EARLY CHILDHOOD INITIATIVES
Early Childhood Initiatives focuses on
children from birth to grade 3, offering a wide array of consultation, professional development (PD), technical assistance, coaching and direct services to the region’s early-care and education programs, school districts and communities. Our agency leads the early childhood RESC Alliance in developing professional learning initiatives statewide. PD includes support for strategic planning, special education, program development, accreditation and professional learning on standards, curriculum, assessment and instruction. Parent education is also provided to the communities we serve. ECI administers and provides direct services to children and their families as the grantee for the state-funded Birth to Three program and the federally funded Head Start and Early Head Start programs in Windham and Tolland counties.
2020-2021 HIGHLIGHTS & ACCOMPLISHMENTS
Regional Programs for Young Children & Families Birth to Three Program
This early-intervention program builds upon the supports and skills of families in order to meet the developmental and health-related needs of infants and toddlers who qualify, based on delays or disabilities. We assist family members and caregivers to enhance children’s learning and development through everyday learning opportunities and research-based practices. In spite of the ongoing COVID-19 crisis, Birth to Three continued to serve children and families across 21 towns in the EASTCONN region, providing virtual interactions, including “home” visits, video-resource-sharing, phone calls, and other strategies to stay connected with families and keep children’s development on track. During the first half of this year, the number of children evaluated and eligible decreased due to the pandemic. However, the number of new evaluations each month is steadily increasing. Our monthly, programwide caseload averaged 225 children and families, with more than 400 children and families receiving services within the last year. The program has maintained EASTCONN Annual Board Update 2021
“We have been very pleased with the
virtual services provided by our Birth to Three providers! We were reluctant to try it at first, but we are so glad that we did! Of course, we would rather see our providers in-person, but virtually has been so beneficial to us and our child. We feel empowered as parents to help our daughter, and greatly appreciate the guidance and education that has been provided to us.” – Parent of Birth to Three 2.5-year-old Child Early Childhood Initiatives 1.
EARLY CHILDHOOD INITIATIVES | HIGHLIGHTS & ACCOMPLISHMENTS | 2020-2021
15 staff, in addition to 26 outside contractors. We provided intensive services for children with more significant needs, such as medical complications, autism, Down Syndrome, etc. Of special note:
• Child Outcomes: Of the infants and toddlers with
Individual Family Service Plans, 80% demonstrated improved positive social-emotional skills, including social relationships; 82% showed improved acquisition and use of knowledge and skills, including early language/communication; and 88% improved their use of appropriate behaviors to meet their needs.
• Birth to Three Annual Family Survey: Families enrolled for more than 6 months were surveyed and reported feeling more confident and competent; 97% reported Birth to Three helped them effectively communicate their child’s needs; 97% reported Birth to Three helped their child develop and learn; and 97% felt informed about their rights under the Individuals with Disabilities Education Act (IDEA) law.
Early Head Start & Head Start Programs
Since the onset of COVID-19 and the related closures, our federally and state-funded Head Start and Early Head Start programs have implemented a variety of in-person and virtual communication strategies to enhance our program and reach families. We continued serving a combined total of 398 income-eligible children and families, along with 24 prenatal mothers who received in-person services at 9 sites and home-based programs across Tolland and Windham counties. EASTCONN Head Start was also awarded federal funds specifically for COVID-19-related needs. We provided families with home meal delivery, technology options for home use and virtual kits for learning. Staff used funding for adequate PPE, additional materials in the classrooms, 2. Early Childhood Initiatives
adult meals provided at lunch, and lower ratios. Also of note:
• Early Head Start: This year, we provided centerbased programming on a reduced daily schedule, with the option of in-person or virtual services for 64 infants and toddlers and 119 home-based infants and toddlers. Models looked very different this year, as we had to consider family requests, public school decisions, health concerns, appropriate technology and how best to reach our families.
