2021-2022
➊
ANNUAL BOARD UPDATE
EARLY CHILDHOOD INITIATIVES
➌
➋
1. Students and staff share a moment at EASTCONN’s Killingly Head Start at Killingly High School. 2. A happy camper swings into fall at EASTCONN’s new Early Head Start and Head Start location in Plainfield. 3. EASTCONN Head Start Programs maintained services to 16 home-based and 135 center-based preschool children.
Early Childhood Initiatives (ECI) 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 earlycare and education programs, school districts and communities. Our agency leads the RESC Alliance in developing early childhood professional learning initiatives statewide. Services include support for strategic planning, special education, program development, accreditation and professional learning on standards, curriculum, assessment and instruction. 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.
eastconn.org/eci
EASTCONN Annual Board Update 2021-2022 | EARLY CHILDHOOD INITIATIVES 1.
2021-2022 HIGHLIGHTS & ACCOMPLISHMENTS
2021-2022 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 CT Birth to Three System guidelines. Our providers assist family members and caregivers to enhance children’s learning and development through everyday learning opportunities and research-based practices. Certified, licensed and early childhood professionals provide direct services by coaching to help build on skills that meet the needs of their infants and/or toddlers. Services are delivered in-person at home, at child care centers and in community settings. EASTCONN Birth to Three provides services to children and families across 21 towns in the northeast region of CT. Our monthly, program-wide caseload averages 225 children and families, with more than 400 children and families receiving services within the last year. The program has 21 staff, in addition to 26 outside contractors. This year, children and families with more significant needs, including medical complications, Autism and Down Syndrome, received intensive services. Of special note: •
•
2.
Child Outcomes: Of the infants and toddlers with Individual Family Service Plans, 80% demonstrated improved positive social-emotional skills, including social relationships; 83% 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 six 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
During the 2021-2022 school year, the EASTCONN Head Start program saw continued disruptions in services due to COVID-19 centered around closures, staffing and testing. While the Office of Head Start directed programs to operate at full capacity with no changes to services, this proved to be difficult with increases in positive cases, state mandates, staff hiring, transportation and changes to COVID-19 guidance from the federal government. Enrollment challenges continued across the program with families seeming to be hesitant to send their children to a program or to allow visitors into their homes. Nevertheless, we served income-eligible children and families, along with prenatal mothers who received in-person services at nine 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 have been able to hire an Early Intervention Associate to assist our Transition Coordinator with children who are experiencing dysregulation of emotions and developmental differences as well as identified children with an IEP or Individualized Family Service Plan (IFSP). Also of note: • Early Head Start: This year, we provided infant/toddler programming with services for 96 home-based and 75 center-based children; 21% of our enrolled children had an IFSP; 35% had either an open concern or an IFSP. Center-based classrooms accommodated working families’ schedules, and staffing has been maintained for these classrooms. Homebased families appeared to feel less comfortable with people in their homes; staff worked to offer virtual visits, as was appropriate or needed. COVID-19 impacted closures and exposures throughout the fall and into the winter months. Staff worked to provide communication, support, resources and tests to families throughout our program.
•
Head Start: We maintained services to 16 home-based and 135 (out of our 199 slots) for center-based, incomeeligible preschool children and their families; 20% of enrolled children had an IEP. Center-based classrooms continue to experience reduced enrollment. Families in our area seemed cautious about enrolling their child in a program. Teaching staff have found smaller class sizes beneficial as more attention has been given to language growth and acquisition, as well as social-emotional skills. We continued to see growth in the quality of our program with the ongoing implementation of the Pyramid Model and executive function strategies.
•
Head Start Goals: We closed out our 5-year grant cycle with a completed Community Assessment in August 2021. This process guided us into developing our new goals for the next five years. We held many program planning meetings, beginning in the spring and extending into late August as we created, edited and finalized our new plan and objectives. Goals were submitted with our grant, due November 1, 2021. The development of our new goals allowed for some continuation of topics, such as literacy skills and diversity, but also included new areas like strengthening community and internal partners, as well as accessibility of our program and increasing family engagement.
•
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 third 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
EASTCONN Annual Board Update 2021-2022 | EARLY CHILDHOOD INITIATIVES
2021-2022 HIGHLIGHTS & ACCOMPLISHMENTS
97% ➊
“
We have
been working with
EASTCONN for over
two years, and it has
Birth to Three
helped their child
develop & learn in our annual survey
➋
700
Participants received PD experiences
through EASTCONNdeveloped trainings
revolutionized our
➌
approach to early
14
childhood education.” - Joe Macrino, Principal at Oswegatchie Elementary School, Waterford
Families reported
➎
Districts were provided
School Readiness liaisons & services to help them
meet grant requirements
1. Cindy Higgins, a teacher at EASTCONN’s Killingly Early Head Start and Head Start program in Danielson. 2. Two young students enjoy the Mud Kitchen at Head Start at Moosup Gardens.
