 5.

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C U M U L AT I V E R I S K FA C T O R S B Y Z I P C O D E S

FIGURE 2

2-6 RISK FACTORS

T O TA L R AT I N G P O I N T S

7-9 RISK FACTORS

10-16 RISK FACTORS

17-23 RISK FACTORS

24-29 RISK FACTORS

N O D A T A

Populat ion based cumulat ive r isks were calculated relat ive to the County average. The darker the red,

the greater the Cumulat ive Risk. Risk factor rat ings within z ip code areas were developed for :

1. Mother with no high school degree;

2. Teenage mother;

3. Low birth weight;

4. Late entry to prenatal care;

5. Substant iated chi ld abuse reports;

6. Domestic v iolence involv ing chi ldren;

7. Medi-cal ;

8 . Elevated blood levels

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This comprehensive SYSTEM OF CARE reflects FIRST 5’s holistic approach to strengthening families, communities and systems by offering integrated services across three tiers: promotion, prevention, and early intervention. This approach enables FIRST 5 to focus on providing intensive, tailored services to children and families experiencing the highest level of need, while also working toward shifting community norms and systems that affect the health and wellbeing of Santa Clara County’s youngest children. FIRST 5’s ongoing research and evaluation measures the impact of these efforts so that the organization and its partners can continuously improve the system of services and support for families in the community. Additionally, FIRST 5 created a workforce development institute, the Community of Learning, to build and strengthen the capacity of service providers and community members

S Y S T E M O F C A R ES E R V I C E D E L I V E R Y S Y S T E M

W H O W H AT H O W

to better care for children prenatal through 5 and their families.

Incorporating the Strengthening Families approach and the Five Protective Factors framework into organizational policies and program design. The 2015 – 18 strategic plan reflects the addition of the Strengthening Families approach and the Five Protective Factors framework as a signature element of FIRST 5’s strategic direction. The framework provides a useful structure for FIRST 5’s partners to assess the degree to which their programs foster these Protective Factors among children and families, and to identify opportunities to increase the Protective Factors through enhancements to program design and organizational policies.

FIGURE 3

SANTA CLARA COUNTY COMMUNITY WEBSITE, MEDIA, EVENTS,

AND ADVOCACY

LEARNING TOGETHER INITIATIVE, HEALTH

PROGRAMS, AND COURT INITIATIVE

POWER OF PRESCHOOL/CHILD SIGNATURE PROGRAM (CSP), RACE

TO THE TOP (RTT), EDUCARE

KIDCONNECTIONS NETWORK OF PROVIDERS

HOME VISITATION THROUGH HELP ME GROW

THERAPEUTIC SERVICES THROUGH HELP ME GROW

CHILDREN 0-5 AND THEIR FAMILIES

CHILDREN 0-5 IN HIGH-RISKFACTOR ZIP CODES

CHILDREN AT 300% OF FEDERAL POVERTY LEVEL

CHILDREN AND FAMILIES WHO ARE SCREENED AND IN NEED OF ONE-ON-ONE PARENTING SKILLS INTERVENTION

CHILDREN AND FAMILIES THAT REQUIRE INTENSIVE INTERVENTION SERVICES

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The Commission adopted a strategic framework that guides FIRST 5’s investments and partnerships. This framework includes the following elements:

O U R S T R AT E G I C F R A M E W O R K

FIGURE 4

P R I O R I T Y A R E A S

G O A L S O U T C O M E S S T R AT E G I E S

The most important areas for FIRST 5 to focus on to achieve its mission.

What FIRST 5 aims to achieve through its investments in each Priority Area.

The results FIRST 5 wants to see that demonstrate progress toward achieving each Goals.

The general approaches FIRST 5 invests in to achieve the desired Outcomes.

HOW THE RESEARCH HAS INFORMED OUR STRATEGIC DIRECTION

The Commission has utilized the results of this ongoing research and community input to adopt signature elements of FIRST 5’s strategic direction such as:

• Investing in programs and services that increase Early Childhood Developmental Assets and Protective Factors within the Circles of Influence. FIRST 5 funds programs and services throughout Santa Clara County that positively impact the lives of all young children and their families, while striving to develop resilience and mitigate risks for those children at greatest risk of poor developmental outcomes.

• Focusing investments in neighborhoods that have the highest concentration of children prenatal through age 5, and where children are at the greatest risk for poor developmental outcomes. FIRST 5 utilizes the geo-map of cumulative risk factors to ensure that the Commission’s funds are invested strategically in communities that have the highest need and the greatest potential for positive impacts.

Developing a comprehensive System of Care that reaches the most vulnerable children. FIRST 5 has partnered with policy makers, county agencies, community based organizations, and community members to develop an integrated, sustainable and comprehensive System of Care (Figure 3) that:

• Improves coordination and integration of programs and services for children prenatal through age 5 and their families;• Sustains efforts through increased leveraging of existing resources and identification of new sources of funding; and • Aligns FIRST 5 programs with other community initiatives to achieve greater impact.

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Shows the Priority Areas and Goals adopted by the Commission after its last comprehensive strategic planning process. These Priority Areas and Goals remain the foundation of FIRST 5’s strategic framework.

