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 department collects and disseminates the above information to parents, providers and the general public in several ways including written materials and the department website. Local agencies also share the required information with families that apply for or inquire about child care assistance through a publication, (http://edocs.dhs.state.mn.us/lfserver/Public/DHS- 3551- ENG) Paying for child care and more! The document includes information about the child care assistance program; child care resource and referral services; Help Me Connect, an online directory that helps families connect to services in their communities that support healthy child development and family well-being; and other financial resources for families and children. The Child Care Aware of Minnesota website, (https://www.childcareawaremn.org/) childcareawaremn.org, refers families who need assistance to Bridge to Benefits, a multi-state project by Children's Defense Fund- Minnesota to improve the well-being of families and individuals by linking them to additional financial resources. Mnbenefits.mn.gov, Minnesota’s online web application, also includes information about public assistance programs. A primary source of information is Minnesota's Child Care Aware or CCR&R system, supported through grant contracts administered by the department. Child Care Aware operates a toll-free hotline and websites ((http://www.parentaware.org/) parentaware.org and (https://www.childcareawaremn.org/) childcareawaremn.org) for parents to search for child care and other resources and for the general public to access information about child care services. There is also an on-line chat feature on ParentAware.org for parents and members of the public seeking live support in accessing this information. The websites include information on financial assistance, other child care services, how to choose a child care setting, and the full diversity of child care services, including family, friend and neighbor care, school-age care, Head Start and licensed programs. The information is made available in multiple languages. In addition, print materials for both parents and providers are available and distributed through the mail, community events and on request. All child care assistance service authorization notices issued to families include Minnesota’s consumer education website, (http://www.parentaware.org/) parentaware.org. Additionally, as part of the child care referral services offered through Child Care Aware of Minnesota, families receive a copy of Finding Child Care: A Guide for Families which is specifically designed to assist parents in selecting quality child care programs that meet their individual family needs. The Guide is available in print and on-line at (https://www.parentaware.org/learn/finding- child-care-a-guide-for-families/) https://www.parentaware.org/learn/finding-child-care-a-guide- for-families/. It has been translated into Hmong, Spanish and Somali. Information about child care services and resources is also shared with providers through the Child Care Assistance Program (CCAP) Provider Guide (https://edocs.dhs.state.mn.us/lfserver/Public/DHS-5260-ENG). 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. Through Parent Aware Star Ratings and (http://www.parentaware.org/) ParentAware.org, Minnesota ensures that information about research and best practices in child development is available to parents, providers and the general public. As a consumer education tool, (http://www.parentaware.org/) ParentAware.org provides parents with free tools and resources to help them make informed choices about quality care and education opportunities. Parent Aware Ratings help parents, providers and the public easily identify child care and early education programs using research- based best practices to prepare children for kindergarten. Parents, providers and the general public can view providers’ Ratings on (http://www.parentaware.org/) ParentAware.org or get information through a toll-free hotline or on-line chat feature on ParentAware.org. Child care providers who participate in the Parent Aware Quality Rating and Improvement System can access coaching, training and resources about research and best practices in child development. Rated programs demonstrate alignment of teaching practices with Minnesota's early learning standards, the Early Childhood Indicators of Progress (ECIPS). In addition, a category of Parent Aware standards on health and well-being includes three indicators of program quality related to Nutrition and Play -- offering healthy food, sharing information with families on the importance of providing healthy meals and snacks, and completion of the Go NAP SACC self- assessment tool ((https://gonapsacc.org/) https://gonapsacc.org/) along with the requirements that child care providers seeking a higher Rating describe goals and strategies to address nutrition and active play practices. Documented participation in the Child and Adult Care Food Program (CACFP) is an option to meet one of the indicators. Further, six courses in nutrition and obesity prevention have been developed by the department, which meet Parent Aware training requirements. In addition, obesity prevention and/or nutrition courses are included in both the Minnesota Child Care Credential and the Minnesota Infant Toddler Credential. Several nationally recognized physical activity and nutrition curricula, sponsored by the Minnesota Department of Health, are offered in Minnesota. Training curriculum on nutrition and obesity prevention is also available for child care providers, statewide. This curriculum is developed by independent