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. The Maryland State Department of Education maintains a website with information tailored to parents, the general public, and child care providers. This website includes resources such as eligibility checklists, FAQs, an application portal, interactive maps of child care providers, and links to additional support services. The Maryland State Department of Education uses direct communication channels, such as email newsletters, social media outreach, and phone calls, to keep child care providers and parents updated with important information, announcements, and reminders. The Maryland State Department of Education attends outreach events, workshops, and informational sessions in collaboration with community organizations, schools, and local agencies to engage directly with parents, the general public, and child care providers. Furthermore, the Maryland State Department of Education collaborates with partner organizations, such as local government agencies, Local Education Agencies (LEAs), advocacy groups, and child care associations, to extend the reach of its messaging and connect with specific communities or demographics that may benefit from child care services. 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? [ ] Yes. [x] No. If no, describe: The Lead Agency provides the consumer statement to families via the Division of Early Childhood website, child care providers/programs and the child care resource centers. The consumer statement includes the eight required elements. 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. As a Maryland State Department of Education (MSDE) resource, the Maryland Families Engage website was designed to help build a community of support for those who care for and work with children. The database of resources contains links to child development, family engagement initiatives, mental health, nutrition, literacy and more. You can sort these resources by topics and share your findings with families, friends and colleagues. Additionally, on the MSDE website are numerous resources linked to provide parents, providers and the general public with information on research, best practices concerning children’s development and information about successful parent and family engagement. Specifically, the website informs families about how to access Pre-K, Family Support Centers (Patty Centers), Judy Centers, Child Care Scholarship, Finding Child Care and Family Engagement. MSDE provides information about best practices on child development using several modes of communication and dissemination. Information is provided on the Division of Early Childhood website and is updated frequently. MSDE provides a digital newsletter to parents and guardians of young children. The consumer education website includes information on child development and healthy eating. The Division of Early Childhood has a robust listserv, a bi-weekly newsletter (Tuesday Tidbits) to disseminate information, research, and best practices concerning children’s development as well as parent and family engagement activities and opportunities. 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: Links to information on the Infant and Early Childhood Mental Health are on the Division of Early Childhood website. Written materials are available from the Infant and Early Childhood Mental Health service providers and the Maryland Child Care Resource and Referral Network. The Social and Emotional Foundation for Early Learning website includes resources for parents, and free Infant and Early Childhood Mental Health Consultation Services are available upon request. The provider community attends many State conferences where the Division of Early Childhood actively participates with resource tables and breakout sessions. In addition, the Division provides financial assistance for these conferences, which include training and information on social- emotional development and early childhood mental health strategies and services. Many local counties also have conferences that address these topics, which the Division supports financially or through the Early Childhood Advisory Council. The Division of Early Childhood has a robust listserv, a parent digital newsletter, a bi-weekly digital newsletter (Tuesday Tidbits), and a quarterly newsletter (Impact) to disseminate information on MSDE’s policies regarding the social-emotional and behavioral issues 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. The Division of Early Childhood provides information on the Infant and Early Childhood Mental Health (IECMH) program. This information is provided on the website and written materials are available from the IECMH service providers and the Maryland Child Care Resource and Referral Network. MSDE partners with University of Maryland School of Social Work to provide Social and Emotional Foundations for Early Learning training and resources. Resources are available for parents and free mental health consultation services upon request. Information is also included in the bi-weekly digital newsletter ￿ Tuesday Tidbits to inform families of policies and best practices in social and emotional health. Topics include understanding your child’s social and emotional health, identifying services and resources, early intervention and support models based on research and best practices. 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: The policy statement is a short document that states suspension and expulsion are detrimental and should only be used as a last resort; programs should have a written policy describing alternatives to suspension and expulsion and, in addition, have support for training staff. The guidance document contains an introduction to the importance of eliminating suspension and expulsion, definitions of suspension and expulsion, the importance of families, the need for a well-trained workforce, and resources for further guidance. Members of the workgroup participated in a Roundtable held by the Maryland State Child Care Association and the National Association for the Education of Young Children in August 2017 to share the policy with participants. The policy includes children ages birth through 13 and is written for childcare programs that serve all ages. Child care programs participating in Maryland’s mixed-delivery PreK program are forbidden from suspending or expelling students, except in rare circumstances. 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: Maryland State Department of Education policies on the prevention and suspension and expulsion of children states that early care and education programs, including child care programs for all ages, shall not expel or suspend a child from care, unless it is the last resort where there are extraordinary circumstances based on a determination of a serious safety threat that cannot otherwise be reduced or eliminated by the provision of reasonable modifications. Suspension and expulsion practices are banned in our child care and education programs for young learners (pre-kindergarten through second grade) passed by the Senate Bill 651/House Bill 425 (Bill), except in cases where the student would create an imminent risk of serious harm as determined by an administrator in consultation with a mental health professional. Additionally, Child Care Programs must ensure that discipline policies comply with Federal civil rights laws. Child Care Programs shall also not limit the amount of services provided to a child (including denying outdoor time, withholding food, using food as a reward/punishment, or limiting the hours or days of availability of care). The Maryland Guidelines for State Code of Discipline provides several key principles for fostering supportive environments in programs for children and families. These guidelines emphasize the importance of: - Creating a positive, safe, and welcoming environment conducive to learning. - Demonstrating respect and courtesy towards children, parents/guardians, and program staff. - Being well-informed about discipline policies, regulations, and resources and ensuring the community is also informed. - Addressing disproportionality in discipline and ensuring fair, consistent, and equitable enforcement regardless of individual characteristics. - Maintaining open and timely communication with parents/guardians in accessible language. - Cultivating a sense of community where parents feel involved and informed about program events and activities. - Fostering relationships and collaboration among program staff to create a connected learning community.