P R I O R I T Y A R E A S & G O A L S

WORKFORCE DEVELOPMENTFIRST 5 partners and other community service providers have the knowledge, ski l ls and capacity to support chi ldren prenatal through age 5 and their famil ies and communit ies.

COMMUNICATIONS & PUBLIC AWARENESS

The publ ic is aware of the

importance of ear ly chi ldhood, FIRST 5’s

miss ion, pr ior i t ies, investments,

partners, and impact.

SYSTEMS CHANGESystems are responsive to the needs of chi ldren & their famil ies.

COMMUNITY & FAMILY ENGAGEMENTNeighborhoods and communit ies are places where chi ldren are safe, neighbors are connected, and al l cultures are respected.

CHILDREN’S HEALTHChildren are born healthy and experience optimal health and development.

FIGURE 5

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HIGH QUALITY EARLY CARE &

EDUCATIONChildren enter

school ful ly prepared

to succeed academical ly,

emotional ly, and social ly

FAMILY SUPPORTFamil ies provide

safe, stable, loving, and st imulat ing

homes.

CHILD

CHILDREN’SHEALTH

FAMILY SUPPORT

COMMUNITY & FAMILY ENGAGEMENT

HIGH QUALITY EARLY CARE &

EDUCATION

SYSTEMS CHANGE SYSTEMS CHANGE

W

ORKFORCE DEVELOPMENT WORKFORCE DEVELOPMENT

C

OM

MUNICATIONS & PUBLIC AWARENESS COM

MUNICATIONS & PUBLIC AWARENESS

The following section outlines the Outcomes and Strategies for each Priority Area and Goal. FIRST 5 recognizes that the factors that affect children’s health, early learning and family support are complex and intertwined. As such, the Commission understands that its investments must be both broad and deep in order to make an impact. FIRST 5 accomplishes this by investing in multiple Priority Areas that affect children’s lives (broad) and investing in multiple strategies to achieve the goals and outcomes in each Priority Area (deep). In addition, several strategies are applicable to more than one goal.

O U T C O M E S & S T R AT E G I E S

G O A L O U T C O M E S S T R AT E G I E S

P R I O R I T Y A R E A : C H I L D R E N ’ S H E A LT H

1. Children are born healthy and experience optimal health and development.

1.1 Children are born and stay healthy.

1.2 Families have the knowledge, skills and resources they need to promote their children’s optimal health.

Conduct developmental and behavioral health screenings using a standardized tool.

Conduct vision screenings.

Provide comprehensive assessments and early intervention services (e.g. home visiting and therapeutic services) through an integrated system of care.

Increase access to and utilization of health insurance.

Provide oral health services.

Provide quality care for medically fragile infants.

Provide family support services.

Provide information, referrals and linkages to services for children and families.

Provide evidence-based parent education.

Engage parents as children’s first and best teachers.

Increase access to information and activities that promote healthy nutrition and physical activity.

P R I O R I T Y A R E A : F A M I LY S U P P O R T

2. Families provide safe, stable and loving homes.

2.1 Parents support and promote their children’s optimal development in safe and nurturing homes.

2.2 Children live in home environments supportive of cognitive development and school readiness.






Enhance parents’ capacity to serve as their children’s first and best teachers.

Utilize evidence-based strategies to promote children’s early language and literacy skills.

Provide other education and enrichment activities for children and families.

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P R I O R I T Y A R E A : H I G H Q U A L I T Y E A R LY C A R E & E D U C AT I O N

3. Children enter school fully prepared to succeed academically, emotionally and socially.

3.1 Children are successful learners.

3.2 Early care and education settings are of high quality.

3.3 Schools are ready to meet the academic and social-emotional needs of children.

Conduct vision screenings in early learning settings.


Assess children’s early learning strengths and needs.


Assess the quality of early learning environments.



Engage parents in their children’s early learning at home and school.

Provide reflective coaching to early educators.

Provide professional development for early educators.

Implement a Quality Rating and Improvement System.

Establish models for high-quality early care and education.

Expand access to quality early care and education.

Inform early education practice through research and evaluation.

P R I O R I T Y A R E A : C O M M U N I T Y & F A M I LY E N G A G E M E N T

4. Neighborhoods and communities are places where children are safe, neighbors are connected, and all cultures are respected.

4.1 Children live in safe and nurturing environments.

4.2 Families are connected to neighbors and other community members.

4.3 Parents are active advocates for their children.







Build parents’ capacity to serve as leaders and advocates in settings where children and families are served.

Provide other education and enrichment activities for children and families.

Support and/or participate in community events.

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O U T C O M E S & S T R AT E G I E S


P R I O R I T Y A R E A : S Y S T E M S C H A N G E

5. Systems are responsive to the needs of children and families.

5.1 Systems have policies and infrastructures to support healthy development of children prenatal through age 5.

5.2 Policymakers and the public support children’s early years.

Enter into local, regional, state and national partnerships that provide opportunities to integrate research, program development, program practices and policy changes.

Develop local, regional, state and national partnerships to leverage, braid and wrap FIRST 5’s funds and establish sustainable revenue sources.

