9.3 Increasing Engagement and Access to Information

Lead Agencies must collect and disseminate information about the full range of child care services to promote parental choice to parents of children eligible for CCDF, the general public, and child care providers. 9.3.1 Information about CCDF availability and eligibility Describe how the Lead Agency shares information with eligible parents, the general public, and child care providers about the availability of child care services provided through CCDF and other programs for which the family may be eligible. The description should include, at a minimum, what is provided (e.g., written materials, the website, and direct communications) and what approaches are used to tailor information to parents, the general public, and child care providers. Through the state’s PDG B-5 Renewal Grant, a family-facing website, Raising CO Kids Guide, was developed. The purpose of the website is to provide a friendly entry point for families that offers simple and timely access to early care and education, developmental milestones, early screenings and other programs and services to support young children and their families. The primary audience is Colorado families with children birth through eight, with those that support such families as the secondary audience. In this iteration, the website brings together information from five previously disparate sites to one place: 1) it includes a rewrite of the ELDGs in family-friendly language to promote understanding of developmental milestones; 2) it integrates with the CO Shines child care search feature to help families connect with the information contained on that site; 3) it connects with the broader 211 service to allow families to search for other supportive resources, like housing support, near where they live; 4) it connects to the Early Intervention Colorado website and referral information; and 5) it connects to CDEC’s website. The website was designed and organized based on family voice, including from CDEC Family Voice Council, and refined through their further feedback. The site is fully available in Spanish and meets CDEC accessibility standards. As of 2024, CDEC is finalizing the plans to launch the site. The website supports the CCDF goal around consumer education. CDEC recently created a fillable PDF (https://drive.google.com/file/d/1yxZIFMaShr9cdtA9cVadDNwnYuHnBNlq/view) resource for county human services staff to support them in connecting families applying for CCCAP with other supportive services related to Early Care and Learning and Family Supports. Programs include Early Intervention Colorado, Colorado Works (TANF), SNAP, housing, LEAP and other programs. The resource describes the program and includes a space for county human services organizations to input local contact information for each program, if available. County human services staff were trained on the resource which will be maintained by the CDEC CCCAP team. CDEC also piloted a county relations /economic mobility liaison position which was shared between CDPHE and CDEC in order to promote information to parents, providers, and the general public, about other programs that enhance economic wellbeing and to embed opportunities to support economic mobility within and across programs at CDEC. 9.3.2 Information about child care and other services available for parents Does the Lead Agency certify that it provides information described in 9.3.1 for the following required programs? • Temporary Assistance for Needy Families (TANF) program. • Head Start and Early Head Start programs. • Low Income Home Energy Assistance Program (LIHEAP) • Supplemental Nutrition Assistance Program (SNAP). • Women, Infants, and Children Program (WIC) program. • Child and Adult Care Food Program (CACFP). • Medicaid and Children’s Health Insurance Program (CHIP). • Programs carried out under IDEA Part B, Section 619 and Part C. [x] Yes. [ ] No. If no, describe: 9.3.3 Consumer statement for parents receiving CCDF services Lead Agencies must provide parents receiving CCDF services with a consumer statement in hard copy or electronically that contains general information about the CCDF program and specific information about the child care provider they select. Please certify if the Lead Agency provides parents receiving CCDF services a consumer statement that contains the following 8 requirements: 1. Health and safety requirements met by the provider 2. Licensing or regulatory requirements met by the provider 3. Date the provider was last inspected 4. Any history of violations of these requirements 5. Any voluntary quality standards met by the provider 6. How CCDF subsidies are designed to promote equal access 7. How to submit a complaint through the hotline 8. How to contact a local resource and referral agency or other community-based organization to receive assistance in finding and enrolling in quality child care Does the Lead Agency provide to families, either in hard copy or electronically, a consumer statement that contains the required information about the provider they have selected, including the eight required elements above? [x] Yes. [ ] No. If no, describe: 9.3.4 Informing families about best practices on child development Describe how the Lead Agency makes information available to parents, providers, and the general public on research and best practices concerning children’s development, including physical health and development, and information about successful parent and family engagement. At a minimum, the description should include what information is provided; how the information is provided; any distinct activities for sharing this information with parents, providers, the general public; and any partners in providing this information. -PLAYbook: The PLAYbook contains information and activities that anyone caring for young children ￿ including parents, siblings, guardians, grandparents, babysitters, neighbors, and family friends - can use to prepare children to be successful when entering kindergarten. The PLAYbook contains activities and information that are designed to get you thinking about building the child’s skills in the locations where you spend time together, using what you may already have around your home