Welcome to the Infant-Child Health Committee (ICHC) of the NJ Council for Young Children (NJ CYC) Wednesday, September 20, 2017 9:00am - 12:30pm Ericka Dickerson, LSW Infant Child Health Committee Chair ECCS Impact/Help Me Grow Coordinator Dept. of Children and Families-Family and Community Partnerships Office of Early Childhood Services 1
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Infant-Child Health Committee (ICHC)€¦ · • Email [email protected] or [email protected] for additional info. 11. ... Strengths and Bright Spots Current
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Welcome to the Infant-Child Health Committee
(ICHC)
of the NJ Council for Young Children (NJ CYC)
Wednesday, September 20, 2017 9:00am - 12:30pm
Ericka Dickerson, LSW Infant Child Health Committee Chair ECCS Impact/Help Me Grow Coordinator Dept. of Children and Families-Family and Community Partnerships Office of Early Childhood Services
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Welcome and Introductions
All Partners
ICHC Agenda:
• 9:00 am Networking and Refreshments
• 9:30 am Welcome, Introductions and Overview of the day
• 9:45 am ICHC Stakeholder Partner Survey
• 10:15 am ECCS Impact State Overview
• Essex County
• Cumberland County
• 11:00 am Break/Networking/Review Resource Table and/or Partner Updates
• 11:15 am Grow NJ Kids Program: Then and Now
• 12:15 pm ICHC Partner Highlights/Updates
• 12:30 pm Meeting Adjourned 3
ICHC: Purpose and Priorities
4 *Please note ICHC Priorities are aligned with the priorities of the Early
Childhood Comprehensive Systems Impact, Help Me Grow NJ & NJ Project LAUNCH grants.
• Infant-Child Health Committee Purpose: To make recommendations that support the alignment of health and wellness systems for pregnant women, young children and their families. Priority Areas: • Family/Child Health & Wellness • Infant/Child Mental Health • Children with Special Needs
ECCS Impact State Overview: • Overview: ECCS Impact builds upon NJ’s existing progress in the development of an
integrated, comprehensive early childhood system of care for families from pregnancy to age five.
• 5 Placed Based Communities (Camden, Cumberland, Essex, Middlesex and Passaic counties) along with the State Impact Grantee (NJ DCF) participate in the ECCS Impact Collaborative Innovation and Improvement Network (CoIIN) – a collective impact approach to enhance NJ’s comprehensive, coordinated preventive health system.
• Goal is to:
• Demonstrate improved outcomes in population-based indicators that reflect children’s developmental health and family well-being.
• Strengthen state and local leadership in CQI expertise to inform change ideas to enhance existing EC system building on prior work through NJ-ECCS/Help Me Grow to ensure an integrated system of care to improve infant/ child outcomes, eliminate disparities, support parents and families, and strengthen communities.
• Cohort A Focus: Improve Developmental Health Promotion, Awareness, Monitoring, Screening, Referral and Follow-up.
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ECCS Impact Updates: New ECCS Impact Indicators: Released June 14, 2017 and
Updated August 31, 2017
• NJ DCF state leads are exploring approaches to align indicators with NJ data sources, prior to beginning reporting.
Revised Aim: By July 31, 2021 ECCS Impact Grantees and Place-Based Communities will promote healthy development of children birth through age 3 to achieve:
• 25% relative increase in children birth through age 3 that are achieving
age appropriate developmental health in all 5 developmental domains
• 15% relative decrease in disparity among children birth through age 3
that are achieving age appropriate developmental health in all 5
developmental domains (Select one: age, gender, poverty, or race)
• 15% relative increase in the proportion of family members of children
birth through age 3 that report reading, telling stories, and/or singing
songs with their child daily
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ECCS Impact Updates:
ECCS Impact Data Measures continued…
• 15% relative increase in the proportion of primary caregivers reporting improved social support
• 10% relative increase in the proportion of families connected to one or more services that address the social determinants of health (SDOH)
• 20% relative increase in the proportion of identified partners that report improved data processes for CoIIN reporting
• 30% relative increase in the number of new or updated policies that support developmental and relational health promotion
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ECCS Impact Updates: • Continue Ongoing: Monthly Action Period Calls, TA Calls
• NJ Learning Session- July 27, 2017 2017 (State Team and Placed Based Community (PBC)) – Meeting, ongoing learning, planning and support. • Recap learning from PDSA cycles over last 6 months, barriers, gaps, etc; • Parent Family Engagement and LTSAE resources presentation conducted with
ECCS Impact State Parent Lead and NJ Learn the Signs Act Early Ambassador, Deepa Srinivasavaradan and Ericka Dickerson, ECCS Impact Manager.