curriculum writers, some of whom are professional nutritionists or dietitians. Training delivery is also subsidized by the department and delivered through the Child Care Aware system statewide to providers so that they can embed healthy nutrition practices into their program standards. Training is offered both online and classroom style. In addition to Parent Aware Ratings, Minnesota also makes other information about research and best practices in child development available to parents, providers and the general public on (http://www.parentaware.org/) ParentAware.org and (https://helpmeconnect.web.health.state.mn.us/HelpMeConnect) Help Me Connect, an online service navigator that helps connect families to services in their communities that support healthy child development and family well-being. For example, information on best practices regarding physical health and development can be found at (http://www.parentaware.org/learn/food-and-nutrition-programs) parentaware.org/learn/food- and-nutrition-programs. The publication Paying for Child Care and More! (DHS-3551-ENG) (http://edocs.dhs.state.mn.us/lfserver/Public/DHS-3551-ENG) directs families to Help Me Connect for information on best practices concerning children’s development. Minnesota partners with county, Tribes and subcontracted agencies that administer CCAP to distribute this information. All materials published by the department are available through eDocs, a repository that contains forms and documents produced by the agency in multiple languages. The eDocs search allows clients, county and Tribal workers, providers, employees and other stakeholders to easily access current versions of documents. The department also funds and ensures the availability of a toll-free hotline and on-line chat feature through a grant to Child Care Aware of Minnesota for parents and members of the public seeking live support in accessing this information. Through this on-line and print information, parents and providers with concerns about a child's development can access additional materials and refer children who may need assistance through Help Me Grow. (http://helpmegrowmn.org/HMG/index.htm) Help Me Grow provides resources for families to look at developmental milestones, to learn if there are concerns, and to take the lead in seeking additional support or in referring their child for a comprehensive, confidential screening at no cost. Parents can access Help Me Grow developmental information and referral services through the internet or a toll-free hotline. In coordination with the department and other partners, the Minnesota Department of Education has developed Early Childhood Indicators of Progress for children ages birth until Kindergarten entry. Standards address child development across several domains including physical and movement development. Minnesota’s standards were revised and expanded in 2016. In addition to revised standards, practice briefs for early childhood professionals and a parent guide for the standards have been developed. Key examples of how the department supports parent and family engagement are the grant contracts with Child Care Aware of Minnesota or CCR&R agencies and the Center for Inclusive Child Care. These contracted agencies are required to make available research-based information and resources which address child development, including physical development, nutrition and physical activity, to parents, providers and the general public via written materials and through a website presence. In addition, Child Care Aware participates in local community events providing information to parents and families on child development topics. Trainings have been developed for child care providers on parent and family engagement strategies. These trainings are delivered in a variety of formats to meet the providers learning needs, including in- person trainings and through online learning options. 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: Families: The department makes the above information available to families through a grant contract to the Center for Inclusive Child Care which provides consultation, technical assistance and support to families. They promote current, research-based resources on their website (www.inclusivechildcare.org) including topics on healthy emotional development, positive guidance and inclusive care. In addition, the department promotes and is involved in coordinated efforts to support Help Me Grow, a resource for parents supported by the Minnesota Department of Education (MDE), which addresses issues related to social emotional development. A description of and link to Help Me Grow is found on http://parentaware.org/learn/more- statewide-resources/. With department support, Child Care Aware of Minnesota, Minnesota’s CCR&R System, provides parent education statewide through the Child Care Aware statewide office. As part of child care referral services, the system provides families with the "Finding Child Care: A Guide for Families." brochure which is specifically designed to assist parents in selecting quality child care programs that meet their individual family needs, including those programs which focus on the healthy social emotional development of children in their care. Families interested in applying for child care assistance receive Paying for Child Care and More! (DHS-3551-ENG) (http://edocs.dhs.state.mn.us/lfserver/Public/DHS-3551-ENG) which has information about Help Me Connect, an online service navigator that helps connect families to services in their communities that support healthy child development and family well-being, including resources available to support children with special needs, including