Draft of outreach to Children's Trust Fund directors and staff -- to encourage them to engage with early childhood stakeholders in order to exercise their influence in the building/revising/consideration of implementation of QRIS in their state.
Children's Services Council of Broward County, Systemic Model of Preventioncscbroward
Research Analyst Laura Ganci and Program Specialist Melissa Stanley of the Children's Services Council of Broward County, hosted a webinar for the Florida Alcohol and Drug Abuse Association on Implementing a Collaborative Approach to Child Welfare.
The Children's Services Council of Broward County provides leadership, advocacy and resources necessary to enhance children's lives and empower them to become responsible, productive adults. To learn more, visit us online at www.cscbroward.org and on social media at www.facebook.com/cscbroward; www.twitter.com/cscbroward; and www.youtube.com/cscbroward
Children's Services Council of Broward County, Systemic Model of Preventioncscbroward
Research Analyst Laura Ganci and Program Specialist Melissa Stanley of the Children's Services Council of Broward County, hosted a webinar for the Florida Alcohol and Drug Abuse Association on Implementing a Collaborative Approach to Child Welfare.
The Children's Services Council of Broward County provides leadership, advocacy and resources necessary to enhance children's lives and empower them to become responsible, productive adults. To learn more, visit us online at www.cscbroward.org and on social media at www.facebook.com/cscbroward; www.twitter.com/cscbroward; and www.youtube.com/cscbroward
Report on the 27th Annual Master Gardener College to the Southside Master Gar...Ben Capozzi
In June 2014 the Southside Master Gardeners Association awarded me a scholarship to attend the 27th Annual MG College program at my alma mater, Virginia Tech. I had an amazing time, took 35 pages of notes, attending fascinating lectures, looked at management of the land through controlled burning, and started my training as a Virginia Land Care steward. The following September it was my pleasure to share with the MGs what I learned in a fast-paced, lighthearted, and grateful presentation.
* I use low-res images in my uploads. Actual presentations are crisp and clear.
Draft of outreach piece – directed to Children’s Trust and Prevention Fund directors and staff. The brochure contains information about basic purposes of QRIS, how to find out about how QRIS is functioning in their own state, reasons why the prevention community needs to be involved, etc.
Draft of outreach piece – directed to Children’s Trust and Prevention Fund directors and staff. The brochure contains information about basic purposes of QRIS, how to find out about how QRIS is functioning in their own state, reasons why the prevention community needs to be involved, etc.
“Edible Landscaping—Yard=Garden” Halifax County-South Boston Public Library P...Ben Capozzi
This presentation on Edible Landscaping shows steps I've taken to make our yard and garden more abundant and productive. From specific plants including fruit trees, perennials, and berry canes, to unusual annuals this presentation is a horticultural tour of our property. Also included are plants that solve design problems like water management, soil improvement, ground covers, shade lovers, and insectary and pollinator-specific plantings.
This is the second in a 4 part series I've developed for the library. The others are “What Vegans Eat,” “What Permaculture Is, Isn't, and What's in it for You,” and “Compositing 101: From Manure to Obscure.”
You can follow my garden exploits every day on Instagram and Twitter @bencapozzi.
* I use low-res images in my uploads. Actual presentations are crisp and clear.
Thousands of early education preparation programs rely on the CDA® as an essential part of their training. We
encourage and influence each of them to continually make sure that inclusion issues are an integral part of their
curriculum through the updated CDA® requirements for all new and renewal applicants.
CHILD PROTECTION AGENCIES INFOGRAPHIC 2
Child Protection Agency
(
Summary of how
the agency’s philosophies support or align with
t
he philosophical tenets promoted by Adoption and Safe Families Act.
One of the principles and philosophy is dedication. This is an important philosophy for the agency especially for the reason that it promotes the hope and opportunity for the people in need. Performance excellence is also supportive philosophy since it exemplifies the innovativeness and solutions that are based on available evidence, transcend borders and built knowhow. On the other hand, professionalism supports the philosophical tenets promoted by ASAF especially for the reason that it affects the quality of service provided by the child protection agency, the attitude they bring, the associations they create and the commitment towards achieving the goals of the agency.
Integrity enhances the ethical mannerisms of each of the employees within the firm as they
extend their services. Stewardship of the resources is an important philosophy especially for the reason that it increases the transparency and accountability of the employees within the Administration for Children and Families
especially while they handle the organizational resources. Respect is also an important in that it enhances team work amongst their colleagues and the partners
("ACF Vision, Mission, & Values", 2020)
.