Develop local, regional, state and national partnerships that are aligned with and support FIRST 5’s strategic plan.

Advocate for policies and funding that support the healthy development of children prenatal through age 5 and their families.

Support and advocate for implementation of Universal Developmental Screenings using a standardized tool in pediatric settings.

Support implementation of the Strengthening Families approach and Five Protective Factors in funded partner organizations.

P R I O R I T Y A R E A : W O R K F O R C E D E V E L O P M E N T

6. FIRST 5 partners and other community service providers have the knowledge, skills and capacity to support children prenatal through age 5 and their families and communities.

6.1 A highly qualified workforce that provides the highest quality services to children, families, and communities.

Provide evidence-based trainings to enhance the knowledge and skills of FIRST 5 partners and other community service providers who work with children prenatal through age 5 and their families.

Provide training on common, validated assessment tools.

Provide training to Community Workers, paraprofessionals and families.

Develop and sustain local capacity and expertise on evidence-based practices through a Training-of-Trainers model.

Increase service providers’ access to early childhood development information through available technologies.

Partner with institutions of higher learning to provide access to high quality early childhood education certificates and degrees.

Collaborate with other systems to provide professional development opportunities and infuse elements of early childhood development into other professional development opportunities.

P R I O R I T Y A R E A : C O M M U N I C AT I O N S & P U B L I C A W A R E N E S S

7. The public is aware of the importance of early childhood, FIRST 5’s mission, priorities, investments, partners, and impact.

7.1 Developmental needs of children prenatal through age five are a priority in all sectors of the community

Disseminate information via FIRST 5’s website, newsletter, podcasts and collateral materials.

Disseminate information and engage community members through social media.

Implement and/or expand Potter the Otter campaigns with accompanying collateral.

Implement other thematic public awareness campaigns with accompanying collateral.

Distribute Kit for New Parents.

Distribute School Readiness Handbook.

Disseminate information via media sources.

Conduct presentations and community outreach.

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H E A L T H & W E L L N E S S I N I T I A T I V E

O U R G O A L

Partners in FIRST 5’s Health & Wellness Initiative utilize multiple strategies to ensure children are healthy and thriving from prenatal through age 5. The Health & Wellness

Initiative address the following goals in this Strategic Plan.

O U R I N I T I AT I V E

FIRST 5 invests in a comprehensive set of strategies that support the physical, social-emotional and behavioral health of children from infancy through age 5. Partners in the Health & Wellness Initiative ensure that children have access to health insurance, receive preventive health care and treatment (including well-child check-ups, vision screening and oral health care), and have access to information and activities that promote healthy nutrition and physical activity.

FIRST 5 also collaborates with partners in pediatric, early learning, family support and other settings to screen young children for developmental and behavioral health concerns. Children who are identified as having potential challenges are referred to the Help Me Grow System for further assessments and early intervention services as needed, including home visitation and therapeutic services.

The first years of life provide an opportunity to promote the healthy development of infants and toddlers, as well as prevent or mitigate many of the physical, social-emotional, and cognitive impairments that young children may face in the future. The need for preventive and routine health care

– including well-child check-ups, vision screening and oral health services – during the child’s first three years is more crucial than at most other times in life. For the youngest children, routine health care can make the difference between a strong beginning and a fragile start. This is particularly true for children living in poverty due to their increased likelihood of exposure to environmental toxins, inadequate housing and nutrition, and other economic hardships associated with compromised child development.³

As many as one in four children, birth through age 5, are at moderate or high risk for developmental or behavioral delay.4 The American Academy of Pediatrics recommends regular developmental screening of infants and young children by primary pediatric healthcare providers using standardized screening tools with high validity and reliability (e.g., Ages and Stages Questionnaires) for the purpose of identifying children in need of further assessment and early intervention services.5 Children who do not receive comprehensive assessments and intervention for their developmental and/or behavioral delays:

3SHONKOFF, J., & PHILLIPS, D. (EDS.). (2000). FROM NEURONS TO NEIGHBORHOODS: THE SCIENCE OF EARLY CHILDHOOD DEVELOPMENT. WASHINGTON, DC: NATIONAL ACADEMY PRESS.4NATIONAL SURVEY OF CHILDREN’S HEALTH. NSCH 2011/12. DATA QUERY FROM THE CHILD AND ADOLESCENT HEALTH MEASUREMENT INITIATIVE, DATA RESOURCE CENTER FOR CHILD AND ADOLESCENT HEALTH WEBSITE. RETRIEVED FROM WWW.CHILDHEALTHDATA.ORG.5AMERICAN ACADEMY OF PEDIATRICS. (2006). IDENTIFYING INFANTS AND YOUNG CHILDREN WITH DEVELOPMENTAL DISORDERS IN THE MEDICAL HOME: AN ALGORITHM FOR DEVELOPMENTAL SURVEILLANCE AND SCREENING. PEDIATRICS, 118(1), 405-420.6U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES. (2000). ORAL HEALTH IN AMERICA: A REPORT OF THE SURGEON GENERAL. ROCKVILLE, MD: U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES, NATIONAL INSTITUTE OF DENTAL AND CRANIOFACIAL RESEARCH, NATIONAL INSTITUTES OF HEALTH.7SANTA CLARA COUNTY PUBLIC HEALTH DEPARTMENT. (2013). OBESITY QUICK FACTS. RETRIEVED FROM HTTP://WWW.SCCGOV.ORG/SITES/SCCPHD/EN-US/PARTNERS/DATA/DOCUMENTS/OBESITY%202014/ OBESITY%20QUICK%20SHEET%20FINAL_4.15.14.PDF

