Developing an early childhood and school readiness business plan


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Developing an early childhood and school readiness business plan

  1. 1. Developing an Early Childhood and School Readiness Business Plan October 17, 2008 Centers of Excellence Workshop United Way of Central Iowa Charles Bruner, Director Child & Family Policy Center Des Moines, Iowa
  2. 2. Why a Business Plan? <ul><li>Appeals to non-Human Service Audience </li></ul><ul><ul><li>Uses language of business leaders </li></ul></ul><ul><li>Emphasizes Specific Investment/Accountability Features Not Adequately Employed/Effectively Conveyed in Human Service Programs </li></ul><ul><ul><li>Measurable Results </li></ul></ul><ul><ul><li>Return on Investment </li></ul></ul><ul><ul><li>Management and Continuous Learning/Adaptation </li></ul></ul><ul><li>Can Deal with Large Investment Needs </li></ul>
  3. 3. Business Plans and Early Childhood/ School Readiness and Success <ul><li>Rensselaerville Institute Outcome Funding application to human services in 1980s </li></ul><ul><li>United Way of Allegheny County “Early Childhood Initiative” Business Plan in 1996 </li></ul><ul><li>United Way of Central Iowa Early Childhood Business Case, 1998-2008 </li></ul>
  4. 4. A Business Plan vs. a Proposal <ul><li>Management System </li></ul><ul><ul><li>Management Team </li></ul></ul><ul><ul><li>Continuous Learning Structure </li></ul></ul><ul><ul><li>Benchmarks, Real Time Feedback </li></ul></ul>vs. <ul><li>Operational Plan </li></ul><ul><ul><li>Job Descriptions </li></ul></ul><ul><ul><li>Linear GANTT Chart </li></ul></ul><ul><ul><li>Summative Evaluation </li></ul></ul>Quantifiable Benefits/Returns vs. Goals and Objectives Product Lines vs. Program Descriptions Market Analysis vs. Needs Statement Business Plan Proposal
  5. 5. Summary of Differences <ul><li>Proposal </li></ul><ul><li>Spending on Programs </li></ul><ul><li>Business Plan </li></ul><ul><li>Investing in Solutions </li></ul>
  6. 6. <ul><li>Market Analysis </li></ul><ul><li>Product Lines </li></ul><ul><li>Quantifiable Benefits/Returns </li></ul>Business Plan for Early Childhood/ School Readiness and Success: NATIONAL RESOURCES
  7. 7. Market Analysis: Children not starting school ready for success source: Child Trends analysis of ECLS-K, base year public-use data for 1998-1999 Cognitive Health Social and Emotional 13.2% 7.6% 15.5% 8.1% 5.0% 6.4% 5.0% Child Trends Analysis of ECKS-1 Data – More than half of children start school behind on one or more dimensions of school readiness, one in four start school behind on more than one.
  8. 8. Product Lines: Programs/services that can improve children’s readiness for school <ul><li>Health: 20% </li></ul><ul><li>Preschool and Other Early Care and Education: 30% </li></ul><ul><li>Family and Community: 40% </li></ul><ul><li>Special Needs: 10% </li></ul>source: Early Childhood Systems Working Group Early Learning Health, Mental Health and Nutrition Family Support Special Needs/ Early Intervention
  9. 9. <ul><li>Alliance for Early Childhood Finance </li></ul><ul><ul><li> </li></ul></ul><ul><li>The Build Initiative </li></ul><ul><ul><li> </li></ul></ul><ul><li>The Children’s Project </li></ul><ul><ul><li> </li></ul></ul><ul><li>Center for Law and Social Policy (CLASP) </li></ul><ul><ul><li> </li></ul></ul><ul><li>Council of Chief State School Officers (CCSSO) </li></ul><ul><ul><li> </li></ul></ul><ul><li>National Center for Children in Poverty (NCCP) </li></ul><ul><ul><li> </li></ul></ul><ul><li>National Child Care Information Center (NCCIC) </li></ul><ul><ul><li> </li></ul></ul><ul><li>National Conference of State Legislatures (NCSL) </li></ul><ul><ul><li> </li></ul></ul><ul><li>National Governors Association Center for Best Practices </li></ul><ul><ul><li> </li></ul></ul><ul><li>Smart Start National Technical Assistance Center </li></ul><ul><ul><li> </li></ul></ul><ul><li>State Early Childhood Policy Technical Assistance Network (SECPTAN) </li></ul><ul><ul><li> </li></ul></ul><ul><li>ZERO TO THREE </li></ul><ul><ul><li> </li></ul></ul>Early Childhood Systems Working Group
