1. ECBG Prevention Initiative
FY 09 Bidders Conference
Illinois State Board of Education
Kay Henderson
Early Childhood Division Administrator
Raydeane James
Principal Consultant

2. Prevention Initiative
Intensive services to high risk families of children under age 3
Program model that supports the development of children under age 3 by focusing on the child and family
ISBE Early Childhood Budget request-$45 increase in ECBG
Currently over 260 Birth to Three programs
FY08 received 146 proposals asking for a $23.6 million
11% set aside
Training and Technical Assistance
Social Emotional Consultation

3. Eligible Applicants
School districts and other entities with experience in providing educational, health, social and/or child development services to young children and families
Child care centers holding appropriate DCFS licensure
Currently funded Prevention Initiative programs to expand
Currently funded Parental Training programs may apply for additional funding to offer a prevention initiative program

4. Applicants may apply Start a new program,
Expand an existing program to serve more families,
Add to a currently funded parental training program, a component that would meet all of the requirements of the Prevention Initiative.
Current programs are funded in:
Public education entities
Child care center
Community agencies, including Head Start
Collaborations

5. Competitive Grant Awards
Will vary depending on the program model and the intensity of services
Grant period: July 1, 2008-June 30, 2009
Joint applications accepted
Designated administrative agent
Authorized official signature
Participate in only one application for PI

6. Application Submission
4:00 p.m. May 6, 2008
Mail to ISBE Springfield office or drop-off at ISBE Springfield or Chicago locations
Submit original (original signatures) and 5 copies
No FAX or copies accepted

7. New Funds Timeline May 6 – Proposals due
May 16 – June 2 – Competitive reading
July 1 or later* - Grant award notification
*Based on approval of the state appropriation

8. Prevention Initiative
PROGRAM Specifications
RFP page 3-9

9. Prevention Initiative Offer coordinated intensive and comprehensive services to help families build a strong foundation for later school success
Services to expectant parents and families with high risk children ages birth to 3 years
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
The PI program is to be designed to provide high quality opportunities' for infants & Toddlers and their families
Low income families, awards of the state, teen parents, homeless families, active duty military, incarcerated

10. 10 PROGRAM COMPONENTS Screening to determine eligibility
Research-based program model
Research-based curriculum for Parent Education
Developmental monitoring
Individual Family Service Plan (IFSP)
Case Management
Services
Family and Community Partnerships
Qualified Staff and Organizational Capacity
Professional Development
Evaluation
The Prevention Initiative is made up of 10 components

11. Component 1 Screening to determine eligibility Appendix B
Identify neediest children in your community
Measure child development
Address all domains of development, including social emotional
Parent interview (in parent’s home language)
Obtain child’s health history, social development
Criteria to assess the child’s at-risk factors (environmental, economic and demographic information)
Written permission from parents
(To serve Illinois the neediest children)
Parent Interview to obtain the child’s health history, social development, and include many questions about the parents' education level, employment history, income living arrangements, age, marital status and living arrangements, number of children
At-risk factors to determine eligibility
Developmental screening is conducted for infants and toddlers entering the program at age four months or older using a published, research-based instrument that addresses all areas of the child’s development, including social-emotional development.

12. Component 2 Research-Based Program Model (Appendix B)
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
Intensive and regular one-on-one visits with parents
Education activities (site based or home based)
Activities between parent and child
Aligned with the Illinois Birth – Three Program Standards
Appropriate staff, based on model
Appropriate case load
Staff training opportunities
Program supervision
Other services based on program model
Program models are designed to improve quality therefore some programs may need to reduce case load or class size to accommodate the program model of your choice
Appendix C will give you four Models that are currently being used and recommended by ISBE, Appendix B will provide you with criteria
Families will receive services that research has demonstrate to be effective in increasing protective factors and decreasing the likelihood of later school failure.
Designed to teach new ways of supporting and enhancing theirs child’s development including their social emotional parent/child relationships and family literacy needs.
The education activities must adhere to the requirements of the selected program model and be of sufficient intensity and duration to make sustainable changes in a family.
Program model will determine child /staff ratio and group size
See Appendix B for definitions and examples
See Appendix C for examples of program model requirements
No fees are charged for parents to participate in this program