➍
3. The Cat in the Hat reads to students in EASTCONN’s Early Head Start and Head Start programs. 4. Early Head Start Program Aide Nicauris Alvarez with one of our youngest students. 5. Early Head Start and Head Start managers gather outside EASTCONN’s Hampton headquarters.
Have you seen EASTCONN Head Start’s new Plainfield Location? A large playground, lots of indoor space and a well-trained, highly attentive staff greet our youngsters every single day. SCAN THE QR CODE TO WATCH OUR VIDEO PROFILE OF PLAINFIELD HEAD START
EASTCONN Annual Board Update 2021-2022 | EARLY CHILDHOOD INITIATIVES 3.
2021-2022 HIGHLIGHTS & ACCOMPLISHMENTS
service team continued partnering with UConn to fine-tune our responses and make needed changes. •
•
•
Head Start School Readiness: EASTCONN continued to show progress in increasing the benchmarks of preschool-aged children, using the Child Observation Record (COR) assessment tool. Data indicates that children are showing growth in seven of the eight collected domains, including literacy acquisition, social skills, mathematics and creative arts. Dual Language: In response to the growing number of families who need Spanish translation services, we have five bilingual staff members. Bilingual staff support the children directly in our center-based and remote-based programs as well as provide translation and interpretation for families. This year, we provided printed and online Spanish versions of the Head Start application packet and family handbook. Practice-Based Coaching: Head Start and EASTCONN Early Childhood Initiatives staff continued to offer individualized coaching to improve instructional strategies and promote and support the use of best practices in the Pyramid Model and executive function. Coaching is 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.
STATEWIDE PROFESSIONAL LEARNING & SUPPORT FOR EARLY CHILDHOOD EDUCATORS
Governor’s Emergency Education Relief Fund (GEER)
As the pandemic impacted classrooms across Connecticut, the Commissioner of the Office of Early Childhood (OEC) asked EASTCONN to extend services with GEER funding to provide statewide professional learning to early-care programs and families, using individualized supports and the development of training resources. Our proposal for GEER 2 focused on advancing equity through 4.
access to technology. This was done through the continued distribution of iPads and Chromebooks, Kajeets and by creating an online learning hub, Tech-to-Go Tutorials, Pint Sized online PD and a Parent Academy to ensure that lower-income families and young children and ECE staff have these supports during the pandemic and beyond. In Year Two of this initiative, the focus shifted as programs were largely back to in-person teaching. Coaches provided personalized coaching and technical assistance focused on the implementation of new learning; 70 programs participated state-wide, including 12 from the EASTCONN region. This year, programs also received funding for Connecticut Documentation & Observations Teaching System (CT DOTS) and technical assistance in its use. Each program also received a dedicated coach to support meaningful application of the CT DOTS Online functionality, specifically with regard to communicating with families about their children’s progress and ways to support ongoing learning at home; 35 programs were supported for CT DOTS Online. Another 238 iPads were distributed for use in child assessment. Ten programs participated in software training. EASTCONN has also supported the consultants statewide who are assigned to coach program staff in their use of this software.
QUALITY IMPROVEMENT SUPPORTS GRANT
EASTCONN continued as the lead early childhood RESC, collaborating and projectmanaging six areas awarded through an RFP process last year from the Connecticut OEC. The OEC has extended the two-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.
The Six 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 new as well as veteran ECE providers. EASTCONN also facilitates a new coaches group, statewide TA providers supports and professional learning communities.
•
Standards, Curriculum & Assessment Support: Through this grant, we developed workshops on Connecticut Early Learning and Development Standards (CT ELDS), CT DOTS Online, Family Engagement, Diverse Learners, Meaningful Curriculum, and Supporting Young Children and Families through Distance Learning. All sessions were offered and completed as virtual trainings.
•
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.
EASTCONN Annual Board Update 2021-2022 | EARLY CHILDHOOD INITIATIVES
2021-2022 ANNUAL BOARD UPDATE
171
Infants & toddlers were enrolled
in EASTCONN
Early Head Start programs
➋
➊
400
More than 400
children and families
➌
received Birth to Three services
1. EASTCONN continued to show progress in increasing the benchmarks of preschool-aged children. 2. A pair of Head Start kids get ready to roll.