  10. 10. Quantifiable Benefits/Returns: Gains from children starting school ready <ul><ul><li>Reduced Delinquency </li></ul></ul><ul><ul><li>Reduced School Drop-Out </li></ul></ul><ul><ul><li>Reduced Adolescent Parenting </li></ul></ul><ul><ul><li>Reduced Welfare Dependency </li></ul></ul><ul><ul><li>Improved Earnings and Productivity </li></ul></ul><ul><ul><li>Reduced Criminal Justice Involvement </li></ul></ul><ul><ul><li>Reduced Grade Retention </li></ul></ul><ul><ul><li>Reduced Special Education Use </li></ul></ul><ul><ul><li>Reduced Disruptive Classroom Behavior (including absenteeism and suspensions) </li></ul></ul><ul><ul><li>(Improved Workforce Productivity of Parents) </li></ul></ul>Long-Term Short-Term
  11. 11. Returns on Investment from Selected Sentinel Programs source: Early Learning Left Out: Closing the Investment Gap for America’s Youngest Children, 2 nd Edition. Voices for America’s Children and the Child & Family Policy Center. April 2005.
  12. 12. Current Public Early Childhood Investments $708.63 $1,683.30 $7,889.15 $4,113.30 Per Child Composite Investments in Education and Development by Child Age Composite of Nine States & District of Columbia Assessments (2003) source: Early Learning Left Out: Closing the Investment Gap for America’s Youngest Children, 2 nd Edition. Voices for America’s Children and the Child & Family Policy Center. April 2005.
  13. 13. United Way of Central Iowa Business Plan for Early Childhood/ School Readiness <ul><li>Direction from Leadership (United Way of Central Iowa, Greater Des Moines Community Partnership, and the Des Moines Community Foundation) </li></ul><ul><ul><li>Universal focus: Address all children (what all children need, not just poor children). </li></ul></ul><ul><ul><li>Be results-focused. </li></ul></ul><ul><ul><li>Draw upon best data and research for projections (McGladrey & Pullen). </li></ul></ul>
  14. 14. Report Format and Structure: Overview Current public expenditures on short-term and long-term opportunity areas [$150+ million annually in state, federal, and local resources expended] Quantifiable Benefits/ Returns Home visiting and family support [competent parenting] Comprehensive and preventive health services [health and nutrition] Child care quality, affordability, and availability [constant, stable, appropriate supervision] Enriched preschool [guidance and instruction] Product Lines Children Starting School Not Fully Ready for School [1/2 of all Polk children, 20% significantly behind and requiring intensive intervention to try to catch up] Market Analysis
  15. 15. Individual Product Line Assessment <ul><li>Estimate of potential return, based upon evidence from exemplary programs (both local and national) </li></ul><ul><li>Identification of early ways to assess likelihood of producing benefits </li></ul>Potential Returns on Investment <ul><li>Estimate of number of children who can benefit and will participate in market line </li></ul><ul><li>Estimate of product cost per child </li></ul><ul><li>Estimate of current investment in product line </li></ul>Market Analysis Description of products, their features, and the evidence related to their anticipated benefits Specific Product Line
  16. 16. Example of Product Line Assessment: Enriched Preschool Perry Pre-School/Chicago Parent-Child Center potential returns, with specific short-term reductions in special education use in early elementary grades Potential Returns on Investment Number of 3- and 4-year-olds below 130% / 185% of poverty who could be enlisted to participate – (2) those currently participating in Head Start, Shared Visions, Part B preschools, or another high quality programs Market Analysis Preschool Program: (1) for three- and four-year-olds; (2) at least ½-day in duration; (3) with skilled teacher and curriculum/intentional learning environment; (4) with ratio of child to teacher/aide of 1-8 or less; and (5) with ability to address other family needs through referrals Product Line
  17. 17. Preschool Investment Opportunity source: Polk County Early Childhood and School Readiness Business Case Update. Child & Family Policy Center. May 2005. 380 Children 750 Children 400 Children 470 Children 3- and 4-Year-Olds 130% of Poverty or Below 2,000 Children 440 Children 810 Children 640 Children 1,310 Children 3- and 4-Year-Olds 185% of Poverty or Below 3,200 Children Investment Opportunity: 470 preschoolers x $4,500 = $2,115,000 Expanded Investment Opportunity: 1,310 preschoolers x $4,500 = $5,895,000
