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. EEC provides families with information through the Child Care Resource and Referral Agencies (CCR&Rs), Mass211, and EEC's network of Coordinated Family and Community Engagement (CFCE) grantees across the Commonwealth. Each of these entities have websites with downloadable materials and families can call for direct support. In addition to providing information about child care options, they may provide information on things like adult basic education and local and state agencies responsible for subsidized housing, shelter programs, etc. Referrals to families are provided to/from the entities within this network of organizations, ensuring that families are connected to the best resources to meet their needs. Partners include all of the entities listed above as well as Early Intervention, the Department of Elementary and Secondary Education (DESE), Department of Public Health (DPH), the Department of Mental Health (DMH), Department of Transitional Assistance (DTA), Department of Children and Families (DCF), and the Massachusetts Commission for the Deaf and Hard of Hearing (MCDHH). Information may be provided in-person, via telephone, through online resources, or in printed materials. EEC established a dedicated webpage for families, providers and the general public to obtain information on Early Childhood Mental Health (ECMH): www.mass.gov/eec/ecmh. Through funding from DESE and an Interagency Service Agreement from EEC to DPH's Regional Consultation Program (RCPs,) resources are available to families to facilitate transitions from Early Intervention to Early Education and Care Programs and to support children eligible for Special Education Services. The RCPs provide ongoing support to children with disabilities who participate in Early Education and Care programs. Family Access Administrators, Mass211 and CCRRs also provide information to families and providers as part of their contractual obligation. Families can receive individual consultations where these partners will inform families about other services available to them. The mechanisms used for distributing this information varies from entity to entity. Information related to child care programs is shared via email in a pdf format based on the information that the family has provided to entity. For Mass211 and CCRRs this information is provided through direct verbal communication. email , mail or text to families. EEC requires that all entities contracting with EEC provide all informational materials to families in the families preferred mode of communication which includes preferred language. EEC provides access to telephonic and written translation services for all entities with contracts with EEC as it relates to CCDF administration. Additionally, EEC's website provides general information on eligibility for child care financial assistance, child care program searches, EEC grants, and other EEC services directly on its website. 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. EEC shares information through direct communication via our state, regional and community- based partners, by addressing a family's specific need on an individual basis, or through general communication across communities, which may include newsletters, email blasts and/or dissemination of online resources. EEC developed, in partnership with the WGBH Educational Foundation and Boston Children’s Museum Resources for Early Learning, a media-rich site of educational resources to help support adults, families and educators who teach, nurture, and care for children from birth to age five. These resources were developed by a team of early childhood experts, educators, and parents. WGBH’s Resources for Early Learning contains activities for parents and early educators to engage with young children, parenting education videos, WGBH-themed videos and interactive games for young children that focus on language and science concepts, curricula for early educators, and professional development for early educators. These materials are available at: http://www.resourcesforearlylearning.org. Various research and best practice resources are also available on EEC's website at: https://www.mass.gov/info-details/child-development-guidance- for-parents-of-young-children. EEC supports parents in every community in the Commonwealth through a network of early educators who provide playgroups, developmental screening, referrals to other services, and parent education groups in easily accessible venues through the Coordinated Family and Community Engagement (CFCE) network and their website https://www.mass.gov/info-details/coordinated-family-and-community-engagement-cfce- network; Early Intervention Resources for Families: https://www.mass.gov/orgs/early- intervention-division; Early Childhood Development Screenings in partnership with the United Way: https://www.sharedservicesma.org/marketing-home/drive-screening-with-asq/; and PreK and Kindergarten Standards in Social-Emotional Development and Approaches to Play and Learning: https://www.mass.gov/eec-learning-standards-and-curriculum-guidelines. EEC also collaborates with the DESE and the DPH to ensure information, training and resources on social and emotional behavior is provided to the entire mixed-delivery system, which includes those working in family child care homes, center-based programs, and those that are exempt from licensing. EEC's partners include CCRRs, CFCE grantees, Mass 211, Educator and Provider Support (EPS) grantees, United Way, Head Start, and contracted providers, as well as state partners like DCF, DPH, and DTA. In addition, EEC has Pyramid Model Consortium trainings available on our educator professional development Learning Management System StrongStart: https://www.mass.gov/guides/eecs-strongstart-online-professional-development-system. Users include educators, administrative team leaders, and internally- based coaches. The Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children is a conceptual framework of evidence-based practices and is widely accepted as best practice in the field of early childhood. This initiative coordinates Pyramid Model efforts with the Department of Public Health (DPH), Early Intervention (EI) program, and the Department of Elementary and Secondary Education (DESE). The overarching goal is to build cross sector, system-wide supports for early education and care programs to support the healthy social, emotional, and behavioral health of all children, and to strategically build the capacity of programs through supporting community-wide implementation, while maintaining fidelity of the Pyramid Model approach and reducing external support and coaching. 