➍
3. Suzanne Clement (left), Early Childhood Coordinator at Cooperative Educational Services, with Diane Gozemba (right), Director of Early Childhood Initiatives at EASTCONN. 4. Early Head Start and Head Start staff members visited EASTCONN’s Hampton Conference Center for a day of appreciation activities and professional development. 5. Yeimy Bonilla, a teacher at EASTCONN’s Putnam Head Start, helps a young student with his painting skills.
Executive Function & Purposeful Play
EASTCONN provided a combination of inperson 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 evidencebased practices. In addition, Purposeful Play was used as a means to support children’s executive function skills and social competence.
Nutrition & Physical Activity Initiative
Our Early Childhood staff joined 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 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.
REGIONAL EARLY CHILDHOOD CONSULTATION & SUPPORT
School Readiness Grants
EASTCONN ECI staff provided School Readiness liaisons and monitoring services in 14 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,
➎ helped districts share resources, receive updates on statewide and EASTCONN initiatives, and strategize on how to best meet the needs of their preK children and families. Administrators of public-school preschool programs learned about state and national policies and changes in NAEYC criteria and best practices and discussed topics of local interest. This year, the focus was on supporting programs with the topics of special education and NAEYC re-accreditation support. These networking meetings allow administrators to share success stories and brainstorm new ways to meet the needs of their youngest learners.
STATEWIDE & RESC ALLIANCE COLLABORATIONS
Accreditation Quality Improvement System (AQIS)
EASTCONN holds the RESC Alliance grant for providing “intensive supports” to 108 programs seeking accreditation or reaccreditation through AQIS. Each RESC provided training, self-study, portfolio reviews and on-site supports to programs pursuing National Association for the
EASTCONN Annual Board Update 2021-2022 | EARLY CHILDHOOD INITIATIVES 5.
2021-2022 ANNUAL BOARD UPDATE
Plans & Implications for 2022-2023 Education of Young Children (NAEYC) accreditation. Facilitators held four NAEYC overview sessions attended by 69 participants. An overview session was created as a recorded session and shared on OEC’s website for anyone to watch at their convenience. Additionally, facilitators offered monthly studygroup discussions based on the NAEYC Early Learning Program Accreditation Standards and Assessment items; 150 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 41 satellite/professional development activities focused on issues like ethics, health, socialemotional learning, gross motor, relationships, literacy, curriculum, equity, leadership, and more, that reached over 300 participants statewide.
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). Funding is through the GEER Initiative and the Quality Improvement Supports Grant.
6.
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 to develop and coordinate all professional learning experiences for professionals and staff who support preschool age children with IEPs. Those activities include leading a team of professionals to develop and implement a range of training, development of products such as a guide to Autism intervention models and outreach activities to assure awareness of and registration for the trainings. During the 2021-2022 year, over 700 participants have been trained as part of participation in these activities.
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. In addition, promotion of children’s social skills and emotional health is addressed through providing training and coaching on the Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children. Teachers self-assess their goals on Pyramid Model practices and work with the coach to implement those changes.
✔ DIRECT-SERVICE
EARLY HEAD START & HEAD START
Early Head Start home-based services have expanded into Tolland County, including Columbia and Mansfield. We continue to actively recruit to work toward full enrollment. Our current Community Assessment has demonstrated a need to investigate transportation options for our families in the northeast. We will look to strengthen our community resources and partners.
✔ BIRTH TO THREE
Birth to Three currently has three teams and three mentor coaches that received intensive coaching training provided by Rush and Sheldon and incorporated it into practice. Another team will be trained in fall 2022. At least two new mentor coaches will allow our program to provide internal supports to our teams. This model of coaching is required for programs identified by the OEC to receive Birth to Three contracts.
✔ QUALITY IMPROVEMENT SUPPORTS 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 roll out of a Quality Improvement System in Connecticut will increase the ability of early childhood professionals and programs to access professional learning services to meet providers where they are in their journey. EASTCONN is poised to be a leader as momentum in Connecticut focuses on building a comprehensive system of care to support early childhood providers.
✔ DIVERSITY EQUITY & INCLUSION
Since 2020, EASTCONN’s ECI Division has engaged in a professional learning community (PLC). The purpose of the PLC is to discuss issues of race and equity and engage in ongoing dialogue that supports us to increase knowledge and self-awareness, build community and a meaningful connection as a team and hear other people’s perspectives. This discussion and dialogue will lead to a change in our policies, procedures and practice. In January 2022, a set of norms was developed that will be used in our trainings to directly address the need for acceptance of diverse perspectives in a learning environment. We plan to collect data from training participants on the impact of these norms on their training experience.
EASTCONN Annual Board Update 2021-2022 | EARLY CHILDHOOD INITIATIVES