13. Current Program Models
Healthy Families
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
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
Mission is to positively impact child development and nurture healthy parent-child relationships during the critical early years
Early Head Start Standards (EHS-Center Based)
Serves pregnant women, infants and toddlers from low income families. EHS promotes school readiness by providing quality early education both in and out of the home; parenting education; comprehensive health and mental health services, nutrition education; and other family support services
Have appendix B handy to discuss
Designed to increase quality by having
Healthy Families--- home visiting program-home visits for parents of at-risk newborns, works with parents and provides them with the tools and support to raise and nurture their children without physical or emotional violence. Prevent child abuse Illinois implements
Parents As Teachers----Parents as Teachers (PAT) is an early education and support program that begins prenatally - the onset of learning - and extends to age 5. This early prevention program is based on the beliefs that parents are the first and most influential teachers of their children and that the early years lay the foundation for children's success in school and life. Baby Talk: Baby TALK's mission is to positively impact child development and nurture healthy parent-child relationships during the critical early years.  They work collaboratively within the community
Early Head Start--Early Head Start program (for pregnant women, infants and toddlers) promote school readiness for children in low-income families by providing comprehensive educational, health, nutritional, and social services. Strong parent involvement---Parents are also provided social services, including assistance with child care.
Can access website for each

14. Model Requirements Appendix C
Staff training/educational requirements
Staffing
Supervision
Frequency of visits/group activities and instruction
Curriculum
Case load
Consultants/Contacts

15. 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
EHS
Case loads and Ratio Children to Adult
Direct Service Staff Qualifications
Bachelor's degree (preferred)
Programs may include alternative education or work history requirements.
Initial 5-day Born to Learn training hours of follow-up. Annual certification is required to use the PAT model and curriculum materials.
Bachelor’s degree (preferred) or an associates degree.
3-day training. Practitioners are certified for the year of their training, and they renew that certification annually.
Educational requirements = HS diploma
Training-4 day Core Training
FY09
Teaching staff at least a CDA or equivalent.
25% staff must have a AA or BS or working of one.
Parent Educators/Home visitors-BS or significant training and experience
The career lattice support network, designed to provide guidance and encouragement, many career pathways and provide coordination and opportunities coordination of resources on education and training for those seeking career development and enhancement
A key component of any professional development system is the identification of what every early care and education professional should know and be able to do at various levels of training, education, and role responsibilities within the early care and education field

16. PREVENTION INITIATIVE MODELS DIRECT SERVICE STAFF CASE LOAD AND QUALIFICATIONS REFERENCE SHEET
FTE
PAT# of Families Expected
Baby TALK
# of Families Expected HF
EHS
Case loads and Ratio Children to Adult .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
4 children to 1 adult in a classroom-No more than 8 children per classroom.
Parent Educator/Home visitor-1 FTE per 25 families
Number of families per child
Service staff and case load

17. ESTIMATED COSTS Center-Based Infant Toddler Care
Cost per participant
Approximately $8,000 per child in Prevention Initiative funding, in addition to Child Care Assistance Program funding

18. ESTIMATED COSTS Healthy Families (HF)
Cost per participant
Approximately $3,600 to $4,600 per year (including matching funds from programs)
Start-up costs
Approximately 25% of a program’s annual budget (about $50,000)

19. ESTIMATED COSTS Parents As Teachers (PAT)
Cost per participant
Approximately $3,650 per year (weekly visits to one at-risk family, per year)
Start-up costs
$78,002 per program site for one year for a brand new program (includes training and curriculum, program materials, two part-time 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
$815 per person, including training fee and cost of curriculum. PAT requires annual re-certification ($40.00 fee).
Are we still doing rent?

20. ESTIMATED COSTS Baby TALK
Costs per participant
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
Costs for Parent Educators
Baby TALK certification training = $795, plus travel
Annual certification in Baby TALK Professional Association = $40 per year
It is the intent of ISBE to provide T & TA only to your program model.

