Council Grant Application: - Colorado Department of ...
A Request for Applications
For
The Development,
Implementation
and
Expansion of
Community-Based
Early Childhood Systems
for State Fiscal Years 2013-2015
(July 1, 2012 – June 30, 2015)
Issued by
The Colorado Department of Human Services
in partnership with
The Colorado Department of Education
on January 13, 2012
One hard copy with original signatures and 1 electronic copy of the application must be received by 4pm, Mountain Standard Time, on March 14, 2012.
Late submissions will not be considered for funding.
Deliver or mail application to
Joyce Johnson
Early Childhood Initiatives
Colorado Department of Education
201 E. Colfax Ave., Room 201
Denver, CO 80203
Applications must be received at the Colorado Department of Education
not later than 4 p.m., march 14, 2012.
Faxed applications will not be accepted.
Late submissions will not be considered for funding.
To Interested Communities,
The Colorado Department of Human Services, Division of Child Care and the Colorado Department of Education invites communities to apply for funds to build an early childhood system in your community that is collaboratively developed, implemented, and overseen. We look forward to continuing to support the work of Colorado’s Early Childhood (EC) Councils; begun as the Consolidated Child Care Pilot program in 1997 and expanded as the EC Councils in 2007. We are also pleased to award grants for a three-year period, subject to appropriation, to enable communities to approach their planning and implementation in a more purposeful manner.
In addition to requesting funds for EC Systems-Building work, existing EC Councils may also be able to apply for the Expanding Quality in Infant & Toddler Care Initiative (EQ) and the School Readiness Quality Improvement Program (SRQIP), depending upon eligibility requirements. Communities that do not yet have an EC Council may apply as First Time communities, and will initially be expected to focus on EC Systems-Building efforts.
Communities must submit a Letter of Intent not later than January 27, 2012 in order to apply for the grant. Submitting a Letter of Intent does not obligate the community to subsequently apply for the grant. Communities may always choose not to submit an application.
The state will be providing technical assistance on this application via online resources. Communities that respond affirmatively with a Letter of Intent will be included in these online technical assistance meetings.
Specific questions about the application must be addressed through email to Scott Raun at scott.raun@state.co.us or Joyce Johnson at johnson_joyce@cde.state.co.us. (Note: There is an “underscore” between Johnson and Joyce) All questions and answers concerning the application will be distributed weekly to all communities submitting a Letter of Intent. They will also be posted on the CDE website.
Scott Raun Sharon Triolo-Moloney
Colorado Department of Human Services Colorado Department of Education
EC Systems Supervisor Assistant Director
Division of Child Care Early Childhood Initiatives, Teaching and Learning Unit
Colorado Department of Education
table of contents-
section one: background information………………...………………………………………………………………………4
section two: information for first-time community applicants…………...……..………………………………………5
section three: Expectations, Format Requirements, Deadlines and Guidance...……….……………………………6- 8
section four: related initiatives- eq and srqip……………………………………..……………………………………...8-9
section five: Grant awards, review criteria and duration of grants…………..……………………………………9-11
application checklists:
first time communities………………………….…………………...….………………………………….…..…..….12
existing ec councils………………..………………………………..…………………………………………..…..…21
required application templates…………………………………………………………………………………………13-48
First time communities………………………………………………………………………….…………………………...14-19
Existing EC Councils…………………………………………………………………..…………………………………….20-36
EQ templates……………………………………………………………………………..…………………………………...37-42
School readiness templates……………………………………………………………………….……………………….43-48
attachments…………………………………………………………………………………………...…………………….49-69
attachment a- Application Checklist……………………………………………………………..……………………50
attachment b- allowable expenditures under child care development fund……………….…………………..51
attachment c- fiscal oversight of ec councils…………………………………………………..………………...52-53
attachment d- local systems assessment q&a……………………………………..……………………………....54-56
attachment e- sample ec council coordinator job description……………….………………………………...57-58
attachment f- eqit registration contacts…………………………………………….……………………………59-60
attachment g- eqit licensing memo…………………………………………………….…………………………….61-62
attachment h- glossary of terms……………………………………………….…………………………………...63-66
attachment i- budget instructions and sample……………………………………………………………………67-69
Section 1: Background Information on Early Childhood Systems Building Work in Colorado
Colorado’s EC Councils exist to “improve and sustain the availability, accessibility, capacity, and quality of early childhood services for children and families throughout the state.” (C.R.S. 26-6.5-103) EC Councils convene local partners to collaboratively create a seamless system of early childhood services that is both effective and responsive to local conditions. Recognizing that parents don’t utilize only one type of service during their children’s earliest years, EC Councils partners represent the four developmental domains of early childhood: health, mental health, family support/parent education, and early learning. Parents and other key stakeholders such as local elected officials, also participate in EC Councils.
A primary goal of the EC Councils is to improve the early childhood service delivery system through planning, building and growing sustainable foundations as summarized in the Colorado Early Childhood Framework: build and support partnerships, fund and invest, change policy, build public engagement, share accountability, and generate education/leadership opportunities. By focusing on these practices, EC Councils and their members re-shape the local early childhood landscape; transforming it into a system that provides young children and their families with services that are more available, accessible and of higher-quality.
Why fund EC Councils?
The benefits of EC Councils were recognized in its founding legislation. Specifically, the legislation acknowledges that “research has demonstrated the positive outcomes for young children and their families who receive quality, integrated child care and related services in their early, preschool years, delivered through a comprehensive early childhood system that includes quality care and education, family support, health, and mental health programs.” (C.R.S. 26-6.5-103)
An EC Council, through its focus on collaborative planning and practice, works to develop a high-functioning early childhood system. Such a system provides distinct benefits to local communities:
• More effective use of resources to address identified needs;
• Gains in efficiency, clarity of goals, cohesiveness of services, and unity of messages to potential external stakeholders, all of which frequently result in a community’s ability to leverage additional funds;
• Collaborative practice leads to greater engagement in common goals, leading to more productive results;
• Children and families have improved access to supportive services; and,
• A framework for communities to build long-term investment in early childhood services and supports.
Why Include the Expanding Quality for Infants & Toddlers Care Initiative (EQ) and School Readiness Quality Improvement Programs (SRQIP) in this Application?
Building a cohesive early childhood system does not happen at the local level alone. In 2007, when the EC Councils Legislation (HB07-1062) passed, the Colorado Department of Human Services recognized an opportunity to help build the EC System at the state level as well. Because the EQ Initiative emphasized building the local system to support infants and toddlers, and both EQ and SRQIP require strong community collaboration to implement, a philosophical match existed between these programs and EC Councils work. In addition, by combining what previously had been three separate annual applications into a single three-year application, efficiencies could be realized at both the state and local levels.
For the purposes of this application, specific forms pertaining to the implementation requirements of both EQ and SRQIP have been included. However, the overall expectation is that EC Councils choosing to request funds for either EQ and/or SRQIP will have incorporated those initiatives into their strategic plan to demonstrate their connections to systems-building efforts.
Section 2: First Time Communities- Information
General Information:
Over the last three years, the state has increasingly clarified the role of EC Councils, and the allowable activities associated with EC Council funds. Therefore, for the purposes of this application, any eligible community not receiving funding during the FY 10-12 grant cycle will be considered a “First Time” community.
Eligibility Requirements:
The following conditions will apply to all First Time Community applicants:
1st Condition: Must meet the following demographic profile criteria:
A) The community must have at least 3,000 children ages 0-12; or
B) The community must have at least 2 children, ages 0-12, per square mile; or
C) The defined community must encompass at least 2 full counties.
Applicant communities that do not meet at least one of the above criteria must collaborate with at least one other county in order to apply for these funds. Multiple (3 or more) county collaborations are highly encouraged in those communities where the child/square mile ratio is less than 2 or the total number of children aged 0-12 is less than 3,000.
Note: Multi-county collaboration efforts must consist of contiguous county partners. Example: Cheyenne and Lincoln could be collaborative partners but Cheyenne and San Juan counties could not be collaborative partners because they are not contiguous counties.
2nd Condition: First Time communities will only be awarded a one-year planning grant initially. During that year, the focus of a First Time community’s work must be on EC Systems-Building. Upon successful completion of the planning period, additional funds MAY be awarded during years two and three, subject to Federal and State appropriations.
3rd condition: By the end of the planning year, a new EC Council will have:
A) Developed and seated an EC Council with membership meeting the requirements outlined in CRS 26-6.5-103;
B) Determined a decision-making model for the EC Council;
C) Completed the Local Systems Assessment Process, resulting in a strategic plan.
Required Format and Templates:
Beginning on page 13, please find the application templates that MUST be used by any First Time Community wishing to apply for EC Council funding.
Section 3: Expectations, Format Requirements, Deadlines and Guidance
General Expectations:
All successful applicants are expected to:
• Complete all reporting requirements by the due dates.
• Develop a Memorandum of Understanding with the fiscal sponsor providing oversight of grant funds. If the Council is a legally-recognized organization with the ability to receive and disburse funding independently, such as a 501c3 non-profit organization, a cost allocation plan is expected to be developed.
• Participate in the Technical Assistance system provided by the State, including:
o Quarterly check-in calls or visits with the Council’s Lead State Staff member
o Technical Assistance/Training Days
o Online toolkit for EC Council Coordinators
• Begin work within 30 days of receiving a signed grant award letter.
• Participate in the Early Childhood Council Leadership Alliance (ECCLA) (attendance at least 80% of meetings in Denver)
• Request at least 30% of its grant award in the first six months of each State Fiscal Year (July 1 – June 30)
• Comply with state and/or federal monitoring that the Colorado Department of Human Services and the Colorado Department of Education are required to provide for each project receiving funding.
• Participate in evaluation activities at both the state and local levels- including but not limited to online quarterly reporting and the annual collaboration survey.
Administrative expectations:
In addition to the General Expectations, the following Administrative Expectations also apply:
• All funded programs must operate within the confines of the federal CCDF rules and regulations. Please see the Federal Administration for Children & Families website for additional information:
• Administrative costs related directly to this project are allowable. However, these costs must be reasonable in relationship to the program description. A description and justification of specific costs must be provided with the budget narrative, such as projected number of hours of staff time to monitor projects, providing technical assistance, etc. Administrative costs may not exceed 5% of the funds requested from the State.
