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ECBG Prevention Initiative. FY 10 Bidders Conference Illinois State Board of Education Kay Henderson Early Childhood Division Administrator Raydeane James Principal Consultant 217-524-4835. Prevention Initiative Overview. Purpose/Focus

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ecbg prevention initiative

ECBG Prevention Initiative

FY 10 Bidders Conference

Illinois State Board of Education

Kay Henderson

Early Childhood Division Administrator

Raydeane James

Principal Consultant


prevention initiative overview
Prevention Initiative Overview


  • Year round 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


  • Currently over 270 Birth to Three programs
  • FY09 received 96 proposals asking for a $23.6 million
prevention initiative
Prevention Initiative


  • 12.5 million---Cost of living
  • 45 million---COL/serve more kids
  • 11%---Birth-Three
  • 1985 – 2008 /never a decrease – level funding 3 years


  • Birth – Three Training and Technical Assistance
  • Social Emotional
  • Birth – 5 Evaluation
  • Other opportunities through state collaborations
eligible applicants
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
  • Any remaining Parental Training programs may apply for additional funding to convert to a prevention initiative program
applicants may apply
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 convert and meet all of the requirements of the Prevention Initiative.

Continuation / Conversions – eGMS on IWAS

competitive grant awards
Competitive Grant Awards
  • Will vary depending on the program model and the intensity of services
  • Grant period: July 1, 2009-June 30, 2010
  • Joint applications accepted
      • Designated administrative agent
      • Authorized official signature
      • Participate in only one application for PI
application submission
Application Submission
  • 4:00 p.m. May 19, 2009
  • Mail to ISBE Springfield office or drop-off at ISBE Springfield or Chicago locations
  • Submitoriginal (original signatures) and 5 copies
  • No FAX or e-mail copies accepted
new funds timeline

New Funds Timeline

May 19 – Proposals due

May 26 – June 8 – Competitive reading

July 1 or later* - Grant award notification

*Based on approval of the state appropriation

prevention initiative1

Prevention Initiative

PROGRAM Specifications


Prevention InitiativeOffer 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
component 1 screening to determine eligibility appendix b
Component 1Screening to determine eligibilityAppendix B
  • Identify neediest children in your community
  • Obtain written permission from parents
  • 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)
  • Prenatally or prior to children turning 4 months -Eligibility based on family and environmental at risk factors
suggested at risk criteria
Suggested At-Risk Criteria
  • Educational (age) level of parents;
  • Employment conditions;
  • Rates of infant mortality, birth trauma, low birth weight or pre-maturity;
  • Homeless families;
  • 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
component 2 research based program model and curriculum for parent education appendix b c
Component 2Research-Based Program Modeland Curriculum for Parent EducationAppendix B & C
  • 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


  • Intensive and regular one-on-one visits with parents
  • Education activities (site based or home based)
  • Group activities and instruction between parent and child
  • Aligned with the Illinois Birth – Three Program Standards
  • Appropriate staff, based on model
  • Appropriate case load
  • Staff development and training opportunities
  • Program supervision/
  • Other services based on program model

No fees are charged for parents to participate in this program

component 2 research based program model and curriculum for parent education appendix b
Component 2 Research-Based Program Modeland Curriculum For Parent EducationAppendix B

Curriculum is designed to address the

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.
current program models appendix c
Current Program ModelsAppendix C

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


  • Mission is to positively impact child development and nurture healthy parent-child relationships during the critical early years

Early HeadStart Center Based Model

  • Serves pregnant women, infants and toddlers from low income families. This classroom model includes using all Prevention Initiative program specifications.
estimated costs
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

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)
estimated costs parents as teachers pat
Cost per participant

Approximately $3,650 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 CostsParents As Teachers (PAT)
estimated cost baby talk
Estimated CostBaby 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 developmental monitoring
Component 3Developmental Monitoring
  • Children’s developmental progress will be regularly monitored to inform

instruction and to ensure identification of any developmental delays

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 4 individual family service plan ifsp
Component 4Individual 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 and improve the lives of families
component 5 case management service
Component 5Case Management Service
  • Year round 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/written transition plan with partners that addresses the unique needs and situations of families
  • Coordinate the IFSP with other service providers if needed
component 6 family and community partnership
Component 6 Family and Community Partnership
  • Orientation to the educational program
  • Opportunities for families to partner in implementing the program
  • Program involvement (home base or center base)
  • Communicate methods of linking parents with community resources to ensure families are able to access 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 7 qualified staff and organizational capacity
Component 7 Qualified Staff and Organizational Capacity
  • 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 to infants and toddlers and their families and working with similar cultural background of the families to be served
  • Infant-toddler teachers in a center-based program providing direct services hold a baccalaureate degree in child development or early childhood education or the equivalent and a “Gateways to Opportunity Level 4 Infant Toddler Credential”
component 8 professional development
Component 8Professional 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 9 evaluation
Component 9Evaluation

Research has shown that successful evaluations include the following:

  • Program need to develop systems that will observe, record and measure program quality, progress and success in implementing the program model and the Birth-3 Program Standards
  • 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
  • There is a formal process by which the results of the annual program self-assessment (an any other program evaluation data) are used to inform continuous program improvement
  • An action plan is generated based on results of the self-assessment to enhance quality and program delivery
narrative requirements
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 families
  • 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 3b
Narrative Requirements(Attachment 1-3b)

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, converting to a Prevention Initiative program, a component that would meet all of the requirements of the Prevention Initiative.
program description 9 components attachments 4 11
Program Description9 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 and Curriculum for Parent Education

  • Model and curriculum 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
  • Activities that will address the seven areas of instruction and training
program description 9 components attachments 4 111
Program Description9 Components(Attachments 4-11)

3. 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

4. Individual Family Service Plan

  • Assess needs of families
  • Parental involvement in development
  • IFSP used to guide services

5. 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 9 components attachments 4 112
Program Description9 Components(Attachments 4-11)

6. Family and Community Partnership

  • Families will be orientated
  • Home base or site based activities
  • Communication with parents
  • Link to community services

7. 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 9 components attachments 4 113
Program Description9 Components(Attachments 4-11)

8.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

9. 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
Budget InformationBudget 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 30-33)
  • Allowable Budget Items (worksheet, Page 33)

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 breakdown
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
converting to prevention initiative research based model
Converting toPrevention Initiative Research-Based Model

Budget may include funding to:

  • Complete and submit a full proposal if you are requesting additional funding for your continuation Prevention Initiative program.
  • 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
qualitative criteria
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
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
in conclusion
In 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 due by 4:00 p.m. on May 19
  • Notification by July 1 or later
  • Read your proposal
for more information
For More Information…

  • RFP information
  • Program contact list
  • Toolkits
    • Engaging Hard to Reach Families
    • Pre-school for All Outreach
    • Resource Toolkit – Implementing Research Based Models
  • Birth to Three Program Standards
  • Birth to Three Resource
  • Professional Development
ecbg prevention initiative1

ECBG Prevention Initiative

Illinois State Board of Education

Early Childhood Division