Statewide, Comprehensive Early Childhood Plan

Spark NH Early Childhood Advisory CouncilJuly 26, 2012

Presented by:Martha DiefendorfMary PetersFrank Porter Graham Child Development Institute

Develop a state-wide plan to build infrastructure and ensure fidelity and sustainability of implementation processes that support

program quality and effective practices that positively impact child and family outcomes

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Statewide, Comprehensive Early Childhood

Plan

Build Infrastructure

Ensure Implementation

Program quality

Effective practices

All NH children and their families

arehealthy, learning, and thriving now, and in the future!

TH

E C

HA

RG

E

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Roles and ResponsibilitiesThinking, Doing, Approving

Governor

Commissioner

Spark NH Full CouncilExecutive Committee

Spark NH Committees (Data, Quality, etc.)

Spark NH Policy CommitteeSpark NH Core Planning TeamSpark NH Staff

Larger Stakeholder Group

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Core Planning Team Membership

1. Ellen Wheatley, Council Chair

2. Erika Argersinger, Council Vice Chair

3. Laura Milliken, Council Director

4. Jeanne Agri, Policy Committee Co-Chair

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Conference calls (~1 per month for 90 minutes) • Communicate with TA providers about progress and next

steps• Review/revise notes and distribute to Policy Committee• Set pace for meetings and product development • Jointly design process agendas for webinars and on-site

meetings• Arrange logistics for onsite meetings• Contribute content for calls and meetings using web space

for electronic management and storage of files--Basecamp• Steer workgroups of Policy Committee • Provide input into methods for stakeholder input and review

of draft products (e.g., web-based surveys, focus groups)• Provide input into the written plan (design, organization and

content)

Core Planning Team Role and Activities

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Proposed TimelineMajor Milestones

Basecamp – July 2012

Onsite meetings (fall, winter, spring)

Draft plan – May 2013

Final plan – August 2013

June 2012 – September 2013

Basecamphttps://tadnet.basecamphq.com

Account: TA & D NetworkCompany: Spark NH

Project: Strategic Planning

People: Access with Permission

Web-based application for project management

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Comprehensive Early Childhood System

State Infrastructure/AdministrationProfessional Development LevelLocal Infrastructure/ Program AdministrationPractice/Provider LevelFamily LevelChild Level

ALIGNMENT ACROSS LEVELS OF THE SYSTEM

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Home

Visiting

Early Head Start

Early

Intervention

IDEA Part C

Child Care

Head Start

Preschool Special Ed

IDEA B 619

State Pre-K

Kinder-garten

Elem

School

INTEGRATION ACROSS PROGRAMS

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Prenatal Birth - Two Three Year Olds Four Year Olds Five Year Olds Six Year Olds Six – Eight Year Olds

ALIGNMENT ACROSS AGE GROUPS

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ALIGNMENT OF SYSTEM COMPONENTS

1. Governance2. Policy and Planning3. Funding and Sustainability 4. Quality EC Programs and Services 5. Workforce and Professional Development6. Communications &

Public Awareness 7. Early Childhood Data Systems

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What Results Should a Comprehensive Early Childhood System Deliver?

Values and Principles Optimally, a comprehensive early childhood system will:

• Reach all children and families, and as early as possible, with needed services and supports• Genuinely include and effectively accommodate children with special needs• Reflect and respect the strengths, needs, values, languages, cultures and communities of children and families• Ensure stability and continuity of services along a continuum from prenatal into school entry and beyond• Ease access for families and transitions for children• Value parents as decision makers and leaders• Catalyze and maximize investment and foster innovation