21. Component 3 Research-Based Curriculum For Parent Education (Appendix B)
Seven Designated Areas of Instruction and Training
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.
Must offer appropriate parent education and training services that address
As well as center base
Strengthening Families _____________________
Families will become aware of becoming actively involved with the health care and educational needs of their family
Examples of a researched based curriculum can be found in Appendix B for examples

22. Component 4 Developmental Monitoring
Children’s developmental progress will be regularly assessed to inform
instruction and to ensure identification of any developmental delays or
or disabilities.
Children who are identified as having delays are linked with local Child and Family Connections and follow-up to ensure services are being received
Monitor children’s development, using multiple sources that are developmentally appropriate
Communicate regularly with parents about their child’s development
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.
Infants and toddlers are growing and changing daily, therefore children should be screened regularly to ensure there are no developmental delays. See more information in the Illinois birth-three standards

23. Component 5 Individual Family Service Plan (IFSP)
The IFSP is used to address the strength, needs and goals of the child and family
Families must be full partners developing and implementing an Individualized Family Service Plan.
Includes educational and social-economic needs of the family
The IFSP is used to guide services
An important focus of the program is to help families identify how they want to improve their lives and the steps that will help them reach their goals (included in the Birth-Three Standards
Families must be full partners developing and implementing an Individualized
Family Service Plan
ISBE do not have a universal needs assessment for families, program models do offer a guide

24. Component 6 Case Management Service
Comprehensive, integrated and continuous services
Address the multiple needs of families
Develop relationships and partnerships with other early childhood systems in the community
Services are provided though a network of service providers
Develop a referral system
Follow up
Coordinate the IFSP with other service providers if needed
Comprehensive ---- all inclusive
Many of the families participating in Prevention Initiative programs have multiple needs, some of which cannot be met directly by the program. These may include, for example, adult education, housing, nutrition, health care, and other needs.
following up on these referrals to ensure that families receive the needed services
Families participating in Prevention Initiative programs may also have developed service plans with other service providers. The Prevention Initiative program must coordinate these services

25. Component 7 Family and Community Partnership
Opportunities for families to partner in implementing the program
Orientation to the educational program
Program involvement (home base or center base)
Communicate methods of linking parents with community resources and other 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
Programs are encouraged to develop a model that provides coordination of services, and delivers prevention initiative services in ways that reflect local needs and resources. Collaborative partnerships must include a direct link between and among the initiatives.
The program create partnerships to support the development of infants and children from birth to age 3 by focusing on the child and family through a network of child and family service providers.

26. Component 8 Qualified Staff and Organizational Capacity
Staff will have the knowledge and skills to create partnerships to the support the development of infants and young children
Qualified personnel that meet model requirements (program administrator, teaching staff, counselors, psychologists, and social workers)
The administrator and all program staff are knowledgeable about high quality early childhood programs and are effective in implementing them
Organizational capacity to operate the program.
The program has written personnel policies and job descriptions on file
The program has experience providing services and working with similar cultural background of the families
In appendix C- experienced staff

27. Component 9 Professional Development
Ongoing staff development activities are provided based on current research and best practices
Staff needs are assessed on a regular basis
Professional development plan for all staff
Opportunities and resources for staff to share and consult with others regularly

28. Component 10 Evaluation
Continuous improvement, improve quality and enhance service delivery
Self assessment of program and staff (ongoing)
Procedures to determine the success of the program
Develop systems that will observe, record and measure program quality, progress and success in implementing the program model and the Birth-3 Program Standards.
Analyze the progress that children and families are making toward their goals, and whether the anticipated outcomes are being achieved.
Action Plan
Develop systems for observing, recording and measuring the quality & program progress and process toward implementation of the model and birth – 3 standards
The evaluation will provide data and information that is used for continuous improvement
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.
This conclude the 10 required components

29. Prevention Initiative
Writing Your Proposal
Prevention Initiative
Submitting attachments 1-17 , duplicate pages as needed, you can not save attachments
Remember to have signature of authorized official
Assemble your program narrative in the order of the checklist beginning on page 11 of the RFP

30. Narrative Requirements
Statement of Need
educational level of parents;
employment conditions;
rates of infant mortality, birth trauma, low birth weight or prematurity;
the district’s rate of dropouts, retention, truancy, teenage pregnancies and homeless students;
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
number of birth to three services in the area
based on current statistical, demographic, or descriptive information
the proposal must document the need for the early childhood initiative in the community. The need must be based on current statistical, demographic, or descriptive information regarding the community in which the families and children reside.
The following points must be included in the narrative.