  18. 18. Overall Investment Opportunities in Relation to Potential Returns Product Line Home Visiting/Family Support Health Services Early Care and Education Enriched Preschool Other Total Total per Young Child Current Investment $ 4,375,000 $ 4,544,000 $ 7,164,000 $ 9,282,000 $ 1,080,000 $ 26,445,000 $ 793.34 Investment Opportunity $ 2,048,000 $ 1,844,000 $ 18,800,000 $ 2,115,000 * $ 24,807,000 $ 744.20 Comparison: $150 Million per year in public spending (remediation, public protection and welfare services) source: presentation to United Way of Central Iowa’s Board on the Polk County Early Childhood and School Readiness Business Case Update. Child & Family Policy Center. December 2005. * based on 130% of Poverty or Below
  19. 19. Lessons Learned from Polk County Business Plan Experience <ul><li>“ Good enough” data available to do sound ballpark estimates (credibility is based upon the process and vetting of information – refining estimates will require real-world experience, in any event). </li></ul><ul><li>Return on investment/avoided cost analysis can help with “sticker shock” regarding size of overall investment gap (data also can be used as an educational tool regarding expectations for community-wide change). </li></ul><ul><li>Plan can be used as a long-term strategic investment tool (framework also can be used to strengthen ability to develop performance measures for continuous learning and accountability for investments). </li></ul>
  20. 20. Lessons Learned from Polk County Business Plan: Part Two <ul><li>Additional emphasis needs to be provided on intersection of different product lines (effective referrals and partnerships). </li></ul><ul><li>Straight-line results accountability does not do justice to interactive impacts in a multi-causal and multi-consequential world. </li></ul><ul><li>Additional emphasis needs to be given to neighborhood approaches to school readiness. </li></ul>
  21. 21. Resources from CFPC/SECPTAN <ul><li>Early Learning Left Out, 2 nd Edition </li></ul><ul><li>Many Happy Returns: Three Economic Models that Make the Case for School Readiness </li></ul><ul><li>Village Building and School Readiness: Closing Opportunity Gaps in a Diverse Society </li></ul><ul><li>Beyond the Usual Suspects: Developing New Allies to Invest in School Readiness </li></ul><ul><li>The Healthy Child Story Book – Federal Policy Opportunities to Improve Children’s Healthy Development: Within and Beyond SCHIP Reauthorization </li></ul>
  22. 22. Next Steps: Individual and Group Work <ul><li>Adapting the Business Plan and its Lessons Learned to Current local United Way Planning </li></ul><ul><ul><li>Developing an early childhood/school readiness or other business plan </li></ul></ul><ul><ul><li>Developing aspects of a plan – focusing upon a particular product line </li></ul></ul><ul><ul><li>Using some of the methodologies and approaches in developing performance measures and impacts for current or future investments </li></ul></ul><ul><ul><li>Developing additional marketing and public education materials supporting investments in early childhood and school readiness or other area </li></ul></ul>... continued 
  23. 23. Next Steps: Individual and Group Work, continued <ul><li>Identifying the Next Steps to Take in this Process, including: </li></ul><ul><ul><li>Specific market, product line, or return-on-investment analysis to be conducted </li></ul></ul><ul><ul><li>Key stakeholders to involve in planning and development/management structure </li></ul></ul><ul><ul><li>Expectations for work/quantifiable benefits in a broad context </li></ul></ul>
  24. 24. Resources and Information <ul><li>Charles Bruner, Director </li></ul><ul><li>Child & Family Policy Center </li></ul><ul><li>218 6 th Avenue, Suite 1021 </li></ul><ul><li>Des Moines, IA 50309 </li></ul><ul><li> </li></ul><ul><li>State Early Childhood Policy Technical Assistance Network </li></ul><ul><li> </li></ul><ul><li>School Readiness Indicators Initiative </li></ul><ul><li> </li></ul><ul><li>Child & Family Policy Center </li></ul>