• Head Start: Both remotely and in-person, we
provided services to 199 center-based and 16 homebased, income-eligible preschool children and their families; 17% of enrolled children had an IEP. Centerbased classrooms started at a reduced enrollment to allow for smaller class sizes and, therefore, bettermaintained ratios and distancing. Smaller groupings will continue until the end of the school year. Head Start children demonstrated an increase in language growth and acquisition, as well as social-emotional skills. We attributed this to new professional learning for the teaching staff, in particular to: the full program implementation of the Pyramid Model; a focus on building the quality of our program; and the continued implementation of executive function strategies.
• Head Start Goals: Now in its final year of a 5-year
grant cycle, our Head Start Prenatal-to-Five program continued working with families and communities to close the achievement gap and assure that children, especially those with significant barriers, are successful in school and beyond. This program strives to be a model of excellence and innovation in promoting cultural awareness, openness and social-emotional competency among staff, families and children. In January 2021, under the guidance of Gladys Rivera EASTCONN Annual Board Update 2021
EARLY CHILDHOOD INITIATIVES | HIGHLIGHTS & ACCOMPLISHMENTS | 2020-2021
“[They are] always checking in with phone calls. [Staff] taught me how to communicate with sign language with my child.” – Williana Garcia, Head Start Program parent from the Regional Office of Head Start, we began our Community Assessment process. This required assessment must be conducted once every 5 years and will set the stage for future planning, until our new, 5-year grant submission in November 2021.
• Family Goals & Stress Factors: We continued
our collaboration with the Center for Applied Research in Human Development at UConn, analyzing data around family-defined goals and outcomes. We are in our 2nd year of implementing the Connecticut Family Outcomes Matrix, which is tied to the Head Start Family and Community Engagement Framework, with a focus on family outcomes. Results helped guide referrals, program improvement efforts and staff PD. The family service team continued partnering with UConn to fine-tune our responses and make needed changes.
• Head Start School Readiness: EASTCONN
continued to show significant progress in comparing kindergarten-eligible children, using the Child Observation Record (COR) assessment tool. Data indicated that by the end of 2020-2021, 86% of our Head Start children will meet the benchmarks.
• Dual Language: In response to the growing
number of families who need Spanish translation services, we have 5 bilingual staff members. Bilingual staff provided in-person (pre-pandemic) home-visits and remote (during pandemic) visits, as well as centerbased and remote-based translation and interpretation for Spanish-speaking families. This year, we provided printed and online Spanish versions of the Head Start application packet.
• Practice-Based Coaching: Head Start and
EASTCONN Early Childhood Initiatives staff continued to offer remote, individualized coaching to improve instructional strategies and promote and support the use of best practices in the Pyramid Model and executive function. Coaching was provided to new lead teachers, home visitors, and this year, to teaching teams for better overall implementation. Each month,
our leadership team meets with coaches to review implementation, outcomes and next steps. Each classroom is assessed and action plans are developed in coordination with teachers’ self-assessments.
Statewide Professional Learning & Support for Early Childhood Educators Governor’s Emergency Education Relief Fund (GEER)
As the pandemic swept through Connecticut, the Commissioner of the Office of Early Childhood (OEC) asked EASTCONN to use GEER funding to provide statewide professional learning to early-care programs, using individualized supports, on-call office hours and facilitated statewide discussions. The goal of the GEER grant was to ensure that lower-income families and young children had equal access to online learning and a range of continuous supports during the pandemic, and beyond. EASTCONN and its RESC Alliance partners focused on key support strategies, like helping programs re-engage families, focus on social and emotional learning, emphasize routines for learning at home and school, and maintain relationships. EASTCONN surveyed programs statewide, and eligible programs received a portion of the GEER-funded 2,400 pre-programmed iPads that were then distributed to families; 300 Chromebooks went to staff.
Quality Improvement Supports Grant
EASTCONN continued as the lead early childhood RESC, collaborating and project-managing 6 areas awarded through an RFP process last year from the Connecticut OEC. The OEC has extended the 2-year grant through December 2022. Professional learning services include providing supports for technical assistance providers, coaches, early childhood programs, public schools and family child care homes. EASTCONN’s Director of Early Childhood Initiatives is the grant’s project manager.