31. Narrative Requirements (Attachment 1-3a)
Population to Be Served
Recruitment efforts
Geographic area to be served
Number of families with children ages birth to 3 to be served.
Estimated number of children in the community
Indicate which category applies
Start a new program,
Expand an existing program to serve more families,
Add to a currently funded parental training program, a component that would meet all of the requirements of the Prevention Initiative.

32. Program Description 10 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
Model 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
Screening to identify eligible participants who are at risk
Applicants must provide a description of the procedures to be used to screen children and their families to determine their need for services and ensure that the program will serve those children and families most in need.
Developmental screening is conducted for infants and toddlers entering the program at age four months or older using a published, research-based instrument that addresses all areas of the child’s development, including social-emotional development.
How the screening instruments and activities are related to and measure the child’s development in these specific areas (as appropriate for the age of the child): vocabulary, visual-motor integration, language and speech development, English proficiency, fine and gross motor skills, social skills and cognitive development.
Describe the program activities, including parent activities, child activities, parent-child interactive activities and family activities; indicate whether they are home-based or center-based; and describe how these activities will teach parents new ways of supporting and enhancing their child’s development.

33. Program Description 10 Components (Attachments 4-11)
3. Research-based Curriculum for Parent Education
Curriculum to be used
Aligned with the Illinois Birth to Three Program Standards
Activities that will address the seven areas of instruction and training
4. Developmental Monitoring
Describe the methods and sources of information used to regularly monitor children’s development.
Describe how the program will communicate with parents about their child’s development
Describe or tell us how
Regular developmental monitoring through multiple, developmentally appropriate methods, will be conducted
to ensure that all children who have a potential developmental delay or disability are identified and referred for appropriate services

34. Program Description 10 Components (Attachments 4-11)
5. Individual Family Service Plan
Assess needs of families
Parental involvement in development
IFSP used to guide services
6. Case Management Services
Coordinate to provide services/comprehensive and continuous support
Access of services
Describe the follow-up and referral process of children with other service providers
IFSP: The following points should be included:
Describe
how parents and families will be involved in making decisions regarding the goals and outcomes of their individual family service plan.
how the needs of the family enrolled in the program will be assessed and how this information will be used to develop an individual family service plan.
Describe how the individual service plan is used to guide services for the family.
Case Management: is used to provide unduplicated intensive comprehensive, integrated and continuous support services to families

35. Program Description 10 Components (Attachments 4-11)
7. Family and Community Partnership
Families will be orientated
Home base or site based activities
Communication with parents
Link to community services
8. Qualified Staff and Organizational Capacity
Qualified staff (position/title/name/FTE)
Qualifications and experience
Roles and responsibilities of position
Program experience in providing services to very young children and their families
Develop a Program Community Partnership plan that will
Describe the procedures how families will be oriented into the program, family participation, partnering
Describe home base and center base activities for parents
Staff: must be appropriately qualified, including but not limited to, program administrators, early childhood teachers, counselors, psychiatrists, psychologists and social workers.
Describe the organization’s capacity to operate a program of this nature

36. Program Description 10 Components (Attachments 4-11)
9. 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
10. 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.
Describe
plan for staff develop
How the plan will be conducted to meet the individual staff needs and to meet the program model requirements,
Describe other professional development activities that will be provided.
Evaluation
Program self assessment
How you will show measurable outcomes
How does your program outcomes being achieved
Describe how the staff development needs will be determined for all staff members.
Describe the staff pre-service and in-service training program that will be conducted to meet the individual staff needs and to meet the requirements, if applicable, of the chosen program model.