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: EEC has a long- standing commitment to implement the Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children in programs across the state in order to encourage healthy social emotional development. The Pyramid Model is a conceptual framework of evidence-based practices and is widely accepted as best practice in the field of early childhood. EEC offers self-paced trainings on the Pyramid Model in multiple languages, as well as a training focused on providing trauma-informed care, to all providers via our professional development Learning Management System, StrongStart. EEC has also facilitated synchronous online courses targeted to special populations such as family child care and infants and toddlers. Users include educators, administrative team leaders, and internally- based coaches. This initiative coordinates Pyramid Model efforts with the Department of Public Health (DPH), Early Intervention (EI), and the Department of Elementary and Secondary Education (DESE). The overarching goal is to build cross sector, system-wide supports for early education and care programs to support the healthy social, emotional, and behavioral health of all children. EEC also provides programs with opportunities to engage in multi-year coaching on the model and continues to develop related training and professional learning opportunities to build broad-based familiarity with these practices. Our Early Childhood Mental Health Consultation Program includes six regional partners who respond to requests from programs, within the mixed delivery system, to provide consultation regarding children presenting challenging behavior. The consultants offer program and classroom level support after observing and using tools such as the DECA Early Childhood Observation or the Pyramid Model TPOT (Teaching Pyramid Observation Tools) or TPITOS (Teaching Pyramid Model Infant-Toddler Observation Scale). They also make referrals to behavioral health providers and support families in understanding their child’s needs and supporting healthy development. EEC has recently hired mental health specialists who will assist in: supporting and managing the Early Childhood Mental Health grantees, working with Commonwealth Preschool Partnership Initiative Grantees who engage in expansion of special education services to community partners, and engaging with licensors and regional office staff on programs that work to prevent suspensions and expulsion. EEC shares information with families, providers, and the general public regarding the social emotional and behavioral and mental health of young children through the Coordinated Family Community Engagement (CFCE) Network, specifically through each CFCE Network's Local Advisory Council. Covering all cities and towns in the Commonwealth, the CFCE grantees provide families with playgroups that model best practices for brain development in children birth to school age. CFCEs are also a hub for services, shared through their community-based Local Advisory Councils, which meet a minimum of four times per year. Local Advisory Councils are comprised of parents of young children, Early Intervention providers, literacy- based home visiting programs, providers of early education and care, CCRRs, libraries, WIC, Children with Disabilities representatives, public schools, and other stakeholders in the success of young children. Each CFCE has multiple channels to reach families, including websites, social media, and email lists. Additionally, Local Advisory Council members share resources and information with families to connect them to a comprehensive array of service providers and information sources. 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: EEC currently has a policy that discourages the use of suspension and expulsion and provides high-level technical assistance (TA) regarding best practices for child guidance. The current policy requires licensees to describe in writing the program’s procedures for avoiding the suspension or expulsion of a child from the program due to challenging behavior. The procedures to avoid suspension and termination must include: 1) providing an opportunity to meet with parents to discuss options other than suspension or expulsion; 2) offering referrals to parents for evaluation, diagnostic or therapeutic services; 3) pursuing options for supportive services to the program, including consultation and educator training; 4) developing a plan for behavioral intervention at home and in the program. EEC will implement updated policies during the FY25-27 plan cycle that will limit the suspension or expulsion of children from programs to extraordinary circumstances as a last resort. Suspension and expulsion may only be considered if a child’s behaviors present a serious ongoing threat to the health or safety of themselves or others and the program has worked with caregivers and other appropriate team members to design and implement documented accommodations and interventions that did not reduce risk to the health and safety of the child or others. Programs are strongly encouraged to engage with their Early Childhood Mental Health Consultation (ECMHC) grantee for at least three months before any suspension or expulsion may be considered and are expected to demonstrate a good faith effort to implement the strategies identified and clearly documented in the consultation before imposing exclusionary practices on any child. Programs can also gain support and TA from ECHMC or a Behavior Health Specialist from EEC around creating their own child guidance policy that is in alignment with EEC policies that can be shared with families. All future policies and regulations will be posted on the Mass.Gov website. Additional support for programs and providers around child guidance and challenging behaviors can be obtained through EEC Professional Development Centers, the Pyramid Model Contract with UMASS Donahue Institute, and EEC’s Behavioral Health Team. EEC is also implementing an Inclusion and Support Toolkit, as a method to highlight support strategies to avoid the use of suspension and expulsion. 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: EEC currently has a policy that discourages the use of suspension and expulsion and provides high-level technical assistance (TA) regarding best practices for child guidance. The current policy requires licensees to describe in writing the program’s procedures for avoiding the suspension or expulsion of a child from the program due to challenging behavior. The procedures to avoid suspension and termination must include: 1) providing an opportunity to meet with parents to discuss options other than suspension or expulsion; 2) offering referrals to parents for evaluation, diagnostic or therapeutic services; 3) pursuing options for supportive services to the program, including consultation and educator training; 4) developing a plan for behavioral intervention at home and in the program. EEC will implement updated policies during the FY25-27 plan cycle that will limit the suspension or expulsion of children from programs to extraordinary circumstances as a last resort. The policies will be the same for both ￿birth to 5’ and school-aged children. Suspension or expulsion of children will be limited to extraordinary circumstances and used only as a last resort. Suspension and expulsion may only be considered if a child’s behaviors present a serious ongoing threat to the health or safety of themselves or others and the program has worked with caregivers and other appropriate team members to design and implement documented accommodations and interventions that did not reduce risk to the health and safety of the child or others. Programs are strongly encouraged to engage with their Early Childhood Mental Health Consultation (ECMHC) grantee for at least three months before any suspension or expulsion may be considered and are expected to demonstrate a good faith effort to implement the strategies identified and clearly documented in the consultation before imposing exclusionary practices on any child. Programs can also gain support and TA from ECHMC or a Behavior Health Specialist from EEC around creating their own child guidance policy that is in alignment with EEC policies that can be shared with families. All future policies and regulations will be posted on the Mass.Gov website. Additional support for programs and providers around child guidance and challenging behaviors can be obtained through EEC Professional Development Centers, the Pyramid Model Contract with UMASS Donahue Institute, and EEC’s Behavioral Health Team. EEC is also implementing an Inclusion and Support Toolkit, as a method to highlight support strategies to avoid the use of suspension and expulsion.