)
References
ACF Vision, Mission, & Values. (2020). Retrieved 8 April 2020, from https://www.acf.hhs.gov/about/acf-vision-mission-values
ADMINISTRATION FOR CHILDREN AND FAMILIES
Vision
"Children, youth, families, individuals and communities who are resilient, safe, healthy, and economically secure"
Mission
"To foster health and well-being by providing federal leadership, partnership and resources for the compassionate and effective delivery of human services."
Principles
Dedication
Excellence
Professionalism
Integrity
Stewardship
Respect
PRIORITIZING CHILD PROTECTION3
Dr. Davis,
Every child should be treasured, protected, and nurtured. When this does not happen, the division of Family and Children Services (DFCS), in partnership with the police and the court system, must step in to ensure the safety of children in compromised situations.
Georgia child abuse and neglect reporting when someone suspect that a child is being abused or neglected, the Office of the Child Advocate (OCA) encourages you to make a report to the Division of Family and Children Services (DFCS). In order to make a report to DFCS, you may: Report by phone, by email and FAX.
Reference
Retrieved from https://dfcs.georgia.gov/services/child-abuse-neglect
Prioritizing Child Protection
Karla,
I am enriched. Although, as child protection becomes a primary global agenda, various agencies have taken the lead role of sensitizing the public on the essence of looking after children's welfare and influencing the relevant government authorities to do the same. The Children's B.
Running head FUNDAMENTAL ASSESSMENT CHILD WELFARE UNIVERSAL ORGAN.docxwlynn1
Running head: FUNDAMENTAL ASSESSMENT CHILD WELFARE UNIVERSAL ORGANIZATION
Capstone Project Part I
Alexis Lowe
Professor Marnie Carroll
HUMN 6660: Social Change, Leadership, and Advocacy for Human Service Professionals
Walden University
June 16, 2019
Part 1
The Core Values of the Universal Child Care Organization
The universal child welfare value is the intervening ethical end aimed by the entire characteristics of the child welfare part of the practice. Also, it is a source integration of general basic values of social work because, for children, liberty comprises of the likelihood to grow as well as build up without harm as well as exploitation. The justice of children includes right to basic needs along with nurturance. Moreover, a child does not request to be produced, therefore it is children birthright. Additionally, these privileges are present for the reason that children, similar to adults, are also human beings having intrinsic as well as irreducible value. As a final point, if we do possess some selfless obligation to fellow individuals, it is particularly likely for children because we are the ones who create them to be, reliant on us, they are weak, as well as they lack power and influence.
Another important core value of the universal child welfare organization is known as transparency. through the Universal Child Welfare Organization is allowing the character of human service professionals to walk before them, and use their heart to speak boldly, clearly and with confidence on the societal issue of child welfare. Each year, more than thirty billion dollars is spent on a federal, state and local level in order to stimulate the well-being of vulnerable children and their families. However, with the core value of transparency involved in this nonprofit organization, we are able to promote ongoing quality improvement in child welfare. Even with the core value of transparency, there comes some sort of accountability within the child protection system; as the more we increase transparency in our child protection system the more aware the public is about what is taking place in a day-to-day child protection work, the less likely issues within the system will be overlooked until yet another tragedy takes place.
To contribute to the well-being of the people, groups, families, and global communities, the child welfare agency has formed numerous policy and norms to direct practiced activity, for instance, the application of change theory which will be applied by altering the performance of foster care as well as policies employed to foster care along with the community’s opinion of foster children. Also, it shall start with providing the problems to be transformed to the related parties as well as influencing them to create a way for a change in the manner foster children are treated.
What is its mission?
The mission of the Child welfare is to protect, promote, and improve the protection, wellbeing as well as the healt.
Running head CHILD WELFARE NEEDS ASSESSMENT .docxhealdkathaleen
Running head: CHILD WELFARE NEEDS ASSESSMENT 1
CHILD WELFARE NEEDS ASSESSMENT 2
Child Welfare Needs Assessment
Student name:
Institution Affiliation:
Date:
Child Welfare Needs Assessment
The following major steps would be required for the child welfare needs assessment to complete the project. These include:
Step 1: Brainstorming and Planning
First of all, I will consider gathering all the concern key stakeholders who will tend to serve as the task force for the needs assessment regarding the child welfare project. In context, the group will include individuals in service delivery staff, leadership, consumers as well as volunteers. During the gathering, I will create questionnaires whereby I will be asking questions relating to various factors such as duration, frequency, scope severity and perceptions the project will take and aim (Cummings, 2016). Based on brainstorming, I will initiate validated methods like Modified Delphi Technique that is a simple meeting facilitation technique to give every participant an equal chance to contribute their voices as well as ideas regarding the concern project.
