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Massachusetts Birth to SchoolAge Task Force Phase 1: Pre Birth to Age Three

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Title: Massachusetts Birth to SchoolAge Task Force Phase 1: Pre Birth to Age Three


1
Massachusetts Birth to School-Age Task
ForcePhase 1 Pre Birth to Age Three
  • October 2009

1
2
Agenda for October Forums
  • I. Panel Discussion (530-620)
  • EEC Commissioner, Sherri Killins
  • Introduction to the first phase of work of the
    Birth to School Age
  • Task Force.
  • Early Education and Care Providers
  • Discuss their experiences/successes/challenges
    working with
  • children and their families, pre-birth to three,
    in their
  • programs/communities.
  •  
  • II. Facilitated Q/A with Audience (620-700pm)
  • In order to support the pre-birth to three year
    old children and their families
  • Are there specific evidence based, promising
    practices or programmatic strategies that we
    should be aware of?
  • What are the top challenges in your community?
  • How will we know we are successful? Is there
    specific data that we should consider?
  • How can we support families and these entities to
    be family friendly and to strengthen their
    interactions with infants and their families
  • early educators
  • pediatricians

3
Task Force Charge
  • To put forth recommendations to the Department
    of Early Education and Care (EEC) and the
    Executive Office of Education (EOE) to strengthen
    supports and services to effectively meet the
    needs of children birth to school-age, their
    families, and other significant caregivers to
    ensure continuously improving development and
    learning outcomes for children in the earliest
    years.
  • The work will be accomplished in two phases
  • Phase I began in March 2009 and will focus on
    children pre-natal to three years.
  • Phase II will build on the work of Phase I and
    will focus on linkages across the broader age
    range of birth to school entry and beyond the
    time period and membership will be determined as
    Phase I concludes.

4
4
Task Force Charge
  • Advise EEC in articulating a statewide vision a
    framework for the positive development early
    learning of children pre-natally to age three in
    MA
  • Serve in an advisory capacity to EEC EOE on the
    development of short, mid- long- term goals
    strategies for achieving the vision
    institutionalizing the framework
  • Gather, analyze, report on current
    data/research resources
  • Identify strengths of the current system
    unaddressed needs gaps in infrastructure,
    programs, services
  • Identify build on research-based practices,
    promising practices, what works

5
5
Task Force Charge
  • Provide a basis for continuous improvement by
    articulating desired outcomes for children
    prenatally to age 3 their families, identifying
    indicators to track measure progress where
    possible, tools to measure the success impact
    of strategies interventions
  • Inform EEC of ready-now opportunities within the
    scope of the agencys ongoing work
    responsibilities
  • Provide expert feedback/ refinement on proposals
    developed in partnership by EEC EOE and
  • Identify areas for interagency inter-initiative
    collaboration.

6
6
Task Force Values
  • We value respect all children, parents
    families.
  • Learning starts before birth.
  • All children can succeed adults have the
    responsibility to ensure they do.
  • Parents are childrens 1st teachers. Nurturing
    interactions that build consistent responsive
    relationships for children with parents,
    families, caregivers- as well as among these
    significant caregivers- are integral to
    childrens healthy development learning are
    of particular importance for children pre-birth
    to 3.
  • Parents, families caregivers are integral to
    the healthy development of children must be
    engaged as equal partners. Family choice is
    honored respected.
  • Providing culturally appropriate services is
    critical to being effective in the lives of
    children, their parents their
    families.

7
7
Task Force Values
  • Our system must provide services to meet the
    individual needs of children, their parents
    their families.
  • We support the continuum continuity of every
    childs education care. Transitions between
    systems for children, parents, families
    professionals should be smooth seamless.
  • Promotion, Prevention Intervention are integral
    components of our service delivery system.
  • Children families live within communities
    must be reached supported in ways that maximize
    accessibility.
  • Community disparities, including geographic,
    demographic, environmental, access to services
    outreach, should be recognized addressed.
  • We believe priority in access to delivery of
    services should be given to children with the
    greatest educational care needs multiple risk
    factors.

8
8
Task Force Values
  • All practitioners who provide services to young
    children are the backbone of our system we value
    support their diversity, ongoing PD, fair
    compensation.
  • Systems should be adaptable responsive to
    changing times.
  • Accountability at all levels is important we
    will work together to measure, recognize needs
    develop the assets of the field. We are
    committed to promoting evidence-based programs,
    the use of evaluation informed use of best
    practices.
  • We are committed to working proactively across
    systems that service the pre-birth to 3 age group
    their parents families- including the
    pediatric community- in order to integrate
    coordinate services leverage opportunities.
  • Sustainability is a key consideration for any
    program, service or initiative in which we feel
    it is worthwhile to invest.
  • Our advocacy efforts messages should be
    coherent coordinated.