“EASTCONN has played an instrumental role in Office of Early Childhood’s work to distribute technology to families with young children [statewide] so that they can access services during the pandemic. EASTCONN’s expertise around early childhood services, as well as in the use of technology in educational settings, has contributed to an intentional approach. Their work has helped ensure that programs have the technical assistance and resources necessary to effectively use technology to support children and families.” – Michelle Levy, Education Consultant, Connecticut Office of Early Childhood EASTCONN Annual Board Update 2021
Early Childhood Initiatives 3.
EARLY CHILDHOOD INITIATIVES | HIGHLIGHTS & ACCOMPLISHMENTS | 2020-2021
The 6 Quality Improvement Support Grants include:
• Connecticut Core Knowledge & Competency (CT CKC) Framework Support: This training and coaching focuses on
early childhood competencies and developing individualized professional learning plans, based on a personalized approach.
• Fiscal Management Training: In collaboration
with the National Center on Quality Assurance, this initiative uses a Training of Trainers (TOT) model for Connecticut’s 12 Family Childcare Networks, around “Strengthening Business Practices through Fiscal Management and Marketing” modules.
• National Association for the Education of Young Children (NAEYC) Accreditation Support: This provides direct services, based on
individual program needs and action plans; statewide study groups on NAEYC standards; and professional development related to increasing quality in Early Childhood Education (ECE) programs.
• Quality Assurance & Technical Provider Support: Serving as a project facilitator with early
childhood colleagues, we made recommendations to the OEC on developing a technical assistance provider system and ensuring this system supports both the teaching assistant providers, as well as program directors and educators.
• Standards, Curriculum & Assessment Support: Through this grant, we developed
workshops on Connecticut Early Learning and Development Standards (CT ELDS), Connecticut Documentation & Observations Teaching System (CT DOTS), Family Engagement, Diverse Learners, Meaningful Curriculum, and Supporting Young Children and Families through Distance Learning.
4. Early Childhood Initiatives
• Trauma & Insecure Housing Training Support, Training of Trainers: This is focused on ensuring that those working with vulnerable populations have the necessary resources and strategies to share with family-service staff and families.
Executive Function & Purposeful Play
EASTCONN provided a combination of in-person and virtual trainings and coaching in 11 communities statewide. We worked with programs and school districts to promote increased child outcomes and success in school. Coaching supported teachers as they considered the whole child in all domains of development, including higher-order thinking and supporting their executive function skills development through evidence-based practices.
Nutrition & Physical Activity Initiative
Our Early Childhood staff join RESC Alliance Early Childhood partners to serve as technical assistance consultants, supporting programs in order to implement GO NAPSACC (Nutrition And Physical Activity Self-Assessment for Child Care). Fifty-eight (58) Connecticut Early Childhood programs received technical assistance and resources to improve the health of young children through practices, policies and environments that support lifelong healthy habits and address health disparities.
58 CT Early Childhood programs benefitted from assistance to improve young children’s nutrition & health EASTCONN Annual Board Update 2021
EARLY CHILDHOOD INITIATIVES | HIGHLIGHTS & ACCOMPLISHMENTS | 2020-2021
200+ educators attended monthly study-group discussions based on NAEYC Early Learning Program Accreditation Standards & Assessment Items Regional Early Childhood Consultation & Support School Readiness Grants
EASTCONN ECI staff provided School Readiness liaisons and monitoring services in 12 districts. School Readiness liaisons work with School Readiness Councils to help them meet grant requirements. A comprehensive, staff-designed tool is used to monitor School Readiness programs, based on requirements set by the state OEC. Districts receive feedback, ongoing resources and PD to ensure program quality. This year, a combination of in-person and virtual monitoring visits were conducted to best meet the needs of each program.
Early Childhood Public School Administrators Networking Meetings
Early Childhood Public School Administrator Networking meetings, facilitated by ECI staff, help districts meet required training hours, share resources and provide regional PD. Administrators of public-school preschools learn about state and national policies, changes in NAEYC criteria and best practices, and discuss topics of local interest. This year, the focus was on supporting programs during remote and hybrid learning models. Networking meetings allowed administrators to share success stories and brainstorm new ways to meet the needs of their youngest learners.