• NJ Zero to Three –Year 1 Check In call o Positive Feedback from Federal and Technical Assistance Partners o NJ is a model state; state infrastructure, state and local collaboration and
communication, engagement of parent leaders, all positive highlights for other states to glean from.
o Invited NJ to be highlighted in a Blog by their PR Team.
• Webinar Training ECCS Teams were Invited to Participate in: Screen Scene • Screen Scene Webinar Series – National American Academy of Pediatrics (3part
series) • Star Center: Screening and Technical Assistance Resource Center – American
Academy of Pediatrics • Developmental Screening and Pediatric Provider engagement • Star Center: www.aap.org/screening
• Environmental Scan/Mapping of developmental screening by county – JHU developed survey with PBC’s feedback and input. • Identifying Gaps, barriers in screening with providers (Physicians, childcare,
and/other community partners). • PBC’s feedback from physicians continue to be the hardest to obtain.
Current feedback limited. Trying several strategies to gather input. • Feedback from childcare – initial screen at entry. Learned curriculum
assessment tools are used for ongoing monitoring.
• Family Access Portal – ASQ (Pilots) – universal access to screening. • Beginning developing plans/ soft launch with Essex County PBC June –
September 2017.
• LTSAE Brochures and Passports: • Parent Leaders – Community LTSAE Ambassadors, Family Engagement and
Developmental Health Awareness • CI, CCYC, Parent Leaders – strategies for PDSA and engagement of Parents
and Community Partners. • Additional Access to Brochures and Passports-
constraints to bring our full QI team together, the need to build in additional time and/or staffing to
achieve desired results (e.g. with surveys)
Successes with establishing our team, in
collecting surveys and in starting to work with the
ASQ Family Access Portal
Questions?
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» Cumberland County CCYC
» Central Intake
» MIECHV Providers
» Special Child Health
» Pediatrician
» Childcare Resource and Referral
» MH Professionals
» Early Intervention
» Human Services 4
www.HV-CoIIN.edc.org
Our Journey
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PDSA #4: Based on parent response that screenings not completed, focus on pediatric providers for Enviro Scan
PDSA #2a: To continue the Enviro Scan with Head Start focus PDSA #2b: To survey parents RE: child’s provider, services, screening
PDSA #1: To use Enviro Scan to get baseline data on occurrences of developmental screening county-wide
PDSA #3a: Continue Enviro Scan w/ Head Start PDSA #3b: Continue Parent Survey w/ new distribution strategy
A P
S D
A P
S D
S
A P
D
PDSA #5: Continued follow-up with pediatricians to get Enviro Scan responses
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A P
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PDSA #6: Engage Pediatric Associates to test use of developmental passports
PDSA #7:Engage other pediatricians to test use of developmental passports
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17 responses received; highest response rate from preschool providers(30%);
100% share general information about child development;
94% conduct formal assessments; 88% receiving training on developmental
screening; 94% use a tool to screen; 100% know what to do if child screens positive
for a delay; 54% refer to Early Intervention; 71% do not experience barriers to screening.
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44 responses received; 23% have 3-year old children; 100% have a medical home; 29% @ Complete Care 73% of children not enrolled in child care; 54% are not aware of completing developmental
screens; 55% of screens completed were in pediatric offices.