• Are at least five times more likely to have chronic health conditions;

• Have 1.5 times as many physician visits during their first 5 years of life;

• Have more hospitalizations during their first 5 years of life; and

• Have more than 10 times the number of visits to specialty practitioners such as physical and occupational therapists,

speech therapists, and audiologists.6

In addition, the prevalence of overweight and obesity among young children is a public health concern. Among low-income children between 2-5 years old in Santa Clara County, 16% are considered overweight, and 18% are obese.7 Children who are overweight or obese are at increased risk of experiencing health and social-emotional problems, as well as becoming overweight adults. The health complications from being overweight or obese as a child can be long-lasting, and yet preventable with coordinated and sustained efforts to increase access to healthy options for nutrition and physical activity from the earliest moments of life.

GOAL 01

GOAL 05

GOAL 06

GOAL 07

WHY THIS MATTERS

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6F I R ST 5 SAN FRANCISCO

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S U P E R I O R C O U R T A N D C H I L D W E L FA R E I N I T I AT I V E

O U R G O A L

Partners in FIRST 5’s Superior Court and Child Welfare Initiative utilize multiple strategies to provide comprehensive prevention and intervention services for young children whose

families are receiving services through the court system. The Superior Court & Child Welfare Initiative addresses the following goals in this Strategic Plan.


FIRST 5’s partnership with the Superior Court began in 2002, serving children and families in only one Family Court location. Based on the success of the initial partnership, the FIRST 5 Commission approved an expansion of services that now includes five Family Court locations, the Juvenile Dependency Court, and the Juvenile Justice Court.

FIRST 5 and its partners provide comprehensive prevention services before abuse and neglect occur, and offer remediation and treatment when necessary. Children who are receiving services through the court system receive developmental and behavioral health screenings, and are referred to the Help Me Grow System as needed for appropriate early intervention services. Families also receive services and support that strengthen the parent/caregivers’ capacity to understand and promote their children’s healthy development, build a network of family and community support, access needed services, manage stress and adversity, and utilize positive parenting practices.

While FIRST 5 is an advocate for all young children in Santa Clara County, of particular concern are those who have experienced abuse and neglect. These are the County’s most vulnerable children, many of whom may have serious medical problems and developmental and/or behavioral challenges. Left unaddressed, these challenges may place them at high risk for school failure, teen pregnancy, homelessness, and entanglement with the criminal justice system.8

Research shows that the well-being of young children is dependent on two essential conditions.“First is the need for stable and loving relationships with adults who provide

8DICKER, S. (2009). REVERSING THE ODDS: IMPROVING OUTCOMES FOR BABIES IN THE CHILD WELFARE SYSTEM. BALTIMORE: PAUL H. BROOKES PUB. CO.9SHONKOFF, J. P., PHILLIPS, D., & NATIONAL RESEARCH COUNCIL (U.S.). (2000). FROM NEURONS TO NEIGHBORHOODS: THE SCIENCE OF EARLY CHILD DEVELOPMENT. WASHINGTON, DC: NATIONAL ACADEMY PRESS.

GOAL 01

GOAL 02

GOAL 05

GOAL 06

GOAL 07

responsive and reciprocal interaction, protection from harm, encouragement for exploration and learning, and transmission of cultural values. Second is the need for a safe and predictable environment that provides a range of experiences to promote cognitive, linguistic, social, and emotional development.”9 Serving families in the Superior Court and Child Welfare system provides a unique opportunity for parents/caregivers to access the supports and resources they need to strengthen their skills and abilities to promote their children’s optimal development and provide safe, stable, and loving homes.

WHY THIS MATTERS

E A R LY L E A R N I N G I N I T I AT I V E

O U R G O A L

Partners in FIRST 5’s Early Learning Initiative implement multiple strategies to • Increase children’s access to quality early learning experiences

• Provide families – who are their children’s first teachers – with the support they need to foster their children’s optimal development; and

• Increase the capacity of schools to meet the needs of all children from birth – 8 years old.

OUR INITIATIVE

FIRST 5’s Early Learning Initiative is a comprehensive, integrated, systematic approach to improve the quality of early learning and increase schools’ readiness to meet the needs of children in Santa Clara County. The Initiative is built on the following principles: that all children deserve access to:

• High-quality environments that enrich learning and healthy development; • Highly trained and educated teachers; • Low staff/child ratios and small class size, effective teacher-child interaction; • Culturally sensitive care; • Family support; • Developmental/behavioral screening and connection to assessment and early intervention services; • Nutritious meals;• Evidence-based school readiness curricula; and • Schools that are prepared to meet their academic and social-emotional needs.