Step 2: Guiding Documents
I will collect and gather feedback that directly comes from the concern task force where then I will analyze. Thereafter, I will use the analyzed data to come up with concrete solutions to act as the guideline documents for the entire child welfare needs assessment. Besides, I will ensure that the documents are well attached and published in a comprehensive manner for both task force and stakeholders involved to clearly read and understand.
Step 3: secondary data collection
In step three, I will utilize the existing sources in formulating relevant information concerning the child welfare project. Moreover, I will use the secondary data or information to support the project’s questions in regards to my surveys, interviews and focus groups. Further, I will conduct an in-depth research on the available literatures for an effective understanding on research evidence state relating to the subjective area associating to the child welfare project (Child Welfare Strategy Group).
Step 4: Primary data collection
I will also utilize both methods of collecting primary data including qualitative and quantitative methods which will help me in collecting direct information concerning the child welfare project from the people I will be serving. Some of the primary data sources I will initiate include electronic or written surveys, moderated focus groups and key informant interviews.
Step 5: Data analysis
With all data required for the project, I will tend to use both qualitative and quantitative analysis to verify the results. During the analyzing, I will seek help from a statistician who will help to predict the outcomes of the results and to determine whether the data collected ...
A community based approach to redesigning a placement continuum of careGregory Kurth
Presentated at the Alliance for Children and Families conference in October, 2008. The presentation focused on a comprehensive framework on buiding a child welfare network.
Journal of Early Intervention, 2001 Vol. 24, No. 1, 1-14 C.docxcroysierkathey
Journal of Early Intervention, 2001
Vol. 24, No. 1, 1-14
Copyright 2001 by the Division of Early Childhood, Council for Exceptional Children
FEATURE ARTICLE
Evaluating Parent Involvement and Family
Support in Early Intervention and
Preschool Programs
DONALD B. BAILEY, JR.
University of North Carolina at Chapel Hill
Early intervention and preschool programs for children with disabilities are also accountable
for providing certain types of support for families. How should these efforts be evaluated? This
article describes three potential levels of accountability: (a) providing the legally required
services for familiesf (b) providing services that are considered recommended, and (c)
achieving certain outcomes as a result of working with families. Issues and considerations
related to each level of accountability are discussed and recommendations are made for
advancing policy and practice related to the evaluation of parent involvement and family
support efforts.
A combination of legislative initiatives, fam-
ily advocacy efforts, theory, and research has
led to wide acceptance of the assumption that
early intervention exists not just to support
young children with disabilities, but also to
support their families. Exactly what is meant
by parent involvement and family support
continues to be discussed, but at least three
themes have emerged around which there is
general consensus (Bailey et al., 1986; Bailey
et al., 1998; Brewer, McPherson, Magrab, &
Hutchins, 1989; Dunst, 1985; Shelton, Jepp-
son, & Johnson, 1987). First, parent involve-
ment and family support programs need to be
individualized, given the diversity of family
resources, priorities, concerns, and cultures.
Second, parents should be given every oppor-
tunity to participate as active partners in plan-
ning services for their child and for them-
selves, requiring professionals to engage in
practices that recognize, value, and support
this type of relationship. Third, since families
are the ultimate decision makers and long-
term care providers for their children, services
should be organized in ways that enable fam-
ilies to feel and be competent in advocating
for services and otherwise meeting the needs
of their young child with a disability.
As states and local programs strive to provide
a variety of family support initiatives, a funda-
mental question remains unanswered: How
should we evaluate whether parent involvement
and family support efforts have been successful?
In this paper I place this question in the context
of accountability and propose three potential
levels of accountability. Challenges associated
with each level are presented, and I conclude
with several potential recommendations for the
field.
PROGRAM EVALUATION AND
ACCOUNTABILITY
The principles and processes underlying pro-
gram evaluation have been well described over
the past few decades (Fink, 1995; Popham,
1993; Walberg & Haertel, 1990; Worthen, Sand- ...
Maximizing System-Level Data to Address Health and Social Complexity in ChildrenLucilePackardFoundation
An innovative methodology using system-level data to identify children with health complexity, that is based on medical and social complexity, is transforming how they consider improving quality of care in Oregon. Learn about this new standardized approach, developed by the Oregon Pediatric Improvement Partnership and Oregon Health Authority, and how it has helped inform priority areas, potential policy improvements, investments and partnerships in support of children with health complexity.