9
9
Unified Task Force Vision
  • All Massachusetts infants and toddlers will be
    emotionally and physically healthy and will have
    optimal opportunities to experience consistent,
    nurturing care-giving and learning in the context
    of strong families living in supportive
    communities with culturally competent systems
    that deliver high-quality, comprehensive services
    focused on promotion, prevention, intervention,
    and evaluation.

10
10
Infants and Toddlers in MA
  • The National Center for Children in Poverty
    reported that
  • Massachusetts is home to approximately 230,000
    infants and toddlers (2009)
  • In 2007
  • 26 of Massachusetts children under 6
    experienced 1 or 2 demographic risk factors for
    poor educational and health outcomes
  • (e.g. living in poverty, linguistically
    isolated, parents have less than a high school
    education, parents have no paid employment etc.)
  • 7 experienced at least 3

11
Setting the Stage Review of the ScienceCenter
of the Developing Child
  • http//developingchild.harvard.edu/library/briefs/
    inbrief_series/

12
Birth to School Age Task Force, Phase I Pre
Birth to Age Three
  • 5 TASKFORCE SUBCOMMITTEES

13
Good Health Subcommittee
  • Physical Health
  • Including adequate health care coverage
  • Mental Health (Social and Emotional)
  • Parental Health/Mental Health
  • Developmental Screening
  • Premature infants
  • Early intervention for abused and neglected
    children
  • Environmental (including facilities)

14
14
Strong Families/Communities Subcommittee
  • Basic Needs
  • Income Security
  • Home Visiting/ Family Access
  • Child Welfare
  • Preventing child abuse and neglect
  • Ensuring safety and permanency
  • Infant-toddler court teams
  • Paid Family Leave
  • Parent Education
  • Child Care
  • Healthy and safe environments
  • Access to quality options
  • Nurturing responsive providers and caregivers
  • Parents, providers and caregivers linked to
    community resources
  • Safe and Nurturing Families
  • Economic and parenting support

15
15
Positive Early Learning Experiences Subcommittee
  • Child Care
  • Access to quality
  • Birth to Three (e.g. Early Head Start)
  • Expand access
  • Early Intervention/ Special Needs
  • Early identification, assessment, and appropriate
    services for children with special health care
    needs, disabilities, or developmental delays
  • Safe and Nurturing Environments
  • Family and Community

16
16
Strong Systems Subcommittee
  • Governance/ Leadership
  • Set the policy direction for comprehensive system
  • Quality Improvement
  • Standards that reflect effective practices,
    programs, and practitioners and are aligned
    across the system
  • Accountability and Evaluation
  • Monitoring and tracking program performance and
    results based on standards
  • Financing
  • Sufficient to ensure comprehensive quality
    services based on standards
  • Public Engagement and Political Will Building
  • Communication to inform and engage families,
    providers, and the public
  • Regulations and Standards

17
17
Diversity Subcommittee
  • Responsiveness to issues of diversity, including
  • Cultural and ethnic
  • Geographic
  • Diverse learning needs
  • Works across the other 4 subcommittees, with
    representation from each, to inform the
    recommendations of the other subcommittees
  • Mapping of settlement patterns across the State.

18
18
Birth to School Age Task Force, Phase I Pre
Birth to Age Three
  • PRELIMINARY OUTCOMES DEVELOPED BY TASKFORCE

19
  • PRELIMINARY OUTCOMES FOR CHILDREN

20
Summary of Outcomes Developed by the Taskforce -
Children
  • Basic Needs
  • Infants and toddlers are safe in their home,
    care, and community setting.
  • Infants and toddlers are receiving adequate
    nutrition.
  • Health and Well-Being
  • Infants and toddlers are physically and mentally
    healthy.
  • Infants and toddlers have quality primary care. 
  • Infants and toddlers have access to quality
    health and dental care coverage.
  • Development and Learning
  • Infants and toddlers are on track for their
    optimal development.
  • Infants and Toddlers are entering school ready
    to learn and are performing well by the third
    grade.
  • Infant and Toddlers have access to high- quality,
    affordable Early Education and Care
  • Infants and toddlers have high-quality learning
    experiences with their families/ primary
    caregivers.
  • Relationships
  • Infants and toddlers have consistent, stable,
    responsive, and nurturing relationships in their
    out of home care settings that are culturally
    responsive.
  • Infants and toddlers have consistent, stable,
    responsive, and nurturing relationships in their
    family settings.