FIRST 5 and its partners have leveraged resources and implemented:

• A Quality Rating and Improvement System that defines standards of quality, identifies opportunities to enhance the quality of individual programs, and aligns disconnected systems to better serve children and families;

• Evidence-based practices that enhance classroom instructional strategies and teacher-child interactions, promote children’s social-emotional development, encourage parent involvement in their children’s early development, and increase children’s early literacy skills;

• A professional development initiative designed to enhance the quality, effectiveness and retention of early educators; • A public-private partnership that will establish model preschool and child care programs in Santa Clara County and serve as a regional provider of professional development for early educators;

• Local studies on the dimensions and impact of high quality early learning experiences; and• Other systems and practices that increase access to quality early learning for children who are at greatest risk of entering kindergarten without the academic and social-emotional skills they need to be successful learners.

10CAMPBELL, F., CONTI, G., HECKMAN, J., HEYOK MOON, S., PINTO, R., PUNGELLO, E., AND PAN, Y. (2014). EARLY CHILDHOOD INVESTMENTS SUBSTANTIALLY BOOST ADULT HEALTH. SCIENCE.

11HECKMAN, J. (2011). THE ECONOMICS OF INEQUALITY: THE VALUE OF EARLY CHILDHOOD EDUCATION. AMERICAN EDUCATOR.

12KAROLY,L.A., GHOSH-DASTIDAR, B., ZELLMAN, G.L., PERLMAN, M., & FERNYHOUGH, L (2008). PREPARED TO LEARN: THE NATURE AND QUALITY OF EARLY CARE AND EDUCATION FOR PRESCHOOL-AGE CHILDREN IN CALIFORNIA. SANTA MONICA, CA:RAND CORPORATION.

13DOWN EAST PARTNERSHIP FOR CHILDREN. (2011). HIGHLIGHTING THE READY SCHOOLS WORK OF NASH-ROCKY MOUNT PUBLIC SCHOOLS & EDGECOMBE COUNTY PUBLIC SCHOOLS IN NORTH CAROLINA. RETRIEVED FROM HTTP://WWW.DEPC.ORG/FINAL_READY_SCHOOLS_TOOLKIT_5_25_11.PDF.

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GOAL 01

GOAL 02

GOAL 03

GOAL 05

GOAL 06

GOAL 07

Research confirms the importance of quality early learning experiences to effectively prepare young children for school and for life. Studies show that high-quality early learning programs improve school readiness and lead to better long-term academic achievement and adult health outcomes.10 Additionally, quality early learning helps reduce future unemployment, substance abuse, high school dropout rates, and crime. Investments in quality early childhood education produce the highest rate of return when they are focused on reaching children experiencing the greatest cumulative risk – as much as 7 to 10 cents for every dollar invested, according to research by Professor James Heckman, a Nobel Prize winner in economics.11

The evidence also suggests early learning outcomes from programs can be stronger if quality is improved, particularly around engaging and well-organized learning tasks in the classroom. A 2008 RAND study indicated a lack of quality early learning programs throughout California and the children who need them most have the least access.12

In addition, school systems must be ready to meet the academic and social-emotional needs of all children in order

to sustain the positive effects of quality early education. By age 8, children develop key academic and social-emotional skills – problem-solving, self-confidence, relationship-building, curiosity and love of learning – that create the foundation for later learning and help children reach their full potential.

“Ready Schools” help children develop these skills by providing an environment that values and respects children and families, ensuring high quality teaching practices, and fostering strong connections with parents and the community.13 It is imperative for schools, early educators, families and community leaders to work together to continuously raise the quality of early learning programs and build bridges to “Ready Schools” so that all children have equal opportunity to achieve their full potential from “cradle to career.”

FIRST 5 is poised to leverage additional local, state and federal resources that will enable partners to build on these significant accomplishments. The level of public and political support for early education is greater than ever, and it has translated into dedicated state and federal funding that is likely to benefit Santa Clara County’s children.

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W H Y T H I S M AT T E R S

FA M I LY R E S O U R C E C E N T E R I N I T I AT I V E : A P L A C E - B A S E D A P P R O A C H T O S T R E N G T H E N I N G FA M I L I E S

O U R G O A L

Partners in FIRST 5’s Family Resource Center Initiative (FRC) utilize multiple strategies to provide place-based family support and to engage children and

parents/caregivers in their communities. The FRC Initiative addresses the following goals in this Strategic Plan.


FIRST 5’s vision for the Family Resource Center Initiative is that families in Santa Clara County have the skills and capacity to promote their children’s development, ensure their children are ready for school, build strong family relationships, and create a connected community. Using a place-based approach, FIRST 5 invests in the FRC Initiative by leveraging the multiple resources in the county’s neighborhoods that have the highest concentrations of children prenatal through age 5. FIRST 5 has established Family Resource Centers (FRC) in five regions that increase access to services and provide opportunities for parents to become more engaged in their children’s healthy development, school readiness, and other collaborative efforts to improve their lives and the communities in which they live.