Early

Learning and Development

Health and Mental Health

Family Leadership

and Support

Comprehensive services that

promote children’s physical,

developmental, and mental health

Nurturing relationships, safe environments, and

enriching experiences that foster learning and

development

Resources, experiences, and relationships that

strengthen families, engage them as leaders,

and enhance their capacity to

support children’s well

being

THRIVING CHILDREN

AND FAMILIES

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Funding and Sustainability

Communications & Public Awareness

Planning and Policy

Development

Early Childhood Data System

Alignment

Leadership and Governance

Workforce and Professional Development

Quality EC Programs and

Services

Evaluation, Monitoring and Accountability

Early Learning and Development

safe, enriching environments &

relationships

Comprehensive Health Care

prenatal, medical, dental, mental health

Family Leadership and Support

nurturing & financially

stable families

THRIVING CHILDREN

AND FAMILIES

New Hampshire Comprehensive Early Childhood System

Draft, 7/20/12

ALIGNMENT OF SYSTEM COMPONENTS 1. Governance provide and coordinate leadership,

monitoring and accountability

2. Policy and Planning statewide comprehensive strategic planning

3. Funding and Sustainability funding, sustainability, investment, strategic financing

4. Quality EC Programs and Services

enhance and align federal/state program quality standards, access, collaboration & coordination, comprehensive assessment systems

5. Workforce and Professional Development

education/training, credentialing, personnel standards, recruitment and support

6. Communications & Public Awareness

public awareness, website, information loop, community engagement, family engagement and leadership

7. Early Childhood Data Systems

data linkages and alignment, data gaps/needs; data sharing

16Yellow text = additional concepts from the ECSWG definition of infrastructure components.

Spark NH Committees Focus of Committee Work

Conceptual Framework for System Improvement

StateInfrastructure

Improved

Practices

Results are improved

for

CHILDRE

N and FAMILIES

LocalInfrastructure

THEN

Workforce/ProfessionalDevelopment

IF SUPPORT AND

ENCOURAGE

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State Infrastructure policy, funding, support and collaboration at the state level

Professional Development higher education and state’s capacity for training & TA across the state

Community Infrastructure policy, funding, support and collaboration at community and local agency level

Service Provider/Practice provider knowledge and skills

Children/family positive outcomes for children and family

Levels of the Service System

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Stages of Planning for Systems Change

1. DESIRED OUTCOMES Deciding where we want to go

2. CHALLENGES Understanding where we are

3. STRATEGIES Planning how to get there

4. EVALUATION & BENCHMARKS Knowing if we are getting there

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Multi-level ChallengesState

ProfessionalDevelopment

Regional/ local/agency

Providers practices

Children and families

Multi-level OutcomesState

Personnel Development

Regional/ local/agency

Providers practices

Children and families

Activity 1

Activity 2

Activity 3

Activity 4

Long-Term Systems Improvement Plan

. . . . . . Timeline . . . . . . .

Strategies

Benchmarks

Benchmarks

Benchmarks Benchmarks

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MULTI-LEVEL IMPACTS

State provides consistent guidance and uses data about evaluation/ assessment and eligibility to inform state decisions.

State TA system uses the new guide to inform the field on quality evaluation/ assessment/eligibility practices and for ongoing training and TA.

Regional administrators support service providers to implement state guidelines for consistent and timely use of evaluation/ assessment and eligibility methods.

All service providers conduct quality evaluation and assessment to determine eligibility for children (B-5) according to state guidelines to ensure consistency and equity.

Families understand the reasons for and implications of having their child evaluated and assessed, and take an active part in the process.

MULTI-LEVEL

TARGETS

State Infrastructure

Personnel

Development

Community Infrastructure

Service Provider/ Practice

Family Level

Planned Strategies/Activities

Year 1 Year 2 Year 3 Summer Fall Winter Spring Summer Fall Winter Spring Summer

5. Workgroup representing multiple perspectives and system levels develops guidance document.

6. Regional administrators and local providers from selected sites field test the procedures.

Challenge: Practices regarding evaluation and assessment and determination of eligibility of children birth through five are inconsistent across regions and do not necessarily reflect research and evidence-based practices or meet compliance with provisions of IDEA.

Desired Result: Children, birth to five, and their families across the State will benefit from consistent and timely evaluation and assessment practices which support appropriate eligibility decisions and selection of needed supports, services and community resources.

Issue Area: Evaluation and Assessment

2. Both State agencies review research findings on best practices related to evaluation, assessment and eligibility.

7. Evaluation data informs final revisions to the document; training needs are ascertained, training/TA plan is developed, and evaluation plan for training/TA is designed

8. Final guidance document is disseminated and training and TA is provided for administrators and providers in all regions.