Report on the 27th Annual Master Gardener College to the Southside Master Gar...Ben Capozzi
In June 2014 the Southside Master Gardeners Association awarded me a scholarship to attend the 27th Annual MG College program at my alma mater, Virginia Tech. I had an amazing time, took 35 pages of notes, attending fascinating lectures, looked at management of the land through controlled burning, and started my training as a Virginia Land Care steward. The following September it was my pleasure to share with the MGs what I learned in a fast-paced, lighthearted, and grateful presentation.
* I use low-res images in my uploads. Actual presentations are crisp and clear.
Draft of outreach piece – directed to Children’s Trust and Prevention Fund directors and staff. The brochure contains information about basic purposes of QRIS, how to find out about how QRIS is functioning in their own state, reasons why the prevention community needs to be involved, etc.
Draft of outreach piece – directed to Children’s Trust and Prevention Fund directors and staff. The brochure contains information about basic purposes of QRIS, how to find out about how QRIS is functioning in their own state, reasons why the prevention community needs to be involved, etc.
“Edible Landscaping—Yard=Garden” Halifax County-South Boston Public Library P...Ben Capozzi
This presentation on Edible Landscaping shows steps I've taken to make our yard and garden more abundant and productive. From specific plants including fruit trees, perennials, and berry canes, to unusual annuals this presentation is a horticultural tour of our property. Also included are plants that solve design problems like water management, soil improvement, ground covers, shade lovers, and insectary and pollinator-specific plantings.
This is the second in a 4 part series I've developed for the library. The others are “What Vegans Eat,” “What Permaculture Is, Isn't, and What's in it for You,” and “Compositing 101: From Manure to Obscure.”
You can follow my garden exploits every day on Instagram and Twitter @bencapozzi.
* I use low-res images in my uploads. Actual presentations are crisp and clear.
Thousands of early education preparation programs rely on the CDA® as an essential part of their training. We
encourage and influence each of them to continually make sure that inclusion issues are an integral part of their
curriculum through the updated CDA® requirements for all new and renewal applicants.
CHILD PROTECTION AGENCIES INFOGRAPHIC 2
Child Protection Agency
(
Summary of how
the agency’s philosophies support or align with
t
he philosophical tenets promoted by Adoption and Safe Families Act.
One of the principles and philosophy is dedication. This is an important philosophy for the agency especially for the reason that it promotes the hope and opportunity for the people in need. Performance excellence is also supportive philosophy since it exemplifies the innovativeness and solutions that are based on available evidence, transcend borders and built knowhow. On the other hand, professionalism supports the philosophical tenets promoted by ASAF especially for the reason that it affects the quality of service provided by the child protection agency, the attitude they bring, the associations they create and the commitment towards achieving the goals of the agency.
Integrity enhances the ethical mannerisms of each of the employees within the firm as they
extend their services. Stewardship of the resources is an important philosophy especially for the reason that it increases the transparency and accountability of the employees within the Administration for Children and Families
especially while they handle the organizational resources. Respect is also an important in that it enhances team work amongst their colleagues and the partners
("ACF Vision, Mission, & Values", 2020)
.
)
References
ACF Vision, Mission, & Values. (2020). Retrieved 8 April 2020, from https://www.acf.hhs.gov/about/acf-vision-mission-values
ADMINISTRATION FOR CHILDREN AND FAMILIES
Vision
"Children, youth, families, individuals and communities who are resilient, safe, healthy, and economically secure"
Mission
"To foster health and well-being by providing federal leadership, partnership and resources for the compassionate and effective delivery of human services."
Principles
Dedication
Excellence
Professionalism
Integrity
Stewardship
Respect
PRIORITIZING CHILD PROTECTION3
Dr. Davis,
Every child should be treasured, protected, and nurtured. When this does not happen, the division of Family and Children Services (DFCS), in partnership with the police and the court system, must step in to ensure the safety of children in compromised situations.
Georgia child abuse and neglect reporting when someone suspect that a child is being abused or neglected, the Office of the Child Advocate (OCA) encourages you to make a report to the Division of Family and Children Services (DFCS). In order to make a report to DFCS, you may: Report by phone, by email and FAX.
Reference
Retrieved from https://dfcs.georgia.gov/services/child-abuse-neglect
Prioritizing Child Protection
Karla,
I am enriched. Although, as child protection becomes a primary global agenda, various agencies have taken the lead role of sensitizing the public on the essence of looking after children's welfare and influencing the relevant government authorities to do the same. The Children's B.
