Presentation on theme: "ECBG Prevention Initiative FY 09 Bidders Conference Illinois State Board of Education Kay Henderson Early Childhood Division Administrator Raydeane James."— Presentation transcript:
ECBG Prevention Initiative FY 09 Bidders Conference Illinois State Board of Education Kay Henderson Early Childhood Division Administrator Raydeane James Principal Consultant 217-524-4835
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
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
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.
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
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 e-mail copies accepted
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
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 childs development of social-emotional, cognitive, communication and motor skills as well as development of effective parenting skills
10 PROGRAM COMPONENTS 1. Screening to determine eligibility 2. Research-based program model 3. Research-based curriculum for Parent Education 4. Developmental monitoring 5. Individual Family Service Plan (IFSP) 6. Case Management Services 6. Family and Community Partnerships 7. Qualified Staff and Organizational Capacity 8. Professional Development 9. Evaluation
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 parents home language) Obtain childs health history, social development Criteria to assess the childs at-risk factors (environmental, economic and demographic information) Written permission from parents
No fees are charged for parents to participate in this program 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
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
Model Requirements Appendix C Staff training/educational requirements Staffing Supervision Frequency of visits/group activities and instruction Curriculum Case load Consultants/Contacts
PREVENTION INITIATIVE MODELS DIRECT SERVICE STAFF CASE LOAD AND QUALIFICATIONS REFERENCE SHEET Direct Service Staff FTE PAT # of Families Expected Baby TALK # of Families Expected HF # of Families Expected 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. + 6 hours of follow-up. Annual certification is required to use the PAT model and curriculum materials. Bachelors 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
PREVENTION INITIATIVE MODELS DIRECT SERVICE STAFF CASE LOAD AND QUALIFICATIONS REFERENCE SHEET Direct Service Staff FTE PAT# of Families Expected Baby TALK # of Families Expected HF # of Families Expected EHS Case loads and Ratio Children to Adult.56-7 (weekly visits) 12-14 (bi-weekly visits 6-257-13 1 12-14 (weekly visits) 24 (bi-weekly visits) 12-5612-504 children to 1 adult in a classroom-No more than 8 children per classroom. Parent Educator/Home visitor-1 FTE per 25 families
ESTIMATED COSTS Center-Based Infant Toddler Care Cost per participant Approximately $8,000 per child in Prevention Initiative funding, in addition to Child Care Assistance Program funding
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 programs annual budget (about $50,000)
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).
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
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.
Component 4 Developmental Monitoring Childrens 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 childrens development, using multiple sources that are developmentally appropriate Communicate regularly with parents about their childs 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.
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
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
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
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
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
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
Narrative Requirements Statement of Need educational level of parents; employment conditions; rates of infant mortality, birth trauma, low birth weight or prematurity; the districts 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
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.
Program Description 10 Components (Attachments 4-11) 1. Screening Instrument to be used/measure childs development Parent interview process/parental permission Criteria used which child qualifies Research-based instrument that address all areas of the childs 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 childs development Proof that parents will not be charged fees for participation Reimbursement of transportation and childcare if applicable
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 childrens development. Describe how the program will communicate with parents about their childs development
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
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
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.
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 dont 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) In the event that these funds do not become available to the Illinois State Board of Education, no proposals submitted under this RFP will be funded
Budget Function Codes Function 2210 – Professional Development Registration fees, meals, mileage, to attend training in state only Substitutes 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
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
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 -.25 FTE and name
Budget Object Codes (continued) Benefits (Object 200) Specify benefits – IMRF, Health Insurance Purchased Service (Object 300) Workers Compensation and Unemployment Insurance - Purchased Service (Object 300) not Benefit (Object 200)
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
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
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 firstname.lastname@example.org for assistance to be included in the PI contact list and approval for involvement in the Birth to Three Training Network) email@example.com 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.
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
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
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
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
ECBG Prevention Initiative Illinois State Board of Education Early Childhood Division www.isbe.net/earlychi 217-524-4835