social emotional and behavioral needs. There are resources available to support eligible children with special needs, including social emotional and behavioral needs, who receive child care assistance. The Child Care Assistance Program (CCAP) pays providers higher reimbursement rates for children with special needs if requested by the parent and the provider, if the provider incurs higher costs and can demonstrate that specialized services are provided. Higher rates can be approved for entire programs serving populations considered at risk or individual children. Providers and parents received information about the higher rates in print materials that can be sent to them or accessed on the web. The department provides referrals to additional supports and services to families and providers who request higher rates for children with special needs. Providers: The department provides leadership in the area of social emotional development and behavioral guidance strategies through development and delivery of curriculum training and coaching for child care providers. Trainings are available to licensed child care providers in family and center-based settings as well as legally non-licensed providers caring for Child Care Assistance Program (CCAP) children and families. The State of Minnesota has policies, licensing standards and training requirements for child care centers and family child care programs related to child growth and development and behavior guidance specific to training on social emotional development as well as developmentally appropriate behavior guidance. Child Care Center Laws & Rules Chapters 142B, 245C, 260E, and 9503, and Family In-home Child Care Laws and Rules Chapters 142B, 245C, 260E, and 9502, both address behavior guidance methods, standards, and general requirements. In addition, training requirements for both Family Child Care (FCC) and Center-based Care (CCC) include an annual training requirement that can include, "…interactions with children, including training in establishing supportive relationships with children, guiding them as individuals and as part of a group." The Minnesota Department of Education (MDE) is lead on several initiatives addressing social emotional development and managing challenging behaviors through the following models: Pyramid Model; Family Guided Routines Based Intervention; Reaching Potentials through Recommended Practices. The department partners with MDE to ensure consistent strategies are shared between school districts and Head Start with child care programs in implementation of these models. The department also funds the Center for Inclusive Child Care (CICC) to provide coaching services including support, training, and resources to child care programs on a wide range of topics including social emotional development, behavioral guidance strategies, positive behavior intervention supports and wellbeing. CICC coaches focus on a strengths-based, positive approach in partnership with educators to establish goals for themselves, their program and the children and families they serve. The coaches focus on what providers are doing well and provide reassurance and encouragement in the face of challenges. Through the coaching partnership educators have the opportunity to grow their knowledge and skills to meet the needs of the children and families they serve. In addition, CICC’s Early Childhood Leadership Development model is available to center-based directors across Minnesota who want to build leadership capacity, improve program quality, create a community of support, and build confidence in their practice. The cohort model supports leaders to develop ongoing relationships of support with trusted professionals, lead with intentionality, enhance their management skills and supports trauma informed care. Mental Health Consultation (MHC) is available to licensed child care programs across the state and and is promoted by CICC and Child Care Aware coaches who are working with the program and are trained to identify mental health needs that providers may have. MHC includes a combination of training, skill building and reflective support (active listening, exploration of the provider’s beliefs and feelings, and problem solving) to promote the social and emotional health and wellbeing of not only young children and their families but the providers themselves. As providers experience support through consultation, they have greater capacity to regulate and relate in healthy ways with the children they serve. Finally, providers registering with the Child Care Assistance Program (CCAP) receive information about resources available to support children with special needs, including social emotional and behavioral needs, through the Child Care Assistance Program (CCAP) Provider Guide (DHS-5260). General Public: The department supports the dissemination of information about social- emotional/behavioral development and early childhood mental health to the general public via grant funding to the Center for Inclusive Child Care, collaboration with the Minnesota Department of Education (MDE) through their Help Me Grow initiative and partnerships with the Minnesota Association for Infant & Early Childhood Mental Health, a membership organization which promotes the social emotional and mental health of children and support for caregivers through education and advocacy. 