The FRCs serve as neighborhood “hubs” of information and services that are designed for and with families who have young children. FRCs provide high-quality family support services directly to children and parents/caregivers. They foster connections between families, early educators, schools and other community resources so that children’s health, development and wellbeing is supported at home, school and in the community. FRCs invite families to participate in services at their centers, and also create opportunities for families to create and participate in family support activities in places where they naturally convene.

Core Components offered at each Family Resource Center support FIRST 5’s Goals in each of its Priority Areas. These Core Components include:

• Triple P – Positive Parenting Program: an evidence-based parenting program that strengthens parent-child relationships, increases parental confidence and prevents social, emotional and behavioral problems in childhood.

• SEEDS of Early Literacy: a research-based curriculum that teaches parents effective ways to interact with their children to promote social, emotional, language and literacy development.

• Start With the Arts: an instructional program that uses the arts to build children’s early language and literacy skills; teaches children to express concepts, thoughts and feelings; fosters children’s creativity; helps children understand their relationship to the world around them; and provides resources for parents to continue their children’s learning at home.

• Abriendo Puertas (Opening Doors): the nation’s first evidence-based parent leadership and advocacy training program that increases parents’ knowledge about how to be more involved and communicate with teachers, increases parents’ confidence and knowledge about positive parenting and the importance of earl literacy, and increases knowledge of and access to available health services.

• Ages and Stages (ASQ) Developmental Screening: a standardized developmental screening tool completed by parents/ caregivers in order to assess their child’s development and identify any areas of concern. Children requiring additional support in any developmental area are referred to the FIRST 5 System of Care for additional services.

• Access to Health Insurance: families receive assistance with enrolling in health insurance plans available through MediCal, Healthy Kids and Covered California.

• Health and Wellness programs: workshops and classes that promote healthy nutrition, physical activity and preventive health care (e.g. gardening, nutrition classes, cooking classes, oral health and vision screenings and healthy food access etc.) The Health and Wellness programs will become a more clearly defined Core Component available at all FRCs during this 2015-18 strategic plan.

14 ROYAL CHILDREN’S HOSPITAL (MELBOURNE, VIC.). CENTRE FOR COMMUNITY CHILD HEALTH. (2011). PLACE-BASED APPROACHES TO SUPPORTING CHILDREN AND FAMILIES. PARKVILLE, VIC: ROYAL CHILDREN’S HOSPITAL, CENTRE FOR COMMUNITY CHILD HEALTH.

15SOUTHWEST EDUCATIONAL DEVELOPMENT LABORATORY, ANNUAL SYNTHESIS (2002), A NEW WAY OF EVIDENCE: IMPACT OF SCHOOL, FAMILY, AND COMMUNITY CONNECTIONS ON STUDENT ACHIEVEMENT

GOAL 01

GOAL 02

GOAL 03

GOAL 04

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• Community Information and Referrals: families receive referrals and assistance with accessing services offered by various community organizations.

• Volunteer Program: FRC participants and other community members are screened and trained to assist with offering programs and services. Common volunteer tasks include assisting with child supervision, setting up/cleaning up program activities, leading classes and conducting outreach. The Volunteer Program will become a Core Component that is available at all FRCs during this 2015-18 strategic plan.

• Targeted Outreach and Engagement: FRC Initiative staff and volunteers conduct formal and informal outreach to engage children, families and early educators in FRC services and develop partnerships that will increase families’ access to FRC services. Outreach efforts may be broad in order to increase public awareness about the FRCs, as well as targeted to reach specific people or groups (e.g. males, faith-based groups, diverse communities, early educators, schools, other collaboratives, etc).

• Strengthening Families – 5 Protective Factors Framework: FRC Initiative partners receive training and technical assistance on how to apply the Strengthening Families approach, including the Five Protective Factors Framework and the Standards of Quality, to develop or strengthen their family support programs.

In addition to these Core Components, other “ancillary” programs, such as Arts Enrichment, provide opportunities for both parents/caregivers and children to develop skills and build relationships.

Families are often faced with a range of different, complex health and psychosocial problems that can be barriers to children’s healthy development and school readiness. Place-based approaches aim to address these interconnected problems by galvanizing the strengths and resources of an entire community to ensure families receive services that are fully integrated and accessible. The FRC Initiative provides safe, welcoming places for families to seek support and services before problems arise, as well as during critical times of need. When this type of place-based support is widely available and easily accessible, families are more likely to acquire the knowledge and skills they need to ensure their children are healthy and thriving in school and throughout life.

At the same time, place-based approaches seek to involve families and other community members in solution-based efforts that promote community engagement, connectedness, and resiliency.14 Connections among schools, families, and communities are formed and sustained when programs

“successfully connect with families and communities, invite involvement, are welcoming, and address specific parent and community needs.”15 Partners in FIRST 5’s FRC Initiative provides pathways for families to become more engaged in all aspects of their children’s learning and development.

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WHY THIS MATTERS

36

S Y S T E M S C H A N G E I N I T I AT I V E S

O U R G O A L

FIRST 5’s systems change efforts are focused on developing a high quality, coordinated, integrated and sustainable system of care that is responsive to the needs of

children prenatal through age 5 and their families. The Systems Change Initiatives address all of the goals in FIRST 5’s Strategic Plan.