1. Department of Education and Lead Agency review current practices and procedures being used in the state to evaluate & assess young children and determine their eligibility for services.

. . . . Meaningful stakeholder involvement and strategic communication throughout all activities . . . . . . . . Evaluation embedded in each activity . . . .

3. State agencies jointly determine policies and procedures for selection and use of evaluation and assessment tools, implementing best practices, and using results for eligibility determination, program planning and outcome measurement.

9. Regional administrators refine procedures to fit their circumstances and oversee implementation of evaluation/assessment methods and data collection procedures.

10. Local providers evaluate and assess children using new policies and procedures, and accurately collect and report data.

4. State agencies develop an interagency agreement regarding data collection and monitoring related to this issue.

11. State agencies monitor regions to ensure consistent implementation of evidence-based practices and accurate data collection.

Sample Visual Depiction of Plan

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Strategic Planning

NH Strategic PlansPlans Provided to Date

• Child Care Advisory Council

• Head Start • Early Supports and

Services• Preschool Special

Education• Early Childhood

Comprehensive System• ECAC Strategic Report

• Home Visiting • Hunger Solutions • Healthy Eating and

Active Living• Prevention of Obesity • Infant Mental Health• Fetal Alcohol Syndrome• Special Medical Services• Legislative Committee

Report (HB86)23

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LandscapingSummary of Current NH Plans

• Develop a complete list of existing plans and other suitable materials 

• Review plans • Using a mapping framework for comprehensive system.

• child and family service sectors• infrastructure functions

• Using a system level framework• Summarizing common goals & intended outcomes • Identify strengths & opportunities • Identify gaps & challenges

• Create a “visual map” of service system

AC

TIO

NS

DELIVERABLES List of exiting plans Visual map of system

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• Communicate with Spark NH committees for input

• Produce written report • Strengths of the system, gaps, duplication,

commonalities • Opportunities for collaboration• Analysis of contribution of existing plans to the

statewide comprehensive system

• Communicate with Spark NH committees for feedback and validation

Plan DevelopmentStrategically Conceptualize NH’s Service System

AC

TIO

NS

DELIVERABLES Summary report

Studying SuccessesSummary of RTT-Early Learning Challenge Grants

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• Review winning states’ RTT-ELC grants

• Summarize highlights RTT-ELC plans

• Identify commonalities with NH needs and priorities

• Produce summary report with findings

AC

TIO

NS

DELIVERABLES Written report

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• Develop agreed-upon intended outcomes at all systems levels

• Brainstorm strategies for reaching the intended outcomes

• Prioritize level of impact and effort for each strategy

• Determine the timeline and flow of strategies• Develop action plans for each strategy• Determine benchmarks for accountability

Plan DevelopmentStrategically Conceptualize NH’s Service System

AC

TIO

NS

DELIVERABLES Written overview Visual depiction of

system development Compendium of

action plans

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Spark NHProposed Role and Activities

NH Comprehensive EC Service System: Conceptualization and Development

• Validate “map” of existing service system

• Articulate agreed-upon intended outcomes at all levels of the system

• Determine major strategies or activities to be undertaken for reaching the intended outcomes

• Determine the flow of activities in a timeline and their relationship to each other

• Determine data elements for monitoring and evaluating implementation of plan

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Spark NHProposed Role and Activities, con’t.

Oversee Plan Development

• Decide on workgroup structure for creating specific action plans for system development

• Communicate with other Spark NH Council, Committees, and identified stakeholders

• Participate in development of specific action plans with steps, timelines, benchmarks for accountability, and TA needs with key stakeholders

• Approve strategy for soliciting stakeholder input

• Review and approve deliverables

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Spark NHProposed Role and Activities, con’t.

Oversee Plan Implementation

• Disseminate the plan to relevant stakeholders

• Promote public awareness about the plan

• Host summit to launch implementation

• Monitor implementation

Shifting Sands

A system is not a structure or something fixed. Systems are complex, ever evolving and dynamic.

A plan is not something fixed in stone. It provides direction but is a living document, meant to be changed as needed to fit current realities.

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Questions?

Advice?