• Federal and state non-discrimination requirements related to children and employees apply to all funded programs.
• Parents must have unlimited access to children in care in participating sites.
Restriction on use of funds:
• Grant funds may not be used for activities unrelated to comprehensive EC systems building, including the provision of direct subsidies for child care and/or stipend/scholarships for families.
• These grant funds may not be used to replace resources provided from other sources that are already covering staff salaries or other administrative costs (this is a federal condition of receiving these funds.)
• Funds cannot be used to purchase or improve land, or to purchase, construct or permanently improve any building or facility. Minor remodeling and upgrading of child care facilities to meet state and local child care standards, including applicable health and safety requirements, may be allowable.
• Funds may not be spent for religious purposes or activities - with the exception of minor remodeling to upgrade child care facilities as described above.
• Grant funds may not be used for the purchase of buses, vans, or automobiles.
• Funds from these grants must be used only to supplement, not supplant, the amount of federal, state, and local funds otherwise expended for the support of child care services and related programs.
• Funds may not be used to extend or replace regular academic programs or for tuition (in grades 1-12) or for related expenses for academic programs.
Deadlines:
Please pay close attention to the following deadlines; late applications will not be considered for funding:
• Letter of Intent: All communities choosing to submit an application MUST submit a letter of intent NO LATER THAN 4pm MST on January 27, 2012. If a community submits a letter of intent, it is not obligated to also submit an application; however, no application will be accepted from a community that has not submitted a letter of intent. The letter should be no more than one page, and must include the Council’s name and the county(ies) it represents. Letters can be submitted EITHER in electronic format via e-mail OR in hard copy via the US mail or other delivery service. Please only submit the letter in ONE format; do not send it twice. Letters should be addressed to:
Joyce Johnson, LCSW
Senior Consultant, EC Councils Initiative
Colorado Dept of Education
201 E. Colfax Ave., Room 201
Denver, CO 80203
johnson_joyce@cde.state.co.us
• Application: Completed applications are due NO LATER THAN 4pm MST on March 14, 2012. One hard copy containing original signatures and one electronic copy submitted as a Word document on a disc or flash/thumb drive. Please submit both the hard and electronic copies simultaneously via US mail or other delivery method. DO NOT send the electronic version of the grant via e-mail; both copies must arrive together. Applications should be sent to:
Joyce Johnson, LCSW
Senior Consultant, EC Councils Initiative
Colorado Dept of Education
201 E. Colfax Ave., Room 201
Denver, CO 80203
johnson_joyce@cde.state.co.us
Format Requirements:
Beginning on page 13 of this document, please find the actual templates that MUST be completed and submitted as part of the application. Applications not using the required templates will be considered non-responsive and will not be considered for funding. In addition, the following format requirements apply; please read the following very closely:
0. You must complete and submit the Application Summary Page, which has been included as Attachment A (page 49) of this application.
1. You must complete and submit the required budget template, which has been released as a separate Excel file entitled “ECCApp Budget 13 15.” Guidance for completing the budget has been included as Attachment I (pages 66-68).
2. You must use a standard, easy-to-read, 11 or 12 point font such as Times New Roman, Helvetica or Arial.
3. Narrative responses must adhere to the page limits listed on the template; unnecessarily lengthy responses should be avoided.
4. Page margins on narrative responses should not be less than .75 inches for all margins (top, left, right, & bottom).
5. Only one (1) grant application per EC Council will be accepted
Section 4: Related Initiatives: Expanding Quality for Infants & Toddlers Initiative (EQ) and School readiness Quality Improvement Program (SRQIP).
General Information and initiative Descriptions:
Both EQ and the SRQIP require community collaboration to fully implement and should be viewed as strategies that EC Councils can use as part of their EC systems-building work. Therefore, funding for these two initiatives can also be requested through this application. The information on the following pages provides an overview of each initiative and specifies eligibility criteria for those interested in applying for either/both of these initiatives. The templates that MUST be completed as part of the application have also been included at the end of this document. Regardless of which of the initiatives is being applied for, the EC Council’s overall strategic & corresponding work plans must include evidence that the initiative has been integrated into the EC Council’s systems-building work, and is not simply being included as an “add-on, stand alone” program.
Expanding Quality Initiative:
The Expanding Quality in Infant Toddler Care Initiative (EQ) is a statewide effort focused on increasing the quality and availability of infant toddler care throughout Colorado. The EQ Initiative strives to support positive systemic change through building local community capacity for implementation of research-based best practices. This is accomplished through development of Infant Toddler Specialists who are able to support their communities through teaching, coaching, and informing local systems building to address the needs of infants, toddlers, providers and families. For those EC Councils who choose to partner with the EQ Initiative, strong community collaboration is expected as it is essential for supporting all infant toddler professionals in providing high-quality care for infants and toddlers. Additional EQ Initiative activities include state level infant toddler policy and professional development work, valuing strong collaboration with other statewide infant toddler initiatives.
The primary activity of the EQ Initiative is the implementation of a 48-hour training course (EQIT) for infant toddler caregivers, delivered in local communities by local state-approved EQIT instructors. This interactive, relationship-based course was designed specifically for use with infant toddler caregivers; particularly those who have limited experience with formalized education courses. Successful completion of the EQIT course meets the training requirements specific to Infant Nursery Supervisor and the specialized family child care licenses. In addition, the EQIT course may also be used as one of the two courses required to meet Early Childhood Teacher qualifications and as the required infant toddler course for Center Director qualification. Please see the .pdf file entitled EQIT licensing memo” for the CDHS Division of Child Care Licensing letter which specifies how the EQIT course meets licensing requirements.
The EQ Initiative has built a strong network of skilled, knowledgeable individuals committed to increasing the quality of infant toddler care. These Infant Toddler Specialists are excellent resources in their local communities, sharing their knowledge and expertise through teaching and coaching and helping inform local systems building to address the needs of infants, toddlers, providers and families in their community. Many of the Infant Toddler Specialists are members of the 30 active EQIT teams working across Colorado (Attachment F). All those who teach the EQIT course have completed an intensive, 70-hour EQIT Training of Trainers and continue to participate in EQ Advanced Training Seminars, with a requirement that all EQIT instructors attend a minimum of 12 hours of EQ-sponsored training each year. The EQIT Training of Trainers course is offered approximately every two years. Following approval, these individuals are then able to support the work of current EQIT teams or, as needed, create teams in new communities as well as inform Council work related to infant toddler issues.
The EQ Initiative has also developed an EQ State Touchpoints team, with the capability of offering Touchpoints training for statewide groups, including the EQ teams. Seven local Touchpoints training teams have been developed with the support of the EQ Initiative. Technical assistance for these local Touchpoints teams is available through the EQ Statewide Touchpoints Network.
Funding for EQ Initiative activities is dependent on funds and resources available, required and identified activities, community need for EQIT trainings, and strength of application. All EQ funded activities in local communities must be offered free or at very low cost.
School Readiness Quality Improvement Program:
The SRQIP was created by House Bill (HB) 02-1297 and reauthorized by HB 05-1238. The purpose of the program is to improve the school readiness of children, five years of age or younger, who are cared for at early care and education facilities located in neighborhoods with elementary schools that receive moneys from Title I of the federal Elementary and Secondary Education Act of 1965 (reauthorized as the No Child Left Behind Act of 2001), and are required to implement a priority improvement or turn around plan, or are subject to restructuring. The SRQIP is intended to develop the school readiness of the targeted children by improving the quality of the early care and education they receive.
An Early Childhood Council that meets the requirements set forth in statute must coordinate the local school readiness project. Funding is allocated to Councils based on approval of detailed plans to improve school readiness in their community. Plans encompass a variety of criteria including: demonstrated need, administrative capacity, community strategies, number of eligible schools and providers, and plans to track the future academic performance of children in the program. All participating early childhood care and education providers must be licensed by the state and agree to receive an annual Quality Performance Rating (Star Rating) from Qualistar Colorado.
Section 5: Grant awards, review criteria and duration of grants
Anticipated Grant Awards
• The total amount of annual funding available through this opportunity is projected to be $4.6M, subject to Federal and State appropriations. Of the $4.6M available, approximately $2.6M will be granted to support EC Council systems-building work, $1.6M to the SRQIP, and $400,000 for the EQIT.
• The total number of grant awards anticipated is 28-32 for EC Councils; 13-15 for SRQIP and 24-28 for EQIT.
Overview of Initiative Priorities
Priority 1: Build a local system of cohesive early childhood services across the four domains of early learning, family support, health and mental health.
Priority 2: Increase and sustain the availability, accessibility, capacity and quality of early childhood services in the EC Council service area.
Priority 3: Utilize the Foundational strategies from the Early Childhood Colorado Framework to achieve system integration and service quality.
Priority 4: Incorporate SRQIP and the EQ Initiative into Council work in a way that builds the local early childhood system.
application Review, scoring and funding Categories
application review and scoring:
The information in this section pertains exclusively to funding decisions for the Systems-Building grants. EQ and SRQIP funding decisions are made through separate processes.
A team of 8-11 Early Childhood stakeholders with extensive experience in early childhood systems building will each be reviewing all of the grant applications. Individual scores will be aggregated and averaged. Average scores will determine the final award category for each applicant.
Scoring will be based on the following rubric:
A. Community Profile (5%)
1) Description of the community(ies) served by the EC Council, including an articulation of the needs of children ages birth- 5
2) Articulation of services that make up the local early childhood system
3) Demonstration of collaborative process to assess and identify community needs using a data-driven process
4) If applying for EQIT or SRQIP, identification of relevant data that demonstrates community need
B. Problem Statement (15%)
1) Articulation of 3-5 Problem Statements for the community
2) Connection of each Problem Statement to both local data and a Common Statewide Data Point
C. Root Cause Analysis (15%)
1) Identification of one or more systemic Root Causes for each of the Council’s selected Problem Statements
2) Demonstration of the use of a collaborative process to assess and identify Root Causes
3) Articulation of the logic connecting each Problem Statement to related Root Causes
D. Strategic Plans (25%)
1) Identification of 3-5 Priority Goals, based on the Root Cause Analysis, that are focused on building a cohesive, high quality, available, accessible and high capacity system of early childhood services (Priorities 1 & 2, above)
2) Demonstration of the planned use of Foundational strategies from the Early Childhood Colorado Framework to achieve Priority Goals
3) If applying for EQIT or SRQIP, identification of relevant strategies that will support the Council in achieving related Priority Goals
E. Work Plans (25%)
1) Articulation of specific activities that will take place during each fiscal year to accomplish Priority Goals. Please note that councils will have the opportunity to submit any updates to their work plans at the beginning of each fiscal year.