Running head FUNDAMENTAL ASSESSMENT CHILD WELFARE UNIVERSAL ORGAN.docxwlynn1
Running head: FUNDAMENTAL ASSESSMENT CHILD WELFARE UNIVERSAL ORGANIZATION
Capstone Project Part I
Alexis Lowe
Professor Marnie Carroll
HUMN 6660: Social Change, Leadership, and Advocacy for Human Service Professionals
Walden University
June 16, 2019
Part 1
The Core Values of the Universal Child Care Organization
The universal child welfare value is the intervening ethical end aimed by the entire characteristics of the child welfare part of the practice. Also, it is a source integration of general basic values of social work because, for children, liberty comprises of the likelihood to grow as well as build up without harm as well as exploitation. The justice of children includes right to basic needs along with nurturance. Moreover, a child does not request to be produced, therefore it is children birthright. Additionally, these privileges are present for the reason that children, similar to adults, are also human beings having intrinsic as well as irreducible value. As a final point, if we do possess some selfless obligation to fellow individuals, it is particularly likely for children because we are the ones who create them to be, reliant on us, they are weak, as well as they lack power and influence.
Another important core value of the universal child welfare organization is known as transparency. through the Universal Child Welfare Organization is allowing the character of human service professionals to walk before them, and use their heart to speak boldly, clearly and with confidence on the societal issue of child welfare. Each year, more than thirty billion dollars is spent on a federal, state and local level in order to stimulate the well-being of vulnerable children and their families. However, with the core value of transparency involved in this nonprofit organization, we are able to promote ongoing quality improvement in child welfare. Even with the core value of transparency, there comes some sort of accountability within the child protection system; as the more we increase transparency in our child protection system the more aware the public is about what is taking place in a day-to-day child protection work, the less likely issues within the system will be overlooked until yet another tragedy takes place.
To contribute to the well-being of the people, groups, families, and global communities, the child welfare agency has formed numerous policy and norms to direct practiced activity, for instance, the application of change theory which will be applied by altering the performance of foster care as well as policies employed to foster care along with the community’s opinion of foster children. Also, it shall start with providing the problems to be transformed to the related parties as well as influencing them to create a way for a change in the manner foster children are treated.
What is its mission?
The mission of the Child welfare is to protect, promote, and improve the protection, wellbeing as well as the healt.
Running head CHILD WELFARE NEEDS ASSESSMENT .docxhealdkathaleen
Running head: CHILD WELFARE NEEDS ASSESSMENT 1
CHILD WELFARE NEEDS ASSESSMENT 2
Child Welfare Needs Assessment
Student name:
Institution Affiliation:
Date:
Child Welfare Needs Assessment
The following major steps would be required for the child welfare needs assessment to complete the project. These include:
Step 1: Brainstorming and Planning
First of all, I will consider gathering all the concern key stakeholders who will tend to serve as the task force for the needs assessment regarding the child welfare project. In context, the group will include individuals in service delivery staff, leadership, consumers as well as volunteers. During the gathering, I will create questionnaires whereby I will be asking questions relating to various factors such as duration, frequency, scope severity and perceptions the project will take and aim (Cummings, 2016). Based on brainstorming, I will initiate validated methods like Modified Delphi Technique that is a simple meeting facilitation technique to give every participant an equal chance to contribute their voices as well as ideas regarding the concern project.
Step 2: Guiding Documents
I will collect and gather feedback that directly comes from the concern task force where then I will analyze. Thereafter, I will use the analyzed data to come up with concrete solutions to act as the guideline documents for the entire child welfare needs assessment. Besides, I will ensure that the documents are well attached and published in a comprehensive manner for both task force and stakeholders involved to clearly read and understand.
Step 3: secondary data collection
In step three, I will utilize the existing sources in formulating relevant information concerning the child welfare project. Moreover, I will use the secondary data or information to support the project’s questions in regards to my surveys, interviews and focus groups. Further, I will conduct an in-depth research on the available literatures for an effective understanding on research evidence state relating to the subjective area associating to the child welfare project (Child Welfare Strategy Group).
Step 4: Primary data collection
I will also utilize both methods of collecting primary data including qualitative and quantitative methods which will help me in collecting direct information concerning the child welfare project from the people I will be serving. Some of the primary data sources I will initiate include electronic or written surveys, moderated focus groups and key informant interviews.
Step 5: Data analysis
With all data required for the project, I will tend to use both qualitative and quantitative analysis to verify the results. During the analyzing, I will seek help from a statistician who will help to predict the outcomes of the results and to determine whether the data collected ...
A community based approach to redesigning a placement continuum of careGregory Kurth
Presentated at the Alliance for Children and Families conference in October, 2008. The presentation focused on a comprehensive framework on buiding a child welfare network.