through play. The PLAYbook is also available in English, Spanish, Arabic, Karen (Burmese), and Somali. There is also a PLAYbook - Tribal Resource (https://drive.google.com/file/d/1Z2V_SObLSSx_PpIZH5tQSU6lA9JjDRRm/view). -Early Intervention Colorado provides services under Part C of the Individuals with Disabilities Education Act (IDEA). Information for families about child development for children aged birth - 2 and the benefits of early intervention for children with a developmental delay are provided through the EIcolorado.org website. The website has a section for families that describes: the benefits of early intervention; the process for evaluating a child’s development; a description of EI services; transition services provided between EI and preschool special education; the mission and key principles of early intervention; family rights under Part C of IDEA; and the process for referring a child. -In addition, CDEC has a portfolio of family strengthening programs that increase parents’ awareness of child development and their ability to support that development. These programs include SafeCare Colorado, Nurse-Family Partnership, Parents as Teachers, Home Instruction for the Parents of Preschool Youngsters, Family Connects, HealthySteps, Nurturing Parenting, Circle of Parents, Colorado Fatherhood Program, and training on the Strengthening Families Protective Factors. -Families and providers have access to resources that support a smooth transition into kindergarten. These are available on CDEC website: https://cdec.colorado.gov/for- families/marketplace-transitions-during-the-early-years Transitions to Kindergarten: A Synthesis of Federal and State Policies - The Transitions to Kindergarten: A Synthesis of Federal and State Policies (https://drive.google.com/file/d/1vPRAGhLoIfmRGi5QfDHMktDHjUxM7CtX/view) assesses kindergarten transition policies within a logical framework that emphasizes the impact of effective transition practices on family and child outcomes. The efficacy and likelihood of these practices are influenced by the policies, supports, and strategies within early care and education and K-12 systems. These resources were made possible through the Preschool Development Grant. -CDEC, in partnership with the Colorado Department of Education and the National P-3 Center, developed the Transitions to Kindergarten in Colorado: A Roadmap to enhance collaboration between early care and education and K-12 systems (https://drive.google.com/file/d/1xlHS5N1tYhdI7igtle0XipskA-0oj107/view) at both state and local levels to facilitate smoother transitions for children and families from preschool to kindergarten. Families expressed their need for information on child development, child care, and family supports as early as the prenatal period. In focus groups and surveys, parents conveyed their desire to receive this information through trusted community sources, such as health care providers and libraries. With the federal stimulus funding provided by the American Rescue Plan Act (ARPA), materials are being distributed to these trusted settings to help more families access the necessary early childhood resources. Our aim is to increase family engagement and promote a better understanding of child development through a range of early literacy initiatives. We are partnering with various organizations to raise awareness about child development and provide access to valuable resources, quality child care, and family support through a trusted access point. Our goal is to support programs that enhance family engagement, promote family stability, increase school readiness and early literacy in children, and connect families to valuable resources. We have partner sites in all 64 counties that distribute early literacy and child development resources through child well checks, postpartum connection groups, home visitation programming, text-based platforms, and postal service. -Family Engagement Framework + Checklist: The Colorado Early Childhood Family Engagement Framework (https://cdec.colorado.gov/for-partners/colorado-early-childhood-family- engagement-framework) was created to define and identify important family engagement concepts to be applied across early childhood sectors. While many family engagement models are developed with the education sector as the main context, the Colorado Early Childhood Family Engagement Framework is intended for organizations across early childhood sectors, such as pediatricians and social services organizations to guide a systematic and broad shift in the way services are designed and provided to families and young children in a variety of service contexts. The Framework was developed through a collaborative effort led by the Colorado Department of Early Childhood with the support of the Early Childhood Leadership Commission, funded by the state’s Preschool Development Grant Birth-Five. Currently, CDEC is working to develop an associated ￿checklist￿ which will serve as an easy-to-use resource for organizations to review and enhance their family engagement approaches. -ELDG Promotion: The Colorado Early Learning and Development Guidelines describe the trajectory of children's learning and development from birth to eight years old. The Guidelines are designed so that everyone who cares for young children can play an important part in giving Colorado's children a strong start. The Guidelines are based on national research and bring together widely accepted strategies to help children develop successfully. They were reviewed and advised by both state and national experts with knowledge of early childhood development and teaching practice, as well as specific content areas. These experts have woven together their knowledge about these important years, and as a result, the Guidelines are aligned with and help connect existing programs to create a coordinated approach to learning and development. The ELDGs are available on a consumer-friendly website that includes the full guidelines as well as info sheets, short videos, and activities that parents, providers, and the general public can access and utilize to support children’s development. 