21
  • PRELIMINARY OUTCOMES FOR PARENTS / FAMILIES

22
Summary of Outcomes Developed by the Taskforce -
Parents/Families
  • Basic Needs
  • Parents/Families have adequate, stable and
    affordable housing options.
  • Infants and toddler have adequate and stable
    housing.
  • Parents/Families of Infants and Toddlers are
    economically secure.
  • All parents/families of infants and toddlers have
    stable work that generates a livable wage to
    provide for their infants and toddlers.
  • All parents/caregivers of infants and toddlers
    receive sufficient paid leave to care for sick
    children. / All parents/caregivers receive
    adequate paid family leave to care for newborn or
    adopted infants and toddlers.
  • Health and Well-Being
  • Families have access to are informed consumers
    of health care receive consistent, coordinated
    health, dental mental health services.
  • Pregnant women, receive comprehensive pre and
    postnatal health care and support.
  • Pregnant women are physically and mentally
    healthy during and after pregnancy.
  • Development and Learning
  • Parents/Families are competent  in their role as
    their infant and toddlers first teacher.
  • Parents/families of infants and toddlers have the
    knowledge and resources (or capacity?) to support
    the optimal development of their infants and
    toddlers.
  • Parents/families have meaningful choices in
    services for infants and toddlers and are
    supported in accessing services and supports.
  • Relationships
  • All families of infants and toddlers have
    informal and formal support networks.

23
  • PRELIMINARY OUTCOMES FOR COMMUNITIES / PROGRAMS

24
Summary of Outcomes Developed by the Taskforce
Communities/Programs
  • Basic Needs
  • Infant/toddler caregivers/ educators receive
    respect, support, and adequate compensation for
    their work.
  • Relationships
  • Parents/families of infants and toddlers are
    actively involved in leadership, advocacy and
    governance.
  • Programs work to foster consistent, stable,
    responsive, and nurturing relationships in the
    families they serve and in their care-giving
    settings.
  • Infant and toddler caregivers/ educators see and
    treat parents as the childrens primary teachers
    and partner with them in their childrens care
    and learning
  • Families of infants/ toddlers at risk for out of
    home placement have 1) access to strength-based
    family support services that work together to
    prevent disruption, provide permanency if needed,
    2) access to pre post-permanency supports 3)
    access to a coordinated system for visits b/w
    children, placement, families as often as
    possible.
  • Development and Learning
  • Programs ensure that Infant/Toddler educators are
    competent, knowledgeable, and confident in
    supporting the optimal development of children in
    their care and have a commitment to ongoing high
    quality professional development opportunities.
  • All communities have the capacity to strengthen
    families and support the healthy growth and
    development of its infant/ toddlers
  • All communities have a coordinated network of
    high-quality, accessible services and resources.

25
  • PRELIMINARY OUTCOMES FOR STRONG SYSTEMS

26
Summary of Outcomes Developed by the Taskforce
Strong Systems
  • Systems Outcomes fall into the following
    categories
  • (see handout for full list of Outcomes)
  • Governance and Leadership
  • Quality
  • Family Support and Leadership
  • Regulations and Standards
  • Accountability and Evaluation
  • Financing
  • Public Engagement and Political Will Building
  • Workforce

27
Example of a Strategy and Potential Next Action
Step to Achieve an Outcome
28
28
Example of a Strategy and Potential Next Action
Step to Achieve an Outcome
29
29
Birth to School Age Task Force, Phase I Pre
Birth to Age Three
  • OUTLINE OF THE FINAL REPORT

30
Preliminary Outline of Final Report Alignment
with Ready for Lifelong Success Report
The end product/report of the Taskforce will
align as a companion document with the report
below, Ready for Lifelong Success A Call for
Collaborative Action On Behalf of Massachusetts
Children and Youth, which focuses on defining
desired outcomes for all children, youth and
families, was submitted to Governor Patrick and
the Patrick Administration Readiness Cabinet by
The Massachusetts Action Planning Team on June
29, 2009.  
  • Ready for Lifelong Success
  • A Call for Collaborative Action On Behalf of
    Massachusetts Children and Youth
  • Submitted to Governor Deval Patrick and the
    Patrick Administration Readiness Cabinet
  • by
  • The Massachusetts Action Planning Team
  • June 29, 2009

31
Task Force Timeline
32
32
Questions for FeedbackFacilitated by United Way
  • In order to support the pre-birth to three
    year old children and their families
  • Are there specific evidence based, promising
    practices or programmatic strategies that we
    should be aware of?
  • What are the top challenges in your community?
  • How will we know we are successful? Is there
    specific data that we should consider?
  • How can we support families and these entities to
    be family friendly and to strengthen their
    interactions with infants and their families
  • early educators
  • pediatricians
  • local resources (e.g. public libraries)

33
If you have additional questions or feedback,
please send to
  • Nicole Lessard
  • nicole.lessard_at_state.ma.us
  • 617-988-7822
  •  
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