37. BUDGET REVIEW

38. Budget Information Budget Summary and Payment Schedule
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 28-30)
Allowable Budget Items (worksheet)
ISBE anticipates receiving an increase of approximately $45 million over the FY 2008 appropriation for the Early Childhood Block Grant (ECBG). A minimum of 11 percent of the ECBG funds must be used for programs serving children birth to age 3 years. The remainder of the ECBG funds is used for programs serving children ages 3 to 5 years.
Supplement Vs Supplanting
Only supplemental cost may be charged.
(In other words, if the cost existed before this grant was awarded and was paid for through other funds, then you can't offset these costs/salaries with the grant funds.)
So, in most cases, compensation for supervisory/administrative/mgt. personnel (including supts. of schools, directors of education, building principals, agency directors, HR directors, etc.) falls within the category of expenses that would be incurred even if an entity were not participating in the state-funded program (ECG). This would not be eligible for reimbursement through the grant unless ADDITIONAL administrative personnel are necessary and hired specifically for that purpose.
Salaries and wages of employees chargeable to more than one grant program or other cost objective will be supported by appropriate time distribution records.
Budget should align with the goals and activities of the program model.
If your program is funded you will be asked to complete a revised budget and program abstract is applicable
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

39. Budget Function Codes Function 2210 – Professional Development
Registration fees, meals, mileage, to attend training in state only
Substitute’s salary for staff to attend training
Function 2300 – General Administration
< 5% of total budget
Higher limit not to exceed 10 percent may be negotiated with sufficient evidence from applicant
Function 2540 – Operation and Maintenance
Be specific – custodial services
Constructions costs are not allowable
Improvement of instruction

40. Budget Function Codes (continued)
Function 3000 – Community Services
Most of budget here
Parent Coordinator, Parent Educator, Parent Advocate (staff associated with program model)
Community activities, screening costs, transportation and food for parent activities
Function 4100 – Payment to other Governmental Unit
Entity is being paid instead of a person
Include the name of governmental unit being paid
Describe expenses

41. Budget Object Codes Salaries (Object 100)
Salaries - amounts paid to permanent, temporary or substitute employees on the payroll of the administrating agency
Purchased services are amounts paid for personal services provided by personnel who are not on the payroll of the administrating agency – i.e. Guest speaker at a parent meeting
Indicate percent of time - Full time - 1 FTE, half-time - .5 FTE, quarter time FTE and name

42. Budget Object Codes (continued)
Benefits (Object 200)
Specify benefits – IMRF, Health Insurance
Purchased Service (Object 300)
Worker’s Compensation and Unemployment Insurance - Purchased Service (Object 300) not Benefit (Object 200)
All benefits go in Object 200

43. Budget Object Codes (continued)
Supplies and Materials (Object 400)
Include how being used i.e. - for inservice workshops, for parenting classes, for office use, for cleaning
Equipment (Capital Outlay – Object 500)
>$500 per unit – but cost not only determinant
Useful life of more than a year, for example computer, cubby wall unit
Not software - materials
Not software license – purchased service

44. Transition To Research-Based Model
Budget may include funding to:
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

45. Transition To Research-Based Model (continued)
Programs Switching
From PT to PI without a request for additional funding. (This can be done through your IWAS account. Contact Raydeane James at for assistance to be included in the PI contact list and approval for involvement in the Birth to Three Training Network)
From PT to PI with a funding request (submit a full proposal)
Complete and submit a full proposal if you are requesting additional funding for your continuation Prevention Initiative program.

46. Budget Breakdown
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

47. Criteria for Review and Approval
Qualitative Criteria
Population to be Served (30 points)
Identifying children and families
Recruitment
Quality of Proposed Program (40 points)
Meeting identified need
Linkages
Outcomes
Experience and Qualifications (20 points)
Qualification and experience
Staff
Staff development
Cost effectiveness (10 points)
How funds will be used
Proposals will be evaluated in comparison with other Preschool for All Children Prevention Initiative Birth to Age 3 Years: 09 proposals received by ISBE, based upon the criteria
Final determination by the State Superintendent of Education and will be based upon recommendations resulting from the evaluation/review process which may include a site visit
Our intent notified by July 1, 2008.

48. Review and Approval
Proposals are read and evaluated by a team of readers
Scores are totaled and ranked by using a rubric that is on our web site
Recommendations are made for funding based on successful application and need
Signature of authorized official

49. Conclusion 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 turned in after the due date and time will be considered non-responsive
Proposals due by 4:00 p.m. on May 6
Notification by July 1 or later
Be thorough-don’t assume reviewers know about your program
Cant save attachments
May want to complete in word from then copy and paste into the form

50. ECBG Prevention Initiative
Illinois State Board of Education
Early Childhood Division