Connecticut Core Knowledge & Competency (TA CKC) Framework for Technical Assistance (TA) Providers
Our staff collaborated on and supported the implementation of this online self-assessment tool, used by professionals supporting staff who work with young children and their families. The framework provides a foundation for professional learning decisions, PD criteria and quality improvement efforts. EASTCONN piloted this online tool this winter and introduced it to TA providers at its monthly professional learning community.
Statewide & RESC Alliance Collaborations
Accreditation Quality Improvement System (AQIS)
EASTCONN holds the RESC Alliance grant for providing “intensive supports” to 71 programs seeking accreditation or re-accreditation through AQIS. Each RESC provided EASTCONN Annual Board Update 2021
training, self-study, portfolio and on-site supports to programs pursuing National Association for the Education of Young People (NAEYC) accreditation. Facilitators held 8 NAEYC overview sessions attended by 45 participants. In addition, facilitators offered monthly study-group discussions based on the NAEYC Early Learning Program Accreditation Standards and Assessment items; 200+ participants attended. Sessions discussed best practices and how to apply them in each standard. Participants developed team strategies for continuing discussions in their own program settings. As part of the AQIS system, facilitators also held 25 satellite activities focused on issues like ethics, health, social-emotional, gross motor, relationships, literacy, curriculum, equity, leadership, and more.
Connecticut Documentation & Observation for Teaching System (CT DOTS) EASTCONN’s ECI staff and their Early Childhood RESC Alliance colleagues worked with the state Office of Early Childhood (OEC) to provide training and technical assistance to participants statewide, using the CT DOTS system. CT DOTS provides online tools that help early-care and education providers monitor children’s progress across criteria defined by the Connecticut Early Learning and Development Standards (CT ELDS).
Technical Assistance for the Connecticut Department of Health
The RESC Alliance’s collective Early Childhood staff provided the state Department of Health with technical assistance on nutrition and exercise for 58 programs statewide.
Connecticut State Department of Education (CSDE)
The CSDE has contracted with EASTCONN and the Early Childhood RESC Alliance to provide a professional learning community through a bi-monthly principal’s roundtable and an early childhood special educator roundtable. The Alliance team is creating a manual for Early Childhood Autism Models and preparing to help build sustainable partnerships between LEAs and community-based programs.
Social Emotional Health
The Connecticut Head Start Collaboration Office funded EASTCONN’s State Head Start grant proposal to offer “Mind in the Making” to train Head Start staff on the Seven Essential Life Skills related to executive function, so that children and families will realize better outcomes. Early Childhood Initiatives 5.
EARLY CHILDHOOD INITIATIVES | HIGHLIGHTS & ACCOMPLISHMENTS | 2020-2021
798 young children and their families benefitted from EASTCONN’s Birth to Three and Head Start programs
PLANS & IMPLICATIONS FOR 2021-2022
DIRECT-SERVICE EARLY HEAD START & HEAD START
Head Start and Early Head Start will relocate their Plainfield site to a town-owned facility, creating improved access to our facility, a local nature trail and opportunities for intergenerational programming.
6. Early Childhood Initiatives
BIRTH TO THREE
Birth to Three will send 2 new teams to participate in the intensive coaching training provided by Rush and Sheldon, and incorporate it into practice. This model of coaching is required for programs identified by the OEC to receive Birth to Three contracts, beginning July 2020. The communities that EASTCONN will serve are changing, allowing us to leverage our human resources more efficiently.
QUALITY IMPROVEMENT SUPPORTS
DIRECTORS’ SUPPORT
In collaboration with the state OEC, we will support a statewide effort to plan meaningful professional learning through the lens of a trainer, technical assistance provider and coach. The development and revisions of training series for Early Childhood trainers with OEC specialists will gain momentum as Connecticut focuses on building a comprehensive system of care to support early childhood providers.
We plan to develop a community directors’ group that’s open to member districts, community programs and family child care providers.
EASTCONN Annual Board Update 2021