2) If applying for EQIT or SRQIP, identification of activities related to these programs in Work Plans
F. Budget (15%)
Final Award categories
A tiered funding strategy for determining award amounts for EC Council work only will be utilized. Awards for EQIT and SRQIP will be determined separately. The proposed funding categories are:
• Do Not Fund: (Scores less than 25%)
• Planning Grant: (Scores between 26% and 50%) Awards would be task-specific and time-limited. Amount would be a flat amount. Recommended amount for a Planning Grant Award is $25,000 for one year.
• Base Awards: (Scores between 51% and 60%) The anticipated amount for a Base award is approximately $45,000. However, the Base award will be adjusted by four different factors:
o Child Density (# of children 0-12 per square mile)
o Cost of Living
o Travel
o Early Childhood Risk Analysis Data
• Tier 2 Awards: (Scores between 61% and 85%) Applications that score in this category would be eligible for a total award that will not exceed $100,000. All Tier 2 awards will be greater than all Base awards.
• Tier 3 Awards: (Scores 85% or higher) Applications that score in this category would be eligible for a total award that will not exceed $200,000. All Tier 3 awards will be greater than all Tier 2 awards.
Duration of Grants
• Grant awards will be made for a three-year period (July 1, 2012 – June 30, 2015).
• Projects are expected to span the entire three-year length of the grant period (July 1, 2012 – June 30, 2015). However, funds will only be encumbered on a yearly basis - via a three-year grant award letter. Funds must be fully spent in the year in which those funds were encumbered. Funds may not “rollover” into a following fiscal year during the contract term. Example: An EC Council has a grant budget of $10,000 for Year One and $15,000 for Year Two and $20,000 for Year Three. The EC Council must spend all $10,000 in Year One. Any unspent funds from Year One may not be added to the $15,000 in Year Two. All Year One funds must be spent by June 30, 2013. All Year Two funds must be expended by June 30, 2014. All Year Three funds must be expended by June 30, 2015.
application checklist For First Time Communities
Due January 27, 2012
← We’ve sent in our Letter of Intent by January 27, 2012. If you have not done this, do not continue reading as you will not be able to apply for funding through this application.
Due March 14, 2012
← We’ve reviewed the First Time Communities section of the application to identify whether our community meets the requirements to apply for this application. (You may also wish to review Attachment E, Sample EC Council Coordinator Job Description for additional information.)
← We’ve discussed the limitations placed on First Time Communities awarded funding through this application and are willing to abide by them.
← We have reviewed the law (CRS 26-6.5-103) and understand the EC Council membership requirements.
← We’ve completed the Application Summary Form (Attachment A) and included it as the first sheet of our application
← We have reviewed our proposed expenditures to assure that all of the activities listed in the application are allowable under the Child Care and Development Fund. (Attachment B)
← At least 2 people have checked and double checked our budget for errors. We have reviewed the budget instructions & forms, found in Attachment I and in the Excel file “ECC App Budget 13 15.”
← All responses are being submitted on the required templates, which are contained on pages 20-25 of the application.
← We’ve completed the Application Summary Form (Attachment A) and included it as the first sheet of our application.
← We are working on the development of an agreement with the proposed Fiscal Sponsor for our EC Council that meets the criteria set forth in Attachment C- Fiscal Oversight of EC Councils.
← Multiple individuals have read the application and checked for grammar and spelling errors.
first time community TEMPLATES
Community Profile
Using this page and the one that follows, please complete a community profile. The Community Profile is the introduction to the community that the Council serves – a snapshot, so to speak. The categories below must be addressed in the Community Profile (the bulleted items should be included in the narrative and additional related items can be added as appropriate). Communities are encouraged to partner with multiple stakeholders and use existing community data as much as feasible. Community profiles are narrative and no longer than two pages. Data source and dates must be included in the narrative by listing source and date in parenthesis following the data point.
Demographics:
• Population
• Number of young children (0-8)
• Poverty rates
• Birth rate (number, number to teens, low birth weights etc)
• Health considerations
Geography:
• Mountains, plains, foothills
• Rural, frontier, urban, resort
Economics:
• Industry types
• Employment rates
• Agricultural, resort, tourism, high tech
Education:
• Higher Education institutions
• Number of school districts
• School Readiness
Additional considerations to community:
• Include other community factors that may impact young children, their families, service providers and the early childhood system
Community Profile (page 2)
Section 2: Community Interest In EC systems-building
Using no more than two pages (excluding the organizational chart), please address the following questions in narrative format:
1. What benefits does your early childhood community expect to gain from participating in comprehensive early childhood systems building work?
2. Who is the contact person (include phone number, email address, & mailing address)?
3. Who will be the fiscal sponsor for this work?
4. What is your plan for staffing this project? Please note that this grant requires at least .5 FTE Please include an organizational chart for the fiscal sponsor.
5. What capacity does the fiscal sponsor have to accept and distribute funding?
Section 2: Community Interest In EC systems-building (page 2)
Section 3: coordination and collaboration
1. Using the table below, please identify the local participants & their organizations involved in this work. For a list of mandated partners per CRS 26-6.5-103, please click here.
|Name |Contact Information (e-mail) |Organization Representing |
| | | |
| | | |
| | | |
| | | |
2. Additionally, on the form that follows, please provide a one-page narrative describing examples in which successful community collaboration has been evident.
Section 3: coordination and collaboration narrative
EC COUNCIL APPLICATION TEMPLATES
application checklist For Existing EC Councils
Due January 27, 2012
← We’ve sent in our Letter of Intent by January 27, 2012. If you have not done this, do not continue reading as you will not be able to apply for funding through this application.
Due March 14, 2012
← We’ve completed the Application Summary Form (Attachment A) and included it as the first sheet of our application.
← We have reviewed our proposed expenditures to assure that all of the activities listed in the application are allowable under the Child Care and Development Fund. (Attachment B)
← At least 2 people have checked and double checked our budget for errors. We have reviewed the budget instructions & forms, found in Attachment I and in the Excel file “ECC App Budget 13 15.”
← We have used the Local Systems Assessment Process to develop our 3-5 year strategic plan and associated annual work plan for FY 2012-2013. (Attachment D- Local Systems Assessment Q&A may be helpful)
← We have reviewed our eligibility and/or community need for either EQ and/or SRQIP and have completed the appropriate sections of the application for which we are applying.
← All responses are being submitted on the required templates, which are contained on pages 26-56 of the application.
← If applying for the School Readiness Program, we have reviewed § 26-6.5-106 C.R.S. concerning the SRQIP, as well as program rules and regulations § 7.716 C.C.R.
← For EC Councils operating under a fiscal sponsorship arrangement, we have an agreement in place with our Fiscal Sponsor that addresses the areas covered in Attachment C- Fiscal Oversight of EC Councils.
If you can place a check in front of all of the above statements, you are ready to submit your grant application. Congratulations!
Community Profile
Using this page and the one that follows, please complete a community profile. The Community Profile is the introduction to the community that the Council serves – a snapshot, so to speak. The categories below must be addressed in the Early Childhood Council Community Profile (the bulleted items should be included in the narrative and additional related items can be added as appropriate). Early Childhood Councils are encouraged to partner with council stakeholders and use existing community profiles as much as feasible. Community profiles are narrative and no longer than two pages. Data source and dates must be included in the narrative by listing source and date in parenthesis following the data point.
Demographics:
• Population
• Number of young children (0-3, 3-5, 5-8)
• Poverty rates
• Birth rate (number, number to teens, low birth weights etc)
• Health considerations
Geography:
• Mountains, plains, foothills
• Rural, frontier, urban, resort
Economics:
• Industry types
• Employment rates
• Agricultural, resort, tourism, high tech
Education:
• Higher Education institutions
• Number of school districts
• School Readiness
Additional considerations to community:
• Include other community factors that may impact young children, their families, service providers and the early childhood system
Community Profile (page 2)
Common DATA Template
Items in the blue section provide background information for the Statewide Data Points (items A-F) and are not to be used as priority data points themselves. Blank lines are for communities to add local data points. Priority column is used to note which data points are priorities after review of Community Assessment and Profile information, and discussion by Council members. Each Council must identify 3-5 priority data points of which three must be from the statewide list below. Source for the statewide data points is the Councils By the Numbers report, for local data points please include the source and dates of the data.
| |Data |Source |Priority |
|Background Information | | | |
|Demographics | |Refer to the | |
| | |Councils By | |
| | |The Numbers | |
| | |Report | |
|2000 Geographic Area of Council (in square miles) | | | |
|2008 Total Population Density | | | |
|2007 Young Children Population (Under 5 Years Old) | | | |
|2007 Young Child Population Density (Children Under 5 Years per Square Mile) | | | |
|Socioeconomics | | | |
|2005-2007 Estimated percent of children ages birth-5 Eligible for CHP+ | | | |
|2009 Percent of children ages birth-5 enrolled in CO Child Care Assistance Program | | | |
|2006-2008 Percent of children under age 5 in poverty | | | |
|Common Statewide Data Points* | | | |
|Availability | | | |
|(Underlying Question: Does your community have enough services available?) | | | |
|2011 Licensed child care center capacity (slots) | | | |
|Licensed center slots for infants and toddlers | | | |
|2011 Licensed family child care capacity (slots) | | | |
|Licensed family child care slots infants and toddlers | | | |
|Quality | | | |
|(Underlying Question: What is the quality of your community’s services?) | | | |
|2009 Percent of child care sites with Qualistar Rating | | | |
|2009 Percent of family child care homes with Qualistar Rating | | | |
|Capacity | | | |
|(Underlying Question: What is the demand for services in your community?) | | | |
|FFY 2008 Child Maltreatment rates (per 1000 young children) | | | |
|2006 Rate of children under 5 years in WIC (per 100 young children) | | | |
|Accessibility | | | |
|(Underlying Question: Can families obtain needed services in your community?) | | | |
|2005-2007 Percent of children age birth-5 eligible but not enrolled in CHP+ | | | |
|2008 Percent of children age birth-5 with two or more immunizations in the Colorado Immunization System | | | |
|Community Choice Data Points | | | |
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*Note: The Statewide Data Points are not inclusive of all possible data points that could be used to assess the local early childhood system. Instead, these are simply several common data points for use across the state, where data is readily available, all four domains can be assessed at some level, and the legislatively required emphasis on availability, quality, capacity and access of services can be examined (HB07-1062). These data points should be thought of as barometers of a larger system and a common starting point – not limiting factors. At least two Community Choice Data Points can also be used for the purposes of this local systems assessment to add unique local considerations to this analysis.