Systems change strategies are implemented in support of all of FIRST 5’s Goals and Strategic Initiatives. Past systems change initiatives have produced results such as:

• Adoption of common assessment tools;• Partnerships that increase access to services for vulnerable populations;• Sustainable funding sources for programs initially funded by FIRST 5;• Leveraged funding to increase the reach and impact of professional development opportunities; and• Influence on local and state policies and legislation.

FIRST 5 will continue to develop partnerships at the local, regional, state and national level that provide opportunities to advocate for policies and funding that support the healthy development of children prenatal through age 5 and their families. Two specific Systems Change Initiatives will continue to be a focus during the 2015 – 2018 Strategic Plan and are described below.

Universal Developmental Screening

Developmental and behavioral health screenings are conducted during well-baby visits in pediatric settings, using the Ages and Stages Questionnaire (ASQ). Parents and caregivers answer a series of questions about their child’s behaviors and responses, which provides pediatricians and families with reliable information about developmental, social-emotional, and relational needs. These screenings take advantage of a vital opportunity for early intervention, allowing pediatricians to consult with families during a child’s visit and quickly connect them to appropriate intervention services that minimize social and emotional challenges.

The pilot stage of this Universal Developmental Screening project began in 2011 with a few clinics, and expanded to include additional pediatric clinics in January 2013. In 2014, a software application (the ASQ app) was developed to provide a user-friendly method for families to complete the ASQ and receive the families. Future phases of the project aim to expand screenings into all community clinics and, ultimately, to all pediatric and family physician providers within the county. Stakeholders will continuously monitor the project, looking for ways to improve the developmental screening process and making the case for early developmental screenings as an established best practice.

Strengthening Famil ies Approach and Five Protective Factors Framework

Selected FIRST 5 partners receive training and technical assistance on how to apply the Strengthening Families approach, including the Five Protective Factors Framework and the Standards of Quality, to develop or strengthen their family support programs. Participating organizations complete a Strengthening Families Program Self-Assessment to rate the degree to which their policies, programs and practices build Protective Factors and family strengths. Assessment results provide a roadmap for making improvements within individual organizations. Implementation of the Strengthening Families approach and Five Protective Factors within multiple organizations is intended to raise the quality of family support programs within systems that serve young children and their families.

GOAL 01

GOAL 02

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GOAL 04

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16FOSTER-FISHMAN & BEHRENS. (2007). SYSTEMS CHANGE REBORN: RETHINKING OUR THEORIES, METHODS, AND EFFORTS IN HUMAN SERVICES REFORM AND COMMUNITY-BASED CHANGE. AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY. 39: 191–196.

FIRST 5 strives to create a countywide movement to ensure that the developmental needs of young children are a priority in all sectors of the community. Foster-Fishman and Behrens define systems change as “efforts that strive to shift the underlying infrastructure within a community or targeted context to support a desired outcome, including shifting existing policies and practices, resource allocations, relational structures, community norms, values and skills and attitudes.”16 FIRST 5’s systems change strategies – advocacy, policy change, fund leveraging, partnership development

– work in tandem to shift the underlying infrastructure of organizations and systems that impact young children’s lives. This is the ultimate form of sustainability, as it will ensure that a comprehensive System of Care for children prenatal through age 5 will be embedded in existing systems and remain viable long after FIRST 5’s resources have been exhausted.

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W H Y T H I S M AT T E R S

The following Evaluation Framework identifies the Indicators that will be utilized to measure FIRST 5’s progress toward achieving the goals in this Strategic Plan. This Evaluation Framework enables FIRST 5’s Research and Evaluation team to develop and implement an evaluation plan that is aligned with the strategic plan. Indicators that are tracked and measured for more than one Goal are considered cross-cutting indicators, shown in bold font below.

H O W W E W I L L K N O W I F W E A R E S U C C E S S F U L

INDICATORS Goal 1 Goal 2 Goal 3 Goal 4 Goal 5 Goal 6 Goal 7

Percent of children enrolled in health insurance. √ √ √ √

Percent of children who have a medical home. √ √ √ √

Percent of children who receive regular health exams.

√

Percent of children who receive oral health services.

√

Percent of children who receive a vision screen-ing.

√

Percent of children who receive developmental and behavioral screenings.

√ √ √ √ √

Percent of children who receive developmental and behavioral health services as a result of concerns identified during a screening.

√ √ √ √ √

Percent of children who experience improve-ments in developmental, behavioral, and mental health as a result of receiving developmental and behavioral health services.

√ √ √ √ √

Percent of infants who are breastfed. √

Percent of children who drink 1 or more sugar-sweetened beverage per day.

√

Percent of children who eat 5 or more servings of fruit and vegetables per day.

√

Percent of children who are physically active. √

Percent of children who drink water. √

Percent of families who know how to access health information in the community. √

Number of parents who attend parenting classes focused on supporting child physical, cognitive, social-emotional development.

√

Percent of parents reporting an increase in parenting skills.

√

Percent of parents who report improvements in parent-child relationships.

√

Percent of families who report that they read, sing, talk and play together.

√ √ √

Increase in children’s problem-solving, literacy and social-emotional skills.

√

Percent of early educators who advance in their qualifications and skills each year.

