ECBG Prevention InitiativeFY 09 Bidders Conference

Illinois State Board of Education

Kay HendersonEarly Childhood Division Administrator

Raydeane JamesPrincipal 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

PROGRAM Specifications

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

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 1Screening 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

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 teacherBaby 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 RequirementsAppendix 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.

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

PREVENTION INITIATIVE MODELS

DIRECT SERVICE STAFF CASE LOAD AND QUALIFICATIONS REFERENCE SHEET DirectService StaffFTE

PAT# of Families Expected

Baby TALK# of Families Expected

HF# of Families Expected

EHSCase 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

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 COSTSHealthy 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)

ESTIMATED COSTSParents 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 COSTSBaby 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 4Developmental 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.

Component 5Individual 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 6Case 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 9Professional 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 10Evaluation

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

Writing Your Proposal

Prevention Initiative

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

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 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 development2. 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

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

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 REVIEW

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)

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

BudgetFunction 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

BudgetFunction 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

BudgetObject 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

BudgetObject 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)

BudgetObject 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 ToResearch-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 rjames@isbe.net 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.

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 CriteriaPopulation 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 EducationEarly Childhood Division

www.isbe.net/earlychi217-524-4835