Problem statement narrative
Using no more than two pages, please explain what local data/information and statewide common data points the Council used to develop each problem statement. Include information about why/how the local & statewide data led your council to each problem it identified.
Problem statement narrative Page 2
Root Cause Analysis- Five Whys Template
Directions: For each of the common data points choosen complete a five whys analysis to determine the root cause. For more information on the five whys process refer to the Five Whys Handout. If there is more than one ‘why’ possibility at each step, choose the one that most directly connects the indicator, problem statement and the mission of the Early Childhood Councils. Remember to use the community profile and information reviewed to inform this process.
Indicator:
|Problem statement (using the chosen indicator – what is the problem?) |
Why is this happening?
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Why is that?
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Why is that?
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Why is that?
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Why is that? (Root cause)
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Root cause narrative
Please use no more than two pages to describe the relationship between the problem statement and root cause. Include information from the Five Whys process about how the Council determined each Root Cause.
Root cause narrative Page 2
Priority Areas (Goals) Summary
Directions: For each identified root cause, assess the current status in your community of each of the six Early Childhood Colorado Framework Foundation elements. Root causes may not link to all of the Foundation elements, so enter N/A for elements that are not applicable at this time. Use the results of this assessment to determine the priority area goal for the next three year Strategic Plan.
Root Cause: ___________________________________________________________________________________________________________
|Foundation Element |Current Status |
|Partnerships | |
|Funding and investments | |
|Policy | |
|Public Engagement | |
|Shared Accountability | |
|Education and Leadership | |
Using the information above, draft a short (2-3 sentences) Priority Goal Statement: “Our goal is to impact this [insert root cause] by focusing on these foundation elements by...”
Early Childhood Council: _______________________________________ Approval Date: ________________ Time Frame: ______________________________
Early Childhood Councils Strategic Plan Template
Vision:
Mission:
Complete table below for each Strategic Goal/Priority
|Priority Goal Statement: |
|Domain Areas: (check off which domains this goal addresses) |
|Early Care and Education Mental Health Family Support and Education Health_______ Cross Domain ______ |
|Success Indicator: |
|Strategies (Outlines the methods for achieving the goals check off which council role the strategy aligns to) |Internal |Build |Impact |
| |Capacity |Foundation |Services |
|A. | | | |
|B. | | | |
|C. | | | |
Early Childhood Council: _______________________________________ Approval Date: ________________ Time Frame: ______________________________
Early Childhood Council Annual Work Plan Template
Priority Goal Statement: (from the strategic plan)
Strategy: (from the strategic plan)
|Activities/Steps |Timeline |Who |Progress Indicator |Status |
|(Sequence of distinct actions designed to |(When an activity begins, ends|(Individuals as well as groups who |(process steps that are anticipated to |(Record progress in implementing the steps) |
|operationalize the goal and strategies.) |and relevant target dates.) |are responsible for accomplishing |move the work towards success) | |
| | |specific activities.) | | |
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STrategic Plan Narrative
Please use no more than two pages to describe the vision behind your strategic plan. Include in your narrative a summary of why your Council chose the priority goals that it did and how the strategies that support those goals will transform the system of early childhood services in your community(ies). This is your chance to tell the story of your Council’s approach to system transformation.
strategic Plan Narrative Page 2
LOCAL SYSTEMS ASSESSMENT PROCESS NARRATIVE
In narrative format, and using no more than two pages, please describe the Local Systems Assessment (LSA) process in the community served by the Council. The narrative should include the number of sessions required to complete the LSA, the number and percentage of council members involved, and an overall description of the council’s experience with the LSA process. The state is particularly interested in obtaining information from the local perspective that describes both the strengths and the challenges communities have experienced in using this process. This section of the application will not be scored nor considered as part of funding decisions.
local systems assessment process narrative- page 2
EQ initiative Application TEMPLATES
In both narrative and chart format, please provide all requested information on the templates that follow. Please limit your responses to no more than three pages for Section 4A.
Section 4A: EQ Initiative Contacts and General Information (Response Page Limit = 3)
1. Identify a primary contact for EQ activities in your community. Include phone number, email address, and mailing address. This is the individual who will serve as the primary contact and interface between the EQ Initiative state office, EQIT instructors, and the local community. They will receive all official mailings and resources form the state EQ Initiative office.
2. Describe how the EQ Initiative work, in particular the EQIT training and EQ RELATE Coaching, will support your EC Council’s ability to better meet the needs of infants, toddlers, young children, and their families in your community. Include information on how this work will increase the quality and availability of infant toddler care and address professional development needs, and include the total number of infants/toddlers (birth – 3) in your community.
3. Describe how the EQ work in your local community is/will be connected and coordinated with other efforts focused on increasing the quality and/or quantity of infant toddler care and the professional development of infant toddler teachers. Identify groups, agencies, and initiatives in your community providing professional development for those who work with infants and toddlers. Include a discussion of any barriers to this work.
4. Identify how the EQ work, and specifically, the EQIT courses and coaching, is included in the Council’s strategic plan.
5. As infant toddler specialists, EQ team members are expected to inform infant toddler activities and policy work within the EC Council. Describe how the EQ team members will be involved in, and inform, the work of the EC Council. Identify how the EC Council will utilize their specific expertise on infant toddler development and policy, as well as their knowledge of community resources for infants, toddlers, and their families.
6. Include your written agreement that you will adhere to all EQ requirements, including submission of a yearly EQIT course training plan, and actively participate in statewide evaluation efforts.
Section 4B: EQIT Training Plans (Response Page Limit = 5)
Submit a plan for conducting EQIT training and coaching for the next three years. Your plan must provide for a full and complete replication of the EQIT training, offering the full, 48-hour EQIT course of training and EQIT RELATE Coaching. We expect EC Councils to work in collaboration with the EQIT teams in the development of this plan. All EQIT course training and coaching must follow the requirements specified in the EQ Implementation Handbook. In addition, a yearly plan and budget for EQIT training and coaching must be submitted prior to approval of funding for the year. Please refer to information below for EQIT expectations and additional assistance with the following items. Please limit your responses in this section to no more than five pages.
At a minimum, your 3-year EQ Initiative plan for the 48-hour EQIT course and EQ RELATE coaching must include the following:
1. Describe and document the community need for the EQIT course. Appropriate documentation will include number of participants in training and coaching from previous years and numbers of individuals on any wait lists.
2. Provide information on your target audience. Describe the target audience for the EQIT training in your local community. Include the number of individuals you anticipate will be working with infants and toddlers. Also include the number of directors in centers will be working with infants and toddlers? How many are directors of centers that care for infants and toddlers?
3. Describe the collaboration and coordination with your local community college. If college course credit will be offered for those completing the EQIT course, describe what additional requirements must be met and who, specifically, will coordinate with the college to insure credit for ECE 111.
4. Provide names and contact information for the EQ team members who will teach the EQIT Curriculum and provide EQIT RELATE Coaching for course participants.
5. Discuss the EC Council/EQIT team’s capacity to offer the EQIT course and substantial coaching in your community.
6. Provide details on any orientation or information meetings your EQIT training team will provide to EQIT training participants or center directors.
7. Describe the proposed number of courses with approximate time frames, locations, and EQIT Instructors for each training.
8. Describe your plan to inform others about the local EQIT training.
9. Identify the approximate number of individuals you expect will participate in EQIT training in each year of the three-year grant funding cycle.
10. Provide details of your EQ RELATE coaching activities, including
• The number of hours you plan to devote to coaching each year.
• The total number of EQIT participants expected to participate in coaching each year.
• Your plan to engage and encourage all EQIT participants to take advantage of EQ RELATE Coaching
• Provide written agreement that the EC Council and EQ team members will adhere to all EQ Initiative expectations and guidelines.
section 4A-: EQ Initiative Contacts and General Information (Page Limit = 3)
wHO IS THE primary contact for EQ activities in your community.?
Example: Abe Smith, 303-555-555, abe.smith@fortunehuntersanonymous, 4545 Abesmith Way, Denver, CO 88888
how WILL the EQ Initiative work Support your EC Council’s ability to better meet the needs of infants, toddlers, young children, and their families in your community?
describe how the EQ work in your local community is/will be connected and coordinated with other efforts focused on increasing the quality and/or quantity of infant toddler care and the professional development of infant toddler teachers
Identify how the EQ work, and specifically, the EQIT courses and coaching, is included in the Council’s strategic plan.
Describe how the EQ team members will be involved in, and inform, the work of the EC Council..
section 4b- EQIT Training Plans (Page Limit = 5)
describe and document the community need for the eqit course.
Provide information on your target audience.
Describe the collaboration and coordination with your local community college.
Provide names and contact information for the EQ team members who will teach the EQIT Curriculum and provide EQIT RELATE Coaching for course participants.
Discuss the EC Council/EQIT team’s capacity to offer the EQIT course and substantial coaching in your community.
Provide details on any orientation or information meetings your EQIT training team will provide to EQIT training participants or center directors.
Describe your plan to inform others about the local EQIT training.
Provide details of your EQ RELATE coaching activities:
Provide written agreement that the EC Council and EQ team members will adhere to all EQ Initiative expectations and guidelines.