√

Percent of parents actively engaged in their children’s early care and education.

√

Improved early care and education quality. √

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INDICATORS Goal 1 Goal 2 Goal 3 Goal 4 Goal 5 Goal 6 Goal 7

Increase in parents’ report of social connected-ness to their community.

√

Increase in parents’ confidence and skills to advocate for their children.

√

Number and types of changes in policies, proce-dures and infrastructure support systems.

√

Number and types of partners adopting com-mon assessment tools

√

Number of partners that report improvements in meeting the Strengthening Families Quality Standards.

√ √

Amount of funds leveraged with FIRST 5 funding each year.

√

Number of professional development opportunities and participants.

√

Percent of participants who report improved ability to support children’s healthy development as a result of attending FIRST 5 professional development opportunities.

√

Number of educational and marketing materials distributed, by distribution method.

√

Number of unique visits to FIRST 5’s web site and related campaign web sites.

√

Increase in social media engagement (likes, shares, retweets, etc)

√

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In FY 2013/2014, FIRST 5 invested a total of $39.1 million in community programs and services. For every dollar spent, FIRST 5 has leveraged an additional $0.88.

FIRST 5 wi l l cont inue to proact ively seek opportunit ies to leverage i ts investments, as this is the only way to create a sustainable impact that endures with or without FIRST 5’s involvement. The FIRST 5 Commission recognizes that achieving this type of sustainable impact requires many years of intent ional , committed efforts and funding. This is ref lected in the past and current strategic plans, which maintain FIRST 5’s focus on bui lding organizat ional and system-wide capacity to support young chi ldren and their famil ies.

L O N G - T E R M F I N A N C I A L P L A N

60+40 1+15+43+41In FY 2013/14, FIRST 5 Santa Clara County leveraged $18.4 million for a total Community Investment of $39.1 million

Of the $18.4 million leveraged, 43% were received from federal government programs, 41% from California state programs and 15% from local programs in Santa Clara County.

$20.7MFIRST 5 COMMUNITY INVESTMENT

CA STATE PROGRAMS

LOCAL PROGRAMS

LOCAL FOUNDATIONS

FEDERAL PROGRAMS

ADDITIONAL LEVERAGED SERVICES

$18.4M 41%

15%

1%

TOTAL COMMUNITY INVESTMENT

LEVERAGED INVESTMENT BREAKDOWN

43%

FIGURE 6

3341

PROP 10 REVENUE PROJECTION

F I G U R E 7

This focus on leveraging funds and creating systems change is critical to FIRST 5’s sustainability plan, as revenue from the Proposition 10 tobacco tax has been declining steadily throughout California and is expected to continue declining, although potentially to a lesser degree than originally predicted.

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In addition, FIRST 5 draws down revenue from its fund balance each year as part of a planned strategy to invest available resources into community programs and services. The financial forecast and the planned draw-down of the fund balance have been incorporated into FIRST 5’s long-term financial plan for many years. Figure 7 shows the projected fund balance for the next 10 years, relative to the projected revenue and expenses.

1 0 - Y E A R S U S TA I N A B I L I T Y P L A N

F I G U R E 8

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PROJECTED EXPENSES BY CATEGORY

F I G U R E 9

Although the projected decline in revenue may occur more gradually than anticipated, and new funding is likely to become available that would support one or more of FIRST 5’s initiatives, the FIRST 5 Commission recognizes the importance of staying true to the strategic direction outlined in this plan. FIRST 5 will continue to be a responsible steward of its public monies and will build sustainability strategies into every program and partnership it supports. This is our commitment to ensure that FIRST 5’s past, current and future investments have a meaningful and enduring impact on all children and families in our community.

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FIRST 5 has projected the amount and percent of Community Funds allocated to each of the Priority Areas for the next three fiscal years. Although these allocations may change as projections for revenue and expenses are updated each year, the charts below will serve as a framework for allocating and reporting the total amount of Community Investments by Priority Area (Figure 9) and the percent of Community Investments by Priority Area (Figure 10). The charts will be updated as needed during the annual review of the strategic plan.

COMMUNITY INVESTMENT TRENDS - AMOUNT ALLOCATED PER PRIORITY AREA

F I G U R E 1 0

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COMMUNITY INVESTMENT TRENDS PERCENT ALLOCATED PER PRIORITY AREA

F I G U R E 1 1

Although the projected decline in revenue may occur more gradually than anticipated, and new funding is likely to become available that would support one or more of FIRST 5’s initiatives, the FIRST 5 Commission recognizes the importance of staying true to the strategic direction outlined in this plan. FIRST 5 will continue to be a responsible steward of its public monies and will build sustainability strategies into every program and partnership it supports. This is our commitment to ensure that FIRST 5’s past, current and future investments have a meaningful and enduring impact on all children and families in our community.

0% 5% 10% 15% 20% 25% 30%

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Communicat ions & Publ ic Awareness

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FIRST 5 Santa Clara County4000 Moorpark Ave, Suite 200San Jose, CA 95117P: 408 260 3700F: 408 296 5642www.f i rst5kids.org

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FIRST 5 Santa Clara County