Journal of Early Intervention, 2001 Vol. 24, No. 1, 1-14 C.docxcroysierkathey
Journal of Early Intervention, 2001
Vol. 24, No. 1, 1-14
Copyright 2001 by the Division of Early Childhood, Council for Exceptional Children
FEATURE ARTICLE
Evaluating Parent Involvement and Family
Support in Early Intervention and
Preschool Programs
DONALD B. BAILEY, JR.
University of North Carolina at Chapel Hill
Early intervention and preschool programs for children with disabilities are also accountable
for providing certain types of support for families. How should these efforts be evaluated? This
article describes three potential levels of accountability: (a) providing the legally required
services for familiesf (b) providing services that are considered recommended, and (c)
achieving certain outcomes as a result of working with families. Issues and considerations
related to each level of accountability are discussed and recommendations are made for
advancing policy and practice related to the evaluation of parent involvement and family
support efforts.
A combination of legislative initiatives, fam-
ily advocacy efforts, theory, and research has
led to wide acceptance of the assumption that
early intervention exists not just to support
young children with disabilities, but also to
support their families. Exactly what is meant
by parent involvement and family support
continues to be discussed, but at least three
themes have emerged around which there is
general consensus (Bailey et al., 1986; Bailey
et al., 1998; Brewer, McPherson, Magrab, &
Hutchins, 1989; Dunst, 1985; Shelton, Jepp-
son, & Johnson, 1987). First, parent involve-
ment and family support programs need to be
individualized, given the diversity of family
resources, priorities, concerns, and cultures.
Second, parents should be given every oppor-
tunity to participate as active partners in plan-
ning services for their child and for them-
selves, requiring professionals to engage in
practices that recognize, value, and support
this type of relationship. Third, since families
are the ultimate decision makers and long-
term care providers for their children, services
should be organized in ways that enable fam-
ilies to feel and be competent in advocating
for services and otherwise meeting the needs
of their young child with a disability.
As states and local programs strive to provide
a variety of family support initiatives, a funda-
mental question remains unanswered: How
should we evaluate whether parent involvement
and family support efforts have been successful?
In this paper I place this question in the context
of accountability and propose three potential
levels of accountability. Challenges associated
with each level are presented, and I conclude
with several potential recommendations for the
field.
PROGRAM EVALUATION AND
ACCOUNTABILITY
The principles and processes underlying pro-
gram evaluation have been well described over
the past few decades (Fink, 1995; Popham,
1993; Walberg & Haertel, 1990; Worthen, Sand- ...
Maximizing System-Level Data to Address Health and Social Complexity in ChildrenLucilePackardFoundation
An innovative methodology using system-level data to identify children with health complexity, that is based on medical and social complexity, is transforming how they consider improving quality of care in Oregon. Learn about this new standardized approach, developed by the Oregon Pediatric Improvement Partnership and Oregon Health Authority, and how it has helped inform priority areas, potential policy improvements, investments and partnerships in support of children with health complexity.
Indices for ranking performance are not new. For several decades now, every year, we have eagerly looked forward to the United Nations’ Human Development Index (HDI) to see how our country has been ranked – whether it has gone up or down. Education index, hunger index, health index – there are many to be found.
HAQ: Center for Child Rights
B1/2, Ground Floor,
Malviya Nagar
New Delhi - 110017
Tel: +91-26677412,26673599
Fax: +91-26674688
Website: www.haqcrc.org
FaceBook Page: https://www.facebook.com/HaqCentreForChildRights
1. Oklahoma launched the first Quality Rating and Improvement
System (QRIS) in 1998. At that time, the term QRS (Quality Rating
System) was the term used to describe these systems, constructed to
“assess, improve and communicate about the level of quality in early
care and education settings,” according to Anne Mitchell in her
QRIS toolkit, Stair Steps to Quality. Recently, the ‘I’ has been added
to create the term QRIS, the ‘I’ standing for Improvement. The
addition of the ‘I’ has helped to shift the focus away from merely
rating early care and education programs – expanding the idea of
quality to include continuous quality improvement. It also helps
redefine the term “quality” to include such things as serving families
in a culturally competent manner, including supports that will allow
families, in partnership with early care and education professionals,
to facilitate their child’s optimum development and school readiness.
During the past ten years,
seventeen other states have
joined Oklahoma in fully
implementing QRIS. All but
five of the remaining states are
drafting standards, piloting or
considering how to implement
QRIS. If you are interested in
learning more about how this
applies to your state, see the
reference materials in this
document and contact your
State Child Care Administrator for additional information specific to
your state.
Share What You Know.