9.3.5 Unlimited parental access to their children Does the Lead Agency have procedures to ensure that parents have unlimited access to their children whenever their children are in the care of a provider who receives CCDF funds: [x] Yes. [ ] No. If no, describe: 9.3.6 Informing families about best practices in social and emotional health Describe how the Lead Agency shares information with families, providers, and the general public regarding the social-emotional and behavioral and mental health of young children, including positive behavioral intervention and support models based on research and best practices for those from birth to school age: Early Childhood Mental Health Consultation ECMH Brief #2 Feb 25.pdf (https://drive.google.com/file/d/1Ok_OehDmX-m70t86hk13CKiYEvPfQmud/view). Early Childhood Mental Health Consultation (ECMHC) is an evidence-based strategy that supports the mental health and healthy social and emotional development of young children. ECMH consultants are clinically trained mental health professionals who work closely with adults caring for children ages birth to six years. Consultants provide support and training that promote children’s healthy social-emotional development and effectively respond to behaviors adults may find challenging. These services are rooted in the philosophy that positive, secure relationships between caregivers, children, and families are essential to healthy child development. Currently, the ECMHC program operates in 21 agencies and is available to provide services in all 64 counties in Colorado. In addition to providing consultation services, the program has established a family and provider-friendly landing page, MentalHealthStartsEarly.com and SaludMentalComienzaTemprano.com and has engaged in several social media campaigns to increase awareness, understanding, and access. CDEC also hosts a diverse offering of materials for families on EarlyChildhoodMentalHealthCO.org (https://cdec.colorado.gov/for-partners/supporting-social-emotional-development) in English, Spanish, Arabic, Burmese, Somali and Vietnamese including parent handouts to support children's social emotional and behavioral health in their first eight years. 9.3.7 Policies on the prevention of the suspension and expulsion of children a. The Lead Agency must have policies to prevent the suspension and expulsion of children from birth to age 5 in child care and other early childhood programs receiving CCDF funds. Describe those policies and how those policies are shared with families, providers, and the general public: CDEC Division of Early Learning Licensing and Administration (DELLA) requires through the licensing standards for all child care centers, family child care homes and school-age child care centers, procedure on positive guidance, behavior expectations, positive instruction, supporting positive behaviors, as well as strategies and techniques for supporting children with challenging behaviors, including how the center will: Promote responsive and positive child, staff, and family relationships and interactions; Create and maintain a program-wide culture that promotes children’s mental health, social, and emotional well-being; Implement teaching strategies supporting positive behavior, pro- social peer interaction, and overall social and emotional competence in young children; and, Provide individualized social and emotional intervention supports for children who need them, including methods for understanding child behavior; and developing, adopting, and implementing a team-based positive behavior support plan with the intent to reduce challenging behavior and prevent suspensions and expulsions. The standards also include requirements on how decisions are made and what steps are taken prior to the suspension, expulsion, or request to parents or guardians to withdraw a child from care due to concerns about the child’s behavioral issues. These procedures must be consistent with the providers policy on guidance and positive instruction, and include documentation of the steps taken to understand and respond to challenging behavior including: Identify and consult with an early childhood mental health consultant, as defined in section 26.5-3-701, C.R.S., or other specialist as needed. These policies and procedures are required to be provided to parent(s)/guardian(s) at the time of enrollment. b. Describe what policies, if any, the Lead Agency has to prevent the suspension and expulsion of school-age children from child or youth care settings receiving CCDF funds: CDEC Division of Early Learning Licensing and Administration (DELLA) requires through the licensing standards for all child care centers, family child care homes and school-age child care centers, procedure on positive guidance, behavior expectations, positive instruction, supporting positive behaviors, as well as strategies and techniques for supporting children with challenging behaviors, including how the center will: Promote responsive and positive child, staff, and family relationships and interactions; Create and maintain a program-wide culture that promotes children’s mental health, social, and emotional well- being; Implement teaching strategies supporting positive behavior, pro-social peer interaction, and overall social and emotional competence in young children; and, Provide individualized social and emotional intervention supports for children who need them, including methods for understanding child behavior; and developing, adopting, and implementing a team-based positive behavior support plan with the intent to reduce challenging behavior and prevent suspensions and expulsions. The standards also include requirements on how decisions are made and what steps are taken prior to the suspension, expulsion, or request to parents or guardians to withdraw a child from care due to concerns about the child’s behavioral issues. These procedures must be consistent with the provider’s policy on guidance and positive instruction, and include documentation of the steps taken to understand and respond to challenging behavior including: Identify and consult with an early childhood mental health consultant, as defined in section 26.5-3-701, C.R.S., or other specialist as needed. These policies and procedures are required to be provided to parent(s)/guardian(s) at the time of enrollment.