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 department convenes a cross-division/ cross-agency leadership team including representatives of child care licensing, early education programs, behavioral health, and child care quality program staff, with technical assistance provided by the BUILD Initiative. This leadership team works collaboratively to create strategies to align policy around the prevention of suspension and expulsion of children from birth to age 5 with a focus on reducing disparities in suspension and expulsion based on race, ethnicity, income, ability and geography, since early 2020. To support further development, coordination, and implementation of future strategies, the department has hired a full- time project manager to lead the work and is funding a qualitative study to understand families’ experiences of early childhood expulsion and suspension. The department has provided increased funding for child care program leadership supports to prevent suspension and expulsion through a grant with the Center for Inclusive Child Care. The department has also increased Infant and Early Childhood Mental Health Supports including all licensed child care settings and Family, Friend and Neighbor caregivers. In alignment with research-supported best practices, the department invests in the development and dissemination of trauma-responsive professional development. In addition, the Parent Aware Re-design process includes a focus on preventing early childhood suspension and expulsion. The leadership team’s work builds on the following existing policies and services related to prevention of suspension and expulsion of young children: Minnesota’s Fair and Appropriate Policies Licensing requirements prohibit use of corporal punishment, emotional abuse, or discriminatory practices, however, there is nothing that explicitly addresses prevention of suspensions and expulsions. Requirements addressing behavior guidance standards, ratios, group size, program plans for curriculum and special needs requirements to develop individual plans are also included in licensing requirements. At enrollment, licensed child care centers are required to share with families the ￿program plan,￿ which describes the program’s policies around supervision, educational methods, and stated objectives to promote physical, intellectual, social and emotional development of children, as well as the program policies, such as the behavior guidance policy. At enrollment, licensed family child care providers are required to discuss behavior guidance with the families and provide the families a summary of child care licensing requirements that providers must comply with. The public-school statute, Pupil Fair Dismissal Act and the federal Head Start Performance Standards each address suspension and expulsion in their respective settings. Information about the Pupil Fair Dismissal Act (PFDA which applies to K-12 students) is made available to parents and the public through the Minnesota Department of Education website: https://education.mn.gov/MDE/fam/disc/. Each school board shall establish uniform criteria for student dismissal and adopt written policies and rules to implement the PFDA fairly and consistently. School boards adopt discipline policies that outline their discipline system, and they create student codes of conduct or handbooks building administrators use to enforce rules outlined in the discipline policy. Codes of conduct or handbooks are distributed to students and their parent/guardian at the beginning of each school year. Copies are also made available in building administrative offices. In 2020, Minnesota also passed into law MN Statute 121A.425 related to full and equitable participation in preschool and prekindergarten, which prohibits disciplinary dismissals. A pupil enrolled in a preschool or prekindergarten program, including a child participating in early childhood family education, school readiness, school readiness plus, voluntary prekindergarten, Head Start, or other school-based preschool or prekindergarten program, may not be subject to dismissals under this chapter. Expulsions and exclusions may be used only after resources have been exhausted, and only in circumstances where there is an ongoing serious safety threat to the child or others. The Head Start Program Performance Standards (2016) prohibit programs from expelling or un-enrolling children from Head Start because of a child’s behavior. Head Start programs must develop policy and procedures to clearly communicate with all staff, families, and community partners the Preventative Guidance and Discipline practices and Expulsion and Suspension Policies. Programs are required to partner with families, consult with specialists, help the child and family obtain additional services as appropriate, and take all possible steps to ensure the child’s successful participation in the program. Family Partnerships in Licensing requirements for centers include parent conferences, require information to parents at enrollment, daily communications with parents of infants and toddlers and a developmental assessment be completed twice annually and shared at parent conferences. Minnesota’s Parent Aware Quality Rating and Improvement System, includes a category of Standards and Indicators on Relationships with Families, including required training on family partnerships. All QRIS levels require evidence the program demonstrates respect and ongoing two-way communication. Programs hold conversations with families to learn about each child’s interests and routines, family traditions, religion, language and expectations. This information is used to create a program that is sensitive to the child’s culture and provide a curriculum that meets the child’s individual needs, fostering responsive caregiving and strengthening a sense of belonging for all children in the program. All QRIS levels also require programs to link families to supportive services based on the family’s strengths, resources, priorities, and