Research by NAEYC revealed that
early childhood educators feel a
strong sense of responsibility to
help prevent child abuse and
neglect, but want to know more
about effective strategies.
The Right Tools Are
Always Helpful.
The Strengthening Families
Protective Factor (SF/PF)
Framework is a strong support for
quality in early care settings.
Primary
Prevention
A KeyA Key
In High Quality Early Care
and Education Settings
Important ways Children’s Trust Funds
Can be engaged in states’ Quality Rating and
Improvement Systems (QRIS)
Getting Started
What is QRIS?
IngredientIngredient
2. The Alliance’s
Early Childhood Initiative
(ECI)
2
Stories from Three ECI States:
Embedding the Strengthening Families Protective Factor
(SF/PF) Framework Into QRIS
Working Together.
One
Goal.
A System of Systems
QRIS is a composite system that unifies multiple
sectors of the early childhood education system. Some
of the sub-systems represented in states’ QRIS are:
• Child Care Licensing
• Professional Development System
• Early Care and Education Providers – Centers
and Family Child Care
• Child Care Resource & Referral
• Early Childhood Mental Health
• Departments of Education
• Higher Education
All of these must agree upon how the basic elements
of QRIS should be structured and implemented.
Building the five protective factors (parental
resilience, social connections, concrete support in
times of need, knowledge of parenting and child
development and social and emotional development of
children) is a priority for each of these systems.
Basic Elements of QRIS
Prevent Child Abuse and Neglect Before it Ever
Occurs by Strengthening Families.
There are five elements that are common to almost all
states’ QRIS:
1. Standards – at least two levels of quality above
state’s basic licensing requirements – may align
with early learning guidelines.
2. Accountability – Monitoring and assessment of
standards
3. Support to ECE Practitioners – technical
assistance, training and other supports to help
practitioners along the pathway to quality.
4. Financing – tiered reimbursements, grants and
other support tied to quality.
5. Parent Education – actually, educating
parents to be savvy consumers of high quality
early care and education as they see how it will
benefit their most precious resource – their
children.
Each of these elements can serve as a “door” by which
Children’s Trust Funds may seek to enter QRIS. By
partnering with early childhood stakeholders to embed the five
protective factors into QRIS, Children’s Trust Funds have the
opportunity to systemically strengthen families.
Early Care and Education Professionals Children’s Trust Funds
3. Children’s Trust Funds Early Care and Education Professionals
3
Together,
with the right tools. . .
We can
strengthen
families.
“Quality Early Care and
Education programs are the
foundation for a child abuse
and neglect prevention
agenda.”
--- Sharon L. Kagan
Evidence points to the
reality that quality early
care and education programs
strengthen children and
families and ultimately
reduce child abuse and
neglect.
Children’s Trust Funds
have valuable
experience implementing
effective community-based
family strengthening
strategies.
The Strengthening
Families Protective
Factor Framework is a tool
that Children’s Trust Funds
can offer as a resource to
help unite the multiple
sectors of the early
childhood field necessary to
build and sustain Quality
Rating and Improvement
Systems (QRIS).
Why should
Children’s Trust
Funds become
involved with
QRIS?
1
2
3
Strengthening Families Protective Factor Framework
4. The Alliance’s
Early Childhood Initiative
(ECI)
4
Stories from Three ECI States:
Embedding the Strengthening Families Protective Factor
(SF/PF) Framework Into QRIS
The vibrant network of the ECI
Learning Community . . .
represents partnerships between
CTFs and early childhood
stakeholders in 27 states. Each
member of the Learning
Community is committed to:
♦ Transformational systemic
change to benefit children and
families
♦ Attainment and strengthening
of the five protective factors among
all families and communities
♦ A future where all children live
in safe, stable and nurturing
families and communities.
The ECI Theory of Change
maps out a plan to accomplish the
goals stated above. A key strategy
will be to explore ways in which
states can embed the Strengthening
Families Protective Factor
Framework
into their states’ Quality Rating and
Improvement Systems (QRIS). See
www.ctfalliance.org for more
information.
Collaboration
Requires
Concentration
5. Children’s Trust Funds Early Care and Education Professionals
5
Idaho
Enthusiastic support from child care providers
and a disdain for regulations by state policy
makers form the backdrop for efforts to
increase quality for early care and education
settings in Idaho. Yet, since 2003 a unique
relationship between the Idaho Association for
the Education of Young Children (Idaho
AEYC) and the University of Idaho
(IdahoSTARS state training and registry
system) was the basis for a collaboration that
eventually included Idaho’s Children’s Trust
Fund. Although quality efforts initially
focused on voluntary training and education
scholarships, mentoring, and environment
assessment, by 2006 a broader focus began to
include the use of the Strengthening Families
approach as an integral component of Idaho’s
Child Care Quality Rating and Improvement
System (QRIS) and accounts for 20% of the
quality standards. QRIS is currently in the
design phase and being implemented through
a statewide pilot program in over 20 cities.