EXPANDING QUALITY IN INFANT TODDLER CARE INITIATIVE
Agreement to Comply with EQIT Training/Coaching Guidelines and Expectations
(Please initial)
| |Our EQIT team will provide a full and complete replication of the Expanding Quality in Infant Toddler Care (EQIT) training, offering 48 hours|
| |of training in our local community. Any changes to our approved training plans will be submitted and approved prior to the beginning of local|
| |training or coaching. |
| |Our EQIT team will offer and encourage EQIT RELATE coaching for all participants enrolled in the 48-hour course of training. We understand |
| |that coaching may also be offered and conducted for individuals who have completed the EQIT course of training for up to one year. |
| |Our EQIT team will contact and work with our local community college faculty to explore how the EQIT course might be used to partially |
| |satisfy the requirements of ECP 111, with the understanding that additional coursework will be required to receive full college course |
| |credit. |
| |We agree that only qualified individuals who have completed the required EQIT Training of Trainers will teach the EQIT course and all |
| |individuals who provide coaching will have completed the EQ RELATE Coaching training. |
| |We will always have 2 EQIT instructors present at each and every session of the EQIT course, unless there are 8 or fewer course participants |
| |and this has been pre-approved in writing. |
| |Our team will submit all required paperwork on the appropriate forms and in a timely manner, as indicated in the EQ Implementation Handbook. |
| |All team members will adhere to EQ Initiative Guidelines, as indicated in the EQ Implementation Handbook, including the requirement that they|
| |attend a minimum of one EQ-sponsored state training each year. |
| |Our EQ Team will fully participate in the evaluation(s) for the Expanding Quality Initiative and will submit all requested |
| |information/paperwork in a timely manner, including entering our coaching hours to the OMNI Quarterly reporting tool at least quarterly. |
Early Childhood Council Name
________________________________________________________________________
Early Childhood Council Coordinator for the EC Council and EQIT Team
|Fiscal Year |Anticipated # of |Course Schedule- when will it be |Where will this course be |Who will teach the course? |Will an Orientation be |Will college credit be available |
| |Participants |offered? |offered? | |provided? |to participants? |
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SRQIP APPLICATION TEMPLATES
Section 4C: School Readiness Program Narrative
Please explain the plan for your EC Council’s participation in the SRQIP. Use the following headings for each of the sections of the narrative.
1) Primary Contact for SRQIP
a) Identify a primary contact for SRQIP activities in your community. Include a phone number, email address, and mailing address. This is the individual who will serve as the School Readiness Coordinator and/or primary Early Childhood Council contact for management of the school readiness grant and community activities.
2) Relevant Community Data and Connections to Systems Building
a) Include the following, and for each item, provide the source information for your data, including the year of data reporting:
i) Children with reading, writing, and math proficiency in third grade as measured by the Colorado Student Assessment Program (CSAP).
ii) Children Qualifying for Free or Reduced Lunch:
iii) Children qualifying for Free Lunch
iv) Children qualifying for Reduced Lunch
v) Children who have multiple risk factors (three or more demographic risk factors – poverty, parent single and or non English speaking, less than high school education, no employment).
vi) Births to teens age 15-17 per 1,000
b) Articulate the overall vision and mission for SRQIP in your community. Identify how the Council’s priority for improving the quality of early care and education services to promote school readiness in your community is connected to the Council’s strategic plan.
3) SRQIP Administrative Capacity and Accountability
a) Describe the administrative capacity of the organization with oversight of the school readiness component. How will that capacity lend to ensuring a successful school readiness project?
b) What is your plan for staffing the school readiness project? How much time do you anticipate Council personnel/staff spending on the school readiness project? Describe FTE minimums (i.e., school readiness coordinator, quality improvement coach/mentor, professional development coordinator, etc.), including designation and qualification/experience/education of key personnel.
c) Please provide examples of school readiness job descriptions including education and training requirements, competencies, and duties.
d) Explain how accountability for the project will be demonstrated.
4) Eligible Elementary Schools
a) Identify the elementary school(s) in your community, with their school districts, that have received Title I funding in the 2010-2011 school year, pursuant to the Elementary and Secondary Education Act of 1965 (reauthorized in 2001 as the No Child Left Behind Act), and are required to implement a priority improvement or turn around plan as described in Section 22-11-405 or 22-11-406, C.R.S., respectively, or is subject to restructuring pursuant to Section 22-11-210, C.R.S.
School Performance and accountability information, including preliminary school plan assignments for the 2010-2011 school year can be located here:
5) Participating Providers
a) Describe how providers were selected to participate in your SRQIP. Some examples of possible selection methodologies are as follows:
i) Enrollment of a significant percentage of children from low-income families;
ii) Staffing capacity to undertake quality improvement ratings and activities;
iii) Plans for implementing community-wide school readiness strategies at the provider level;
iv) Participation in community-wide early childhood projects;
v) Active membership in an Early Childhood Council;
vi) Random selection of all eligible providers; or
vii) Rubric scoring of provider’s application (weighted application process).
b) Please provide an example of the Memorandum of Understanding (MOU) signed by providers to participate in the SRQIP. The MOU should:
i) Describe program eligibility requirements and requirements for improvement in quality ratings for the SRQIP funding cycle;
ii) Obligate sites that have never been through a quality rating process before, or those that have been rated in the year immediately prior to entering the program at the Provisional, 1 Star, or 2 Star level, to be rated on an annual basis throughout the SRQIP funding cycle; or
iii) Obligate sites that have been rated in the year immediately prior to entering the program at the 3 Star or 4 Star level to be rated annually for the first two years of the SRQIP funding cycle; and
iv) Inform participating providers of the SRQIP dispute resolution process.
6) Strategies
a) Define in detail the goals and objectives that your community will utilize to improve the school readiness of children and improve the quality of care at the participating early care and education facilities.
7) Tracking Activities
Contractors are expected to support efforts to track the future academic performance of children in the program.
a) Describe your Council’s plans to support the readiness and capacity of providers to administer pre and post developmental assessments to evaluate children’s school readiness and preparation for school at kindergarten entrance.
b) Describe the capacity of your EC Council to work with state and local agencies track the future academic performance of children in the program.
c) Outline your EC Council’s process to engage partners, assign state assigned student identification numbers, and ensure data quality.
d) Describe your EC Council’s plans to build and support partnerships to track the future academic performance of children in the school readiness program, through high school graduation. (e.g., partnerships with local school districts, Colorado Preschool Program Advisory Council, assignment of unique student identifier, etc.).
i) Provide an example of parent/guardian permission or release form.
ii) Provide an example of an agreement with School District.
8) Budget
Using the excel file “SRQIP SFY2013-2015 Budget Form”, complete a yearly budget plan including detailed project expenditures. Submit with a budget narrative that explains all expenses included in the budget forms. Please the SRQIP budget plan form for additional instructions.
section 4c-: srqip plan FORMS Page Limit = 5
Respond to sections 4, 5 and 6 by using the Excel file “SRQIP plan forms.” Respond to section 8 by using the Excel file “SRQIP SFY2013-2015 Budget Form.” Respond to all other sections using the template below. Please limit your response to no more than 5 pages, excluding the Excel forms.
1. primary contact for SRQIP activities in your community.
Example: Fran Tastic, 303.234.5678, Iam@, 456 Pleasant Way, Denver, CO 80000
2(a) SRQiP Relevant Community Data and Connections to System Building
• Refer to instructions for 2a at the beginning of this template
2 (B) Articulate the overall vision and mission for SRQIP in your community. Identify how the Council’s priority for improving the quality of early care and education services to promote school readiness in your community is connected to the Council’s strategic plan.
3. Describe the administrative capacity of the organization with oversight of the school readiness component. include information about staffing the project, and Explain how accountability for the project will be demonstrated. see page 12 for additional information.
4. using the excel file “SRQIP PLAN FORM – Eligible Elementary Schools”, please Identify the elementary school(s) in your community, with their school districts, that have received Title I funding in the 2010-2011 school year, pursuant to the Elementary and Secondary Education Act of 1965 (reauthorized in 2001 as the No Child Left Behind Act), and are required to implement a priority improvement or turn around plan as described in Section 22-11-405 or 22-11-406, C.R.S., respectively, or is subject to restructuring pursuant to Section 22-11-210, C.R.S. A list of Title I Schools for the 2010 - 2011 School year is available at:
Elementary School Plan Type Assignments can be accessed from CDE's District and School Performance Framework website
5. Describe how providers were selected to participate in your SRQIP, and provide an example of the memorandum of understanding (MOU) signed by providers to participate in the SRQIP. please see page 13 for additional information.
Using the Excel File “SRQIP Plan Form - Participating Providers”, please list providers selected to participate in your community’s School Readiness Project. Participating providers must be located within the Council’s community and have a signed memorandum of understanding to participate in the SRQIP and participate in the Qualistar Colorado rating system.
6. using the excel file “SRQIP PLAN FORM - Strategies”, Define in detail the goals and objectives that your community will utilize to improve the school readiness of children and improve the quality of care at the participating early care and education facilities.
7. Contractors are expected to support efforts to track the future academic performance of children in the program. please describe your council’s plans to do so, and include examples of any parent/guardian permission forms and agreements with school districts your council uses. see page 13 for additional information.
8. yearly budget plan form must be completed and submitted along with a budget narrative that explains all expenses included in the budget form. please see the srqip budget plan form for additional instructions. the required budget form can be found in the file “srqip sfy 2013-2105 budget form.” please use the space below for the budget narrative
attachments
application summary form attachment a
|Legal Name of Organization, including full Departmental name, if any: |
|Address: |
|City/State/Zip: |
|Contact Person: (the individual who can answer questions about the application) |
|Phone Number: |FAX number: |
|E-mail Address: |FEIN number: |
|Amount Requested: |
I certify that the information provided in this application is, to the best of my knowledge, complete and accurate. If the award is made, the applicant commits to project implementation in keeping with the proposal content and budget and to adhere to all assurances, certifications, terms, conditions, and other requirements contained in this application and in the RFA.
Authorized name and signature:
Print Name Signature Date
Allowable activities under the child care and development fund attachment b
Funds may be spent for the following:
Activities designed to provide comprehensive consumer education to parents and the public;
Activities that increase parental choice;
Activities designed to improve the quality and availability of child care; this may include the purchase of equipment and/or supplies purchased as a part of a plan or project specifically designed to increase the quality of child care.