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Lessons Learned • Need to be creative in survey distribution
• For parents: in-person at key events (from 7 responses to 54!), incentives, social media
• For providers: targeted follow-up necessary • Most screenings are happening in pediatric offices, but 55% of parents
did not know that screens were completed for their child Barriers Faced • Difficult to distribute Enviro Scan with no direct access to list serves • Lack of responsiveness to Enviro Scan and challenge in knowing who to
follow-up with and how to follow-up- difficult to engage pediatric practices
• How to access underserved families who aren’t already connected to service providers
• Some team members not clear on direction of our work
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Meet with select pediatric offices to test use of developmental passport;
Educate parents on developmental milestones and promote their use of developmental passport;
Identify strategies to access hard to reach parents.
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Discussion • What do you make of these results? • What are your thoughts for potential
ways to move forward with our ECCS work?
ICMH Committee Meeting
September 20, 2017
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New Landscape of Early Learning
and Development Programs
• Significant federal investment in early learning and
development programs.
• More than $1 billion in Race to the Top- Early Learning
Challenge projects in 20 states.
• In addition, $500 million in federal funds for Early Head
Start and Child Care Partnerships.
• New rules to raise quality across all federally funded
programs.
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Over 45 States in the nation have a
Quality Rating & Improvement System
Grow NJ Kids Categories
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Safe, Healthy Learning Environment
Curriculum and Learning Environment
Family and Community Engagement
Workforce/Professional Development
Administration and Management
Technical Assistance Structure
• NJ is using a multilayered approach.
• Quality Improvement Specialists
• Targeted technical assistance
• Technical Assistance Specialists
• Intensive technical assistance
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Grow NJ Kids – Core Elements
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GNJK Supports
• Child Care Resource & Referral Agencies (CCR&R)
• Regional Technical Assistance Centers (TAC)
• Center for Autism & Early Childhood Mental Health at Montclair University
• GNJK Training Services at Rutgers University
• Early Childhood Leadership Institute (ECLI) at Rowan University
• NJ Workforce Registry
Grow NJ Kids Process / TA
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Grow NJ Kids Process / TA
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Grow NJ Kids Programs
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Grow NJ Kids Program Enrollment
4th Year Programs 124
3rd Year Programs 279
2nd year Programs 166
1st year Programs 368
Pilot Programs 57
Total Programs that enrolled in Grow NJ Kids 994
Withdrew/Closed - Disengaged Programs 145
Actively Participating Grow NJ Kids Programs
849
**Number discrepancy by due to FCC providers who submitted electronically
Enrollment by Program Type
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Enrollment by Program Type
55 DOE
99 Head Start
419 CCDF
189 Private
15 EHS-CC
20 Head Start & Abbott
128 CCDF & Abbott
26 Abbott
2 Not Answered
7 Head Start & CCDF
22 DOE/PART B
9 ECPA/ELLI
991 TOTAL
Grow NJ Kids Family Child Care
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Family Child Care Enrollment
3rd Year Programs 0
2nd year Programs 80
1st year Programs 155
Pilot Programs 41
Total Programs that enrolled in Grow NJ Kids 276
Withdrew/Closed - Disengaged Programs 32
Actively Participating Grow NJ Kids Programs
244
Grow NJ Kids Incentives
• Curriculum Materials
• Scholarships
• Merit Awards
• Teacher and FCC Training Supports
• Training
• Health and Safety Enhancements
• Classroom Enhancements
• Rating Incentives
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Reading the Stars
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Grow NJ Kids
Participating
Program/Provider
A license or certificate of registration from the Department of Children and Families or a
Department of Education-approved school district.
Completed the Grow NJ Kids Director’s Orientation.
Completed a self-assessment and quality improvement plan that identifies areas of
strength and how the program will work toward higher quality.
Met all of the requirements as a Grow NJ Kids participating program/provider.
All teaching staff attended a minimum of five hours of training on selected research-based
curriculum/developmentally appropriate practices.
Classrooms met quality standards, using a nationally recognized rating scale.
Met all of the requirements for three stars.
All teaching staff attended a minimum of 10 training hours on selected research-based
curriculum/developmentally appropriate practices.
Classrooms met high quality standards, using a nationally recognized rating scale.
Met all of the requirements for four stars.
Implemented research-based curriculum and developmentally appropriate practices.
Classroom met high-quality standards, using a nationally recognized rating scale.
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