The pilot includes 52 centers and family-based
programs, serving nearly 3,000 children and
their families. Idaho has been successful at
incorporating major components of the
Strengthening Families approach (including
the self-assessment) into the QRIS standards.
They have created a curriculum around the
SF/PF Framework that will soon be expanded
to programs outside of the QRIS pilot,
utilizing the “support to ECE practitioners”
door into their QRIS. The most recent work
being undertaken by the ECI team is to
implement the Community Café and reach out
to parents to cultivate their “leadership voice”
in order to raise an awareness of the
importance of quality child care and create a
greater demand for higher quality and a
strong statewide voluntary QRIS.
3 Resources:
To learn more about the National Alliance of
Children’s Trust and Prevention Funds’ Early
Childhood Initiative work with Strengthening
Families Through QRIS, see:
www.ctfalliance.org/qris
To download a copy of the Strengthening
Families Self-Assessment, Guidebook for Early
Childhood Programs and other materials, see:
www.strengtheningfamilies.net
The federal American Recovery and
Reinvestment Act (ARRA) of 2009, the “Stimulus
Package,” offers some opportunities to implement
early childhood policy and systems change. To
learn more about how this could possibly benefit
implementation of QRIS, see:
www.buildinitiative.org
The National Child Care Information Center has
recently updated information about states who
are fully implementing QRIS, with links to
states’ QRIS websites:
http://nccic.acf.hhs.gov/pubs/qrs-defsystems.html
Advancing Child Abuse and Neglect Protective
Factors: The Role of the Early Care and
Education Infrastructure by Sharon L. Kagan
gives a justification of why high quality early
childhood programs are a logical foundation for a
child abuse and neglect prevention agenda:
http://www.cssp.org/uploadFiles/Kagan.pdf
For further information,
contact:
Martha Reeder, Program Manager
Early Childhood Initiative
National Alliance of Children’s Trust and
Prevention Funds
marthareeder@gmail.com
6. [Recipient]
Address Line 1
Address Line 2
Address Line 3
Address Line 4
Children’s Trust and Preventions Funds across the United States have
embraced the Strengthening Families Protective Factor (SF/PF)
Framework as a way to build strong families and communities and to
support the optimal development of the very youngest and most
vulnerable children.
Early Care and Education Systems have recognized the need for higher
quality early care and education settings, and have pursued the
development of Quality Rating and Improvement Systems (QRIS) as a
way to meet this need.
High quality early care and education settings that reach out to parents
in significant and meaningful partnerships may be one of the best ways to
prevent child abuse and neglect. As QRIS are being built and revised, the
critical opportunity exists to strengthen families and prevent child abuse
before it ever occurs.
Strengthening Families
Through QRIS
Primary Prevention: A Key Ingredient in High Quality Early Care and Education
National Alliance of
Children’s Trust and
Prevention Funds
5712 30th Avenue NE
Seattle WA 98105
Phone (206) 526-1221
Fax (206) 526-0220
info@ctfalliance.org
www.ctfalliance.org
Safe and Healthy Children
Strong and Stable Families
Thriving and Prosperous
Communities
7. [Recipient]
Address Line 1
Address Line 2
Address Line 3
Address Line 4
Children’s Trust and Preventions Funds across the United States have
embraced the Strengthening Families Protective Factor (SF/PF)
Framework as a way to build strong families and communities and to
support the optimal development of the very youngest and most
vulnerable children.
Early Care and Education Systems have recognized the need for higher
quality early care and education settings, and have pursued the
development of Quality Rating and Improvement Systems (QRIS) as a
way to meet this need.
High quality early care and education settings that reach out to parents
in significant and meaningful partnerships may be one of the best ways to
prevent child abuse and neglect. As QRIS are being built and revised, the
critical opportunity exists to strengthen families and prevent child abuse
before it ever occurs.
Strengthening Families
Through QRIS
Primary Prevention: A Key Ingredient in High Quality Early Care and Education
National Alliance of
Children’s Trust and
Prevention Funds
5712 30th Avenue NE
Seattle WA 98105
Phone (206) 526-1221
Fax (206) 526-0220
info@ctfalliance.org
www.ctfalliance.org
Safe and Healthy Children
Strong and Stable Families
Thriving and Prosperous
Communities