Operating directly, or providing financial assistance, for the development, establishment, expansion, operation, and coordination of resource and referral programs specifically related to child care;
Making grants or providing loans to child care providers to assist such providers in meeting applicable State, local, and tribal child care standards, including applicable health and safety requirements;
Providing training and technical assistance in areas appropriate to the provision of child care services, e.g.; training in health and safety, nutrition, first aid, the recognition of communicable diseases, child abuse detection and prevention, and care of children with special needs;
Improving salaries and other compensation (such as fringe benefits) for full-and part-time staff who provide child care; and
Minor remodeling to upgrade child care facilities to assure that providers meet State and local child care standards, including applicable health and safety requirements. This may include sectarian organizations.
Any other activities that are consistent with the intent of this section.
Activities that are not allowed under the Child Care and Development Fund
Funds may not be spent for the following:
The purchase or improvement of land,
The purchase, construction, or permanent improvement of any building or facility.
Sectarian purposes or activities with the exception of minor remodeling to upgrade child care facilities as described above.
Tuition. Funds may not be expended for students enrolled in grades 1 through 12 for:
- Any service provided to such students during the regular school day;
- Any service for which such students receive academic credit toward graduation;
- Any instructional services that supplant or duplicate the academic program of any public or private school.
Used as the non-Federal share for other Federal grant programs.
Fiscal Oversight of Early Childhood Councils attachment c
Background:
• Research has demonstrated that community collaboration results in the development of increased efficiencies and effectiveness in service provision, ultimately leading to positive outcomes for children aged 0-8 and their families.
• The State of Colorado has chosen to make a strategic investment in Early Childhood (EC) Councils. EC Councils are required to utilize a collaborative approach with community stakeholders for the purpose of developing an effective and responsive system of high-quality early childhood services for the community’s families and children.
• EC Councils have grown from a pilot program serving twelve communities to an established network of 30 councils representing 55 counties and covering over 98% of the state’s population. EC Councils are now recognized as the mechanism for investing in the development of locally-based early childhood systems; hence, driving the need for increased sophistication in fiscal oversight.
Specific expectations:
• Developing EC Councils may need to seek an entity to act as a “fiscal sponsor” on its behalf (the term fiscal sponsor, rather than fiscal agent, will be used throughout this document and is meant to connote a legally-recognized entity providing specific fiscal management services for the benefit of an Early Childhood Council). These EC Councils may not yet have the legal ability and/or organizational capacity to receive and disburse funds. The State has determined that these EC Councils must meet certain expectations in order to ensure both appropriate EC Council responsibilities and adequate fiscal oversight are achieved.
o A written agreement must be created between the EC Council and its fiscal sponsor. It is strongly advised to consult an attorney when creating the agreement. The agreement should include, at a minimum:
• The nature of the relationship between the Council and the fiscal sponsor. Specifically, the fiscal sponsor is acknowledging that the Council is not a project or program of the fiscal sponsor, but rather the Council is an organization for which the fiscal sponsor is providing financial management services. In consideration of the provision of these services, the fiscal sponsor is entitled to charge an administrative fee. Federal rules for the Child Care Development Fund, the source of the state’s funding for EC Councils, stipulate this fee is no more than 5%.
▪ The processes required by the fiscal sponsor as the entity with legal responsibility for oversight of the funds (e.g., specific forms to be used, internal deadlines, etc.)
▪ The role of the council in determining specific uses of the funds. The state expects that the Council will be the decision-making body regarding use of the funds, while also acknowledging that the EC Council must adhere to policies of the fiscal sponsor – as stipulated in the written agreement.
▪ In the event that the fiscal sponsor also agrees to provide human resource services; i.e., EC Council staff payment(s), fringe benefits, office space, etc., then the agreement should stipulate the parties’ specific responsibilities regarding staff management and oversight.
▪ Responsibilities of each party for the creation and transmittal of periodic budget reports to the Council as well as to the State. The State requires a collaborative approach for use of these funds; therefore, council members (defined in HB07-1062) are expected to review and approve budget information in accordance with Council by-laws on a monthly basis.
▪ Identify those individuals (from both the EC Council and the Fiscal Sponsor) who have been authorized to sign state-required forms such as Request for Funds forms, Budget to Actual Quarterly reports, Budget Revision requests, etc.
▪ Process for resolution of disputes- the agreement should contain an agreed-upon process that will be followed should disputes arise between an EC Council and Fiscal Sponsor. The process used should not violate either the EC Council’s by-laws or the policies of the Fiscal Sponsor.
▪ Review date- the agreement should specify the length of time the agreement will be in effect, as well as the processes for periodic review/revision.
Additional items that EC Councils may wish to include in their written agreements with Fiscal Sponsors include:
• Grant writing and applications
• Process for approval to submit a grant
• Impact on the partners ability to fund raise
• Auditing requirements
• End of the year procedures and planning to zero budgets
• Tracking systems for in-kind/match
Local Systems Assessment Q&A Attachment D
Introduction
This document is intended to provide Colorado’s Early Childhood Councils with answers to some common questions that have been raised about the Local Systems Assessment (LSA) process. For additional information on the Local Systems Assessment process, you may access all forms and comprehensive webinar recordings on the Early Childhood Councils Toolkit at .
Q&A
Community Profile
Q: Do we have to conduct our own community needs assessment for the Local Systems Assessment process?
A: No, you do not. What you do need to do is collect existing community needs assessments and other data sources that may be relevant to your local early childhood system and incorporate the data from those existing sources into a brief (approximately 2 page) community profile. The form with examples of potential data is part of the LSA documentation on the Early Childhood Councils Toolkit.
Q: Do we have to include all the bulleted information listed on the Community Profile form?
A: No. Those bulleted items are examples of the kind of data that fall under the blue category headings. You may include some, all or none of these specific data points, but you must use sufficient current and reliable data from the listed categories (i.e., Demographics, Geography, Economics, Education, and Additional Considerations) to fully describe your community and its current status and needs in these areas.
Common Data Points
Q: My community is concerned that we are going to have to “move the needle” on the common data points that we select as part of our planning process. Is this the intended purpose of those common data points?
A: No. There is not an expectation that Councils will necessarily “move the needle” on the common data points they select. The common data points are not predetermined goals that we are asking Councils to impact. Instead, they are common pieces of community information that each Council across the state will be using to help them articulate problem statements for use in the Local Systems Assessment process. Councils will also be using locally-generated community data from their Community Profiles to help craft these problem statements and then define locally relevant goals and strategies for action.
Q: So, how IS the State going to use information from the common data points?
A: Ultimately, we do hope that the common data points will provide some future opportunity to look back on Council activities to learn what strategies are most effective for building systems that effectively serve young children. As such, the common data points are intended to be learning tools and common communication devices, not accountability measures.
Q: What are we supposed to do with the categories highlighted in the light purple boxes above the data points?
A: These categories come directly from the authorizing Councils legislation (HB07-1062) and give Councils an additional way to look at the common data points. They also align fairly well with the outcomes in the Early Childhood Colorado Framework. We have clustered the common data points under each of these categories (Availability, Quality, Capacity, and Accessibility) and encourage you to think about potential problem statements within the frame of these categories. If, for instance, your Council decides that the early childhood system is lacking enough services for young children, then the licensed capacity data is one data point we are asking you to consider when drafting your problem statement related to availability. Given the data, you may decide that you have plenty of licensed child care slots, but you do need to increase availability of mental health services. That is fine, as long as your community data plus this data point informed that conclusion.
Q: Does the data point language have to be part of the problem statement itself?
A: No, it does not. However, you will need to be able to articulate how you utilized the information from that data point (and your other community data) in crafting your problem statement.
Root Cause/Five Why’s
Q: We just finished our Five Why’s process and have ended up with multiple root causes for some of our problem statements. Is this okay?
A: Yes. This is okay, as long as you went as deep as you could with each “Why” you have likely identified a few key underlying systems issues in your community. What you will need to do now is determine what foundational strategies (e.g., build partnerships, share accountability, change policy) you can employ as a Council to impact these root causes. And ultimately, at the end of the LSA process, you will need to craft priority goal statements that are broad enough to encompass these multiple root causes, without getting so broad as to be unachievable. It’s a balancing act!
Q: Isn’t this Root Cause Analysis just a new way of doing the same planning we’ve always done?
A: No. Adding this piece into the strategic planning process is really intended to create a paradigm shift in Council work. By including an analysis of what is happening with the comprehensive system that supports young children and their families, the intention is for Councils to focus specifically on those activities that deeply impact the functioning and operational assumptions of the early childhood system of services. These activities include the foundational strategies of building partnerships, sharing accountability, refocusing investments, changing policy, engaging the public and generating education and leadership opportunities, all of which should be the core of strategies supported by the state Systems Building grants.
Priority Goals
Q: Can Priority Goal Statements focus on ongoing Council goals, or do they have to be new goals to the Council?
A: They do not have to be new to the Council. If your community is already working on improving the quality of services in the local early childhood system, for instance, that may continue to be a goal for the next three years. However, we will want to see how your Council is specifically using the Foundational Strategies (e.g., build partnerships, fund and invest, change policy, engage the public, share accountability, and create education /leadership opportunities) to achieve this larger goal. We will also want the strategic plan to specify expected success and progress indicators related to the ongoing work.
Q: Some root causes may be bigger than just the early childhood system (e.g., the rural location and size of the community limits the availability of and access to health care services). How can we turn a broad root cause (e.g., size and location of community) into an appropriate Priority Goal for the Council?
A: The Priority Goal you articulate based on the Root Cause Analysis should focus in on the role that the early childhood system can potentially play in reducing the impact of that root cause on young children. In the case highlighted in this question, the Council cannot change the location or size of the community, however it can work with the state and local health system to encourage investments and policy choices that promote greater access to health care services. For instance, the Council’s Priority Goal may be to increase young child access to pediatric services. Strategies under this goal could include advocating to medical schools in the state to help develop programs or policies that encourage the location of new physicians in rural areas; or it may include building a new relationship with pediatricians in a neighboring county to hold office hours in the community once per week. In this example, the Priority Goal took a big root cause (community size and location) and turned it into a goal that is achievable by and for the Council given its early childhood mission.
Q: Do we have to have a goal in every domain?
A: No. Use your Community Profile and the Root Cause Analysis to determine where the Council needs to focus its efforts, given community needs and resources.