concerns. At higher quality Star-levels, programs are required to demonstrate ways they share information with families (including those that do not speak English), offer a variety of family involvement activities and opportunities for families to provide input into decisions that impact the program. Another Parent Aware Standards and Indicators category, Assessment and Planning for Each Individual Child, requires regular observation and formal assessment at all QRIS levels. At higher quality levels programs are required to provide child assessments to families, ask for input into the child’s learning goals, and develop a plan to partner with families and service providers of children with special needs. The department funds the Center for Inclusive Child Care to provide coaching to licensed child care providers throughout Minnesota, with the goal of supporting providers on the successful inclusion of children with special needs or behaviors that are challenging. CICC focuses on a strengths-based, positive approach in partnership with educators to identify additional supports and develop strategies to support children at risk of expulsion and provide consultation to families in partnership with the child care staff. Resources are available to parents, providers and the public through the Center for Inclusive Child Care’s website: https://www.inclusivechildcare.org/resource-library and are shared through the coaching services offered. In addition, CICC’s Early Childhood Leadership Development model is available to center-based directors across Minnesota who want to build leadership capacity, improve program quality, create a community of support, and build confidence in their practice. The cohort model supports leaders to develop ongoing relationships of support with trusted professionals, lead with intentionality, enhance their management skills and supports trauma informed care. Through the Preschool Development Grant, the Toolkit for Healing-Centered Practice, was designed for professionals who work with children prenatal to age 6, their families and those who care for them. The toolkit is fully aligned to the state’s Knowledge and Competency Framework and provides resources to address stress, trauma, and healing practices and can be accessed on the Minnesota Association for Children's Mental Health (MACMH) website Resources for Healing-Centered Practice: https://macmh.org/infant- and-early-childhood/resources-for-healing-centered-practice/. Universal Developmental and Behavioral Screening On-line and print materials on early childhood developmental screening and Help Me Grow are made available to families, providers and the public through a variety of sources, including Child Care Assistance Program, Child Care Aware of Minnesota, and the Center for Inclusive Child Care. Licensed child care centers are required to assess and document each child’s developmental progress and share this information with parents at conferences. Licensed family child care providers are required to share information on behavior guidance with families at time of admission. Information about licensing requirements is available on the department’s webpage: https://mn.gov/dhs/people-we-serve/children-and-families/services/child-care/licensing/ for providers-by-license-types/child-care-and-early-education/. Federal Head Start Performance Standards require screening within the first 45-days of enrollment. Minnesota’s Knowledge & Competency Framework (KCF) includes social-emotional content and is aligned with Minnesota’s Early Childhood Indicators of Progress, which are foundational to the professional development system and Minnesota’s Parent Aware Quality Rating and Improvement System. A wide range of approved professional development is available on behavior guidance, inclusion strategies, trauma-informed practices, behavior support plans, etc. This training can be applied toward licensing and/or Parent Aware training requirements. The Minnesota Knowledge & Competency Framework is available to parents, providers and the public through the Minnesota Department of Education website: https://education.mn.gov/MDE/dse/early/know/. Versions are available for those working with infants and toddlers, family child care providers and preschool-age children in center and school programs. The KCF’s are shared through various professional development events as well as utilized by coaches and consultants in their work with child care programs. The Preschool Age version of the Knowledge and Competency Framework was expanded in response to feedback from those working in the field of early childhood care and education. 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: While Certified Licensed-Exempt Child Care Center Licensing requirements do not explicitly address prevention of suspensions and expulsions, statute does include requirements which prohibit use of corporal punishment, emotional abuse, or discriminatory practices. Requirements addressing behavior guidance standards, ratios and group size are also included in licensing requirements. The department funds Ignite Afterschool to implement a school-age care accreditation program that integrates Believe It. Build It, Minnesota’s Guide to Effective Afterschool Practices with continuous program improvement. The Ignite School-Age Care Accreditation Process (I-SAC) provides programs access to personalized coaching, the latest research and best practices in the field to support them on their continuous quality improvement journey. Research has shown high-quality programs result in positive outcomes for young people, including improved academics, healthier lifestyles, and more successful careers.