Q: If we pick 3-5 common data points to create problem statements, does that also mean that we can only have 3-5 goals in our strategic plan?
A: We recognize that your Council’s strategic plan will include goals that you are working on in addition to those funded by the Systems Building grants from the State. As such, you may have more than 3-5 goals in your plan. However, when you are thinking about how to utilize the Systems Building funds, we do want your goals to match the purpose of the grant funds and the capacity of your organization to achieve those goals.
Remember, goals are broader than strategies. For instance, you may have three systems goals:
• Increase young child access to health care;
• Increase availability of mental health services; and
• Increase the quality of early learning opportunities.
Under each of these goals, you can have many strategies to achieve these goals, and these will be much more specific and detailed than the larger goal. For instance, the first goal above might have six specific strategies underneath, one related to building health system partnerships, two that increase investments in early health care; one on changing health department policies; and two more on joint planning and data sharing around these goals.
Goals are broad and few; strategies are more specific and many.
Q: Do we have to “re-do” existing planning to complete this process?
A: No. However, you may need to update existing planning to incorporate this process for the purposes of these systems building funds. All Councils are expected to conduct the LSA process and incorporate results into their strategic plans. The LSA process is specific to the systems-building grants and will help communities identify the specific goals, strategies and actions it needs to focus on with this funding and with the core six foundational systems strategies to positively impact the system of services for young children.
ec council coordinator sample job description attachment e
Please note: This is a sample only. Other communities may want to tailor the job description so that it accurately reflects the work to be performed by the coordinator.
Summary: Oversees and directs the day to day operations of the EC Council, including staff supervision, resource development, budget preparation, grant writing, program development, and developing and acting as a liaison for community, state, and other EC partnerships.
Essential Duties and Responsibilities may include the following. Other duties may be assigned.
• Oversees and coordinates the day to day operations of the agency
• Focuses on Resource Development, including planning and making presentations to organizations and groups on a regular basis
• Oversees and manages the EC Council budget, including monitoring day to day fiscal procedures, end of year fiscal processes, and working with auditors
• Applies for and secures grant funding, including coordination, data gathering, and grant writing
• Establishes, enriches and maintains partnerships with community and state organizations, and represents EC Council at related events
• Coordinates the creation and updates of strategic plans, work plans, and logic models
• Coordinates and manages staff committee involvement
• Works in conjunction with the officers and members of the board to establish meeting agendas
• Coordinates EC Council events
• Ensures that documentation of EC Council activities is maintained by staff members (meeting minutes, etc.)
• Prepares contracts and memoranda of understanding with all contractors and partnering agencies
• Maintains EC Council communication system among staff, committees, and community and state partner organizations
• Oversees evaluation activities and prepares related reports
• Attends state meetings as needed to ensure that local systems work is coordinated with state efforts
• Researches and shares information on topics related to EC Council operations and projects
• Participates in outreach activities to recruit new members of EC Council
• Establishes and maintains relationships with other communities
Supervisory Responsibilities: Manages subordinate supervisors who supervise employees in various operating units. Is responsible for the overall direction, coordination, and evaluation of these units. Also directly supervises non-supervisory employees. Carries out supervisory responsibilities in accordance with the organization's policies and applicable laws. Responsibilities include interviewing, hiring, and training employees; planning, assigning, and directing work; appraising performance; rewarding and disciplining employees; addressing complaints and resolving problems.
Qualifications: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Education and/or Experience: Bachelor’s degree and at least five years’ related experience and/or training; or equivalent combination of education and experience. Master’s Degree preferred.
Language Skills: Ability to read financial reports and legal documents. Ability to effectively present information to top management, public groups, and/or boards of directors. Ability to respond to common inquiries or complaints from customers, regulatory agencies, or members of the business community. Ability to write speeches and articles for publication that conform to prescribed style and format.
Mathematical Skills: Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.
Reasoning Ability: Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions and deal with several abstract and concrete variables.
Computer Skills: To perform this job successfully, an individual should have knowledge of Microsoft Outlook Contact Management systems; Internet software; Microsoft Excel Spreadsheet software and Microsoft Word word processing software.
Other Skills and Abilities: Experience in Human Relations, with the ability to work with groups and individuals representing a variety of needs, abilities, and socio-economic statuses. Knowledge of educational and EC/childcare philosophies is preferred.
Other Qualifications: Experience in nonprofit management, demonstrated understanding of systems and organizational issues as related to the field, resource development, and grant and fiscal management skills is preferred. Experience with state systems and programs is preferred.
Physical Demands: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is regularly required to sit; use hands to finger, handle, or feel and talk or hear. The employee is frequently required to reach with hands and arms. The employee is occasionally required to stand and walk. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision.
eqit course registration contacts attachment f
The individuals noted below are the Community Contacts and Teachers for the EQIT 48-hour course of training. They will be able to provide general information regarding upcoming EQIT courses in your area. They will also be able to refer you to local EQIT Instructors for more in-depth information. If you have additional questions or concerns, please contact Jo Koehn, EQ Statewide Director by phone at 303-866-6706, or email at [koehn_j@cde.state.co.us]. Thank you for your interest in the EQIT course.
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eqit licensing memo attachment g
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glossary attachment h
Activities: Specific steps in an Early Childhood Council’s Work Plan that define the discrete actions to be taken, when they will occur, who will carry them out, and how proof of progress will be demonstrated. Activities are more detailed than Strategies, which are more detailed than Priority Goal Statements.
Annual Collaboration Survey: A yearly online survey of Early Childhood Council members from across the state. The survey combines two collaboration survey tools created by Professors Darrin Hicks and Carl Larson. Participation of Early Childhood Councils in soliciting local responses is a requirement of the systems grant funding.
Budget: Proposed allocation of grant funds by an Early Childhood Council. For the purposes of this application, all budget information must be submitted on the required form.
Child Care and Development Fund (CCDF): The primary Federal program specifically devoted to child care services and quality. A portion of CCDF funds must be used to enhance child care quality and availability, and is the source of funding for the grant initiatives that are the subject of this application.
Colorado Department of Education (CDE): The administrative arm of the State Board of Education. Through a contract with the Colorado Department of Human Services, CDE administers the systems and EQ Initiative grants.
Colorado Department of Human Services (CDHS): Agency providing services to Colorado’s most vulnerable populations; includes Division of Child Care which plans and implements public child care policy. CDHS is the designated state recipient of CCDF funds. In addition to contracting with CDE to administer the systems and EQ Initiative grants, CDHS also directly administers the SRQIP grants.
Colorado Student Assessment Program (CSAP): Statewide student achievement tests required of all public school students in Colorado between 3rd and 10th grades. Subjects tested include Reading, Writing, Math, and Science (in some grades only).
Common Data Template: Form used by Councils to review and determine statewide data that will be used in combination with local data to focus the systems analysis steps.
Community(ies): Area(s) served by an Early Childhood Council. This may be a single county or multiple counties – and includes all the towns, cities, and other areas where people live and work.
Community Profile: A two page summary that creates a picture of a community, including demographics, organizations/industries that influence a community, geographic considerations and other characteristics that help to understand or interpret what specific indicators mean for a community. The Community Profile should include any local data about young children, families, the community, services and programs that the Council uses in developing its Problem Statements.
Early Childhood Colorado Framework: Colorado's vision for a system of partners and efforts that will lead to all Colorado children being valued, healthy, and thriving. The Framework lays out a vision of the “Foundations” of a system, which EC Councils are uniquely positioned to realize.
Early Childhood Council: Collaborative partnership of early childhood stakeholders representing health, mental health, family support, and early learning interests or services. As defined by legislation (CRS 26-6.5-103), Early Childhood Councils help to improve the availability, accessibility, capacity and quality of early childhood services in their community(ies).
Early Childhood Council Coordinator: The lead staff for one of Colorado’s Early Childhood Councils. Actual titles may differ in Councils across the state (e.g., Manager, Director, Executive Director), but in each case this is the highest paid staff position in the Council.
Early Childhood Councils Leadership Alliance (ECCLA): The coalition of Early Childhood Council Coordinators that collectively provides leadership, innovation, influence and local perspectives to ensure Colorado has a high quality early childhood system. In addition, this is the group through which Coordinators regularly network with one another about Council work and where formal Training and Technical Assistance on the systems grant typically occurs.
Early Childhood Councils Toolkit: An online information hub developed to provide Early Childhood Councils with resources to support systems building at the local level. The web link is: .
Early Childhood System: The collection and intersection of programs, supports and services that assist young children ages birth-8 and their families. In Colorado, the Early Childhood Colorado Framework defines four domains of services that make up the early childhood system: Early Learning, Health, Mental Health, and Family Support.
Expanding Quality Initiative (EQ): The Expanding Quality in Infant Toddler Care Initiative (EQ) is a statewide effort focused on increasing the quality and availability of infant toddler care throughout Colorado. The EQ Initiative strives to support positive systemic change through state level collaborations and building local community capacity for implementation of research-based best practices. The EQ Initiative builds local capacity by developing Infant Toddler Specialists who share their knowledge and expertise through teaching, coaching, and informing local systems building to address the needs of infants, toddlers, providers and families in their community. The primary activity of the EQ Initiative is the implementation of a 48-hour training course (EQIT) for infant toddler caregivers.
Expanding Quality in Infant Toddler Care Course (EQIT Course): Expanding Quality in Infant Toddler Care (EQIT) is a 48-hour course of training designed to increase knowledge and skill development of infant toddler teachers. The EQIT course fully replicates the EQIT training curriculum which was developed by the Expanding Quality in Infant Toddler Care Initiative and is taught in local communities across Colorado. Successful completion of the EQIT course meets many of the licensing training requirements specific to infants and toddlers.
EQIT Team: A team of two or more infant toddler professionals who have successfully completed the EQIT Training of Trainers and are approved to teach the EQIT Curriculum in their local community.
Fiscal Year (FY): Refers to a 12-month period at the end of which all accounts are completed in order to provide a statement of an organization's or a government's financial condition. A fiscal year does not necessarily correspond to a calendar year. In the case of Colorado, the State Fiscal Year (SFY) begins on July 1 and ends on June 30 of each year.
Fiscal Sponsor: A non-profit or government organization offering their legal and tax-exempt status to groups engaged in activities related to the organization's missions. Typically, there is a fee-based contractual arrangement between the project and the fiscal sponsor, and in many cases the fiscal sponsor also provides fiscal, human resource, and payroll services to the project it is sponsoring. Frequently, these arrangements are temporary as the project develops its own tax-exempt status and administrative capacity. In the case of Early Childhood Councils, typical fiscal sponsors have been non-profit organizations, government entities, school districts, community colleges, and even library districts.
Five Whys: A methodology for determining the root cause of a problem. The Five Whys methodology is a specific step in the Local Systems Assessment process that informs a Council’s Strategic Plan.
Foundations: The six core practices that support the development of early childhood systems, as outlined in the Early Childhood Colorado Framework: (1) build and support partnerships; (2) fund and invest; (3) change policy; (4) build public engagement; (5) share accountability; and (6) generate education and leadership opportunities.
Funding Cycle: Refers to the three-year period for which grant awards are typically made to Early Childhood Councils. In this case of this application, the Funding Cycle is State Fiscal Years 2013-2015 (i.e., July 1, 2012-June 30, 2015).
Indicator: Indicators are bits of information – key data points – that summarize the characteristics of systems or highlight what is happening in a system for specific populations.
Local Systems Assessment: A process for Early Childhood Councils to assess, plan, implement and evaluate their system building work. Steps include information gathering, systems analysis, priority identification, strategic planning, and work plan development.
Mission: Group-based, generalized agreement on how to move toward the vision. A broad statement that includes sphere of influence, target audience and focus for ECC.
Priority Areas Summary: A synthesis of what has been learned through the community assessment review; community profile, indicator priorities and root cause analysis of the Local Systems Assessment to determine what strategic Priority Goal Statements to focus on during the next three years. Emphasis is on the Foundation elements of the Early Childhood Colorado Framework.
Priority Goal Statement: An early childhood systems development goal that an Early Childhood Council has decided to focus on with this systems grant. Each Priority Goal Statement is determined as a result of the Local Systems Assessment process and should clearly reflect information from the Council’s Problem Statement and Root Cause Analysis. Priority Goal Statements must become part of the Council’s Strategic Plan.
Problem Statement: A key issue facing an Early Childhood Council as defined by local data from the Community Profile plus a common data point from the Common Data Template. Problem Statements form the basis for the Root Cause Analysis.
Progress Indicator: Indicates the steps on the Work Plan that have been accomplished and the progress that is being made towards achieving the Priority Goal Statement. This may not be specifically linked to the success Indicator as it can include process steps that are anticipated to move the work towards success. Progress Indicators may also be expressed as outputs resulting from the completion of activities/steps on the work-plan.
Quarterly Reporting: Required reporting by Early Childhood Councils every three months of the Fiscal Year during the Funding Cycle. The grant requires Councils to report grant progress and activities into an online system on the last day of the month following the end of each quarter in the Fiscal year: October 31; January 31; April 30; and July 31. Budget-to-Actual Reports are due on these same dates.
Root Cause Analysis: A process that supports working with a specific indicator to discover what the system foundational contributing factors are. A process used to connect what an indicator tells us to what is happening in the infrastructure of the system.
School Readiness: School Readiness describes both the preparedness of a child to engage in and benefit from learning experiences, and the ability of a school to meet the needs of all students enrolled in publicly funded preschool or kindergarten. School Readiness is enhanced when schools, families, and community service providers work collaboratively to ensure that every child is ready for higher levels of learning in academic content.
School Readiness Quality Improvement Program (SRQIP): Program to increase the quality of early care and education facilities located in neighborhoods with elementary schools that receive moneys from Title I of the federal Elementary and Secondary Education Act of 1965 (reauthorized as the No Child Left Behind Act of 2001), and are required to implement a priority improvement or turn-around plan, or are subject to restructuring.
Strategic Plan: Broadly-defined plan aimed at creating a desired future. Council strategic plans define the three-year direction of the Council’s work. Strategic plans define the Council’s Vision, Mission, Priority Areas (Goals), Success Indicators, and Strategies to accomplish these Priority Areas (Goals).
Strategies: Methods identified by Councils for achieving Priority Goal Statements in the Strategic Plan. They spell out exactly how the Priority Goal Statement will be accomplished. For the purposes of the systems funding, Strategies should be linked to the Foundations in the Early Childhood Colorado Framework. If the SRQIP is identified as a priority goal in the Councils strategic plan, please reference the school-readiness strategies description from the rules and regulations § 7.716.2,A,5,(d) C.C.R.
Success Indicator: A success indicator is a succinct and measurable statement that articulates how the Council will know it has achieved a Priority Area (Goal) on the Strategic Plan. This focuses on the anticipated results of achieving the Priority Area Goal. It communicates what your community ultimately hopes to accomplish with this priority Area (Goal).
Technical Assistance: A two-way relationship between State staff and Early Childhood Councils in which knowledge, advice, or content expertise is requested by the Council and provided by the State to support the needs of the Early Childhood Councils. Technical Assistance delivery is typically short in duration (e.g., 2-3 contacts), customized to meet the needs of the Council, and offers solutions to a specific issue.
Vision: Describes an image or mental picture of the desired future. Describes how the ultimate client – the children and their families – will be different if the Council’s efforts are successful.
Work Plan: Used to organize the details of what work will be done annually to move the priority area goals and strategies of the three-year Strategic Plan forward. A work plan is a standard management tool used for planning tasks during a specific time period. It includes what steps will be completed, when they need to be completed, who is responsible, how you will know when the steps are done, and current progress. For SRQIP funding, in particular, please reference the school readiness plan description from the rules and regulations § 7.716.2,A,4-5 C.C.R.
budget instructions and sample attachment i
Using the excel spread sheet provided please list a detailed budget for your proposed activities including your CDE funding requests and other funding sources you project supporting the work. This budget should include all funding sources used to support this work. There is a separate budget page for each year. This excel spreadsheet has existing formulas set up for you in some of the columns. Be sure that these formulas remain intact as you enter information add or delete columns or rows. To complete this budget you will need a working knowledge of how to use an excel spread sheet.
Tips for completing the budget:
• Please remember to add the EC Council’s name in the cell located in the upper left-hand corner of the spreadsheet.
• Headings in purple are the funding request for this grant.
• You may add or delete rows and columns to reflect your community’s budget, enter specific funding source names and line item descriptions. Please do not change the budget categories that have been provided for you (personnel salaries, fringe benefits, travel, supplies, equipment, other, and contracted services).
• Please list EQ and SRQIP requests separately in the appropriately headed columns. EQ has specific budget requirements at the end of this section.
• In the columns list each source of funding that you will use to cover the cost of each item. The total requested from this grant will automatically be calculated in the yellow ‘Total Request from CDHS/CDE’ column, and the total amount budgeted will automatically appear in the white ‘Total Project Funds’ column on the right.
• Finally, remember that this spreadsheet serves both as the actual budget AND as the budget narrative. Therefore, line items MUST include descriptions detailing the goods or service being purchased and how the cost was calculated. A good rule of thumb is to ask yourself if someone else reading this would be able to tell what you are purchasing, and how you determined the cost. For example:
Unacceptable budget narrative
|Presenters |$1,900.00 |
Acceptable budget narrative
|Presenters for ECE CARES and Literacy Workshop |$1,900.00 |
|ECE CARES- $1000 (2 presenters for 1 day @ $500/per day) | |
|Literacy Workshops- 12 hrs x $75 | |
The second item provides more detail as to what is being purchased and how the total amount for that line item was determined.
EQ Initiative Budget Requirements
EC Councils may apply for a maximum of $4100 for each EQIT course they conduct. This amount should include funding for the following EQIT course expenses:
• Planning expenses
• Registration expenses
• Materials utilized during the EQIT course
• Payments to minimum of two EQIT team members conducting the 48-hour EQIT course of training
• Financial support for an EQ team member to participate in EC Council meetings to inform infant toddler issues and activities*
In addition, funds may also be requested for the following activities:
• Payments to EQIT instructors for coaching EQIT course participants with a maximum payment of $27/hour
• Payment to EQIT instructors for conducting information meetings or EQIT course orientations for EQIT course participants, with a maximum payment of $150/course (2 EQIT instructors x 3 hours @ $27/hour)
• Funding for coordination expenses for EC Councils who offer four, or more, full EQIT classes/year, with a maximum of 8 hours additional coordination time/month with a total request of $2,592**
EC Councils may charge a fee of up to $50/person for participation in the EQIT course. EC Councils will be allowed to charge students a small fee (up to a maximum of $50) for enrollment in EQIT courses. This fee must be used only for EQ-specific materials and/or activities.. We encourage you to keep the fee as low as possible and no infant toddler teacher or family child care provider should be refused participation in a local EQIT course due to an inability to pay a fee. The EQ Initiative will continue to provide all handouts that are required for conducting the EQIT course, as well as all EQIT RELATE Coaching forms.
*The work plan must include details of how an EQ team member will attend each EC Council meeting to represent infant toddler issues, informing activities and work within the EC Council. The EQ team member participating in EC Council meetings does NOT need to be the same individual each month.
**If funding for EQ team coordination is requested, the work plan must include details of the specific EQ coordination tasks that will be accomplished. Note that funding from EQIT course funds and/or revenues may also be used for EQ coordination expenses.
SRQIP Budget Requirements
• The SRQIP budget form must be completed and submitted along with a budget narrative that explains all expenses included in the budget form. Administrative costs associated with the project budget must not exceed five percent (5%) of the total amount of school-readiness funds requested. Additionally, applicants are responsible for ensuring the calculations in the SRQIP budget form are accurate.
• A sample school-readiness budget narrative is provided in the Instructions tab of the SRQIP budget form. All line item totals in the narrative must correspond to the line item totals on the budget shreadsheet forms. Explain how you came up with your budget on a line-by-line basis with a breakdown of how funds will be used to accomplish the school readiness work plan (i.e., strategies).
Sample budget:
A sample budget included for your reference on the next page. This budget is meant to provide an example of what line items might look like when listed in this format. It does not reflect all of the line items or amounts that might be included, and uses fictional funding sources as examples.
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EQIT Course Implementation Form: Please complete the form below in addition to the narrative.
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