Coordinate Family and Community Engagement Grants
Educator and Provider Support Procurement (Professional
Development)
Early Childhood Mental Health Grant

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Family Support and Engagement (3000-7050) - funds family support and engagement through the
MFN, PCHP, the JFSP, Reach Out and Read, and Early Childhood Resource Centers. Also supports the family support portions of the Coordinated Family and Community Engagement grants.
Mental Health (3000-6075) - mainly funds grants for mental health consultation services to empower programs to manage mental health issues to reduce the number of expulsions.
UPK (3000-5075) - provides grants to preschool programs (center based and public school) to promote school readiness and positive outcomes for children and to inform the longer term implementation of a program of universally accessible, high-quality early education.
Head Start (3000-5000) - provides state supplemental salary grants for federally funded Head Start agencies to support their programs. These funds are also used by agencies toward meeting matching requirements for federal Head Start funds.
Quality Supports (3000-6000) - mainly funds grants to early education and care providers to assist in attaining quality programming. In FY2010 this included Program and Practitioner Support grant
(which offers support towards programs in seeking accreditation from the National Association for the Education of Young Children (NAEYC), the non-sped portion of the Building Careers grant, and a portion of the Coordinated Family and Community Engagement grants (the piece that was formerly
CPC Local Planning funding).
Access Management (3000-2000) - provides funding for costs associated with the management of
EEC’s financial assistance programs. This includes contracts with the Child Care Resource and
Referral agencies for managing access and determining eligibility for vouchers. This also includes funding for translation services for our eligibility documents and courses.
Low Income Eligible Child Care (3000-4060) - provides child care, early education, and afterschool financial assistance for children from low income and at-risk families through vouchers and contracts; also provides grant funding to support Inclusive Preschool Learning Environments and Supplemental
Services to children with IEPs

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(FS, C, I, WF)
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(FS, C, I)
EEC Strategic Directions:
Q = Quality
FS = Family support, access, and affordability
WF = Workforce
C = Communications
I = Infrastructure

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CFCE will be a Continuation/Renewal Grant for FY ’11
Purpose: to develop/implement a comprehensive plan for coordination and delivery of comprehensive services to families and to create access to local comprehensive supports for early education and care providers.
FY2010 Consolidation - Background
In FY2010 CPC, MFN, PCHP and JFSP programs were asked to voluntarily consolidate their programs into CFCE grants (CPC was mandatory).
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120 CFCE grantees represent 137 CPC, 34 MFN , 22 PCHP , and 11
JFSP programs
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71 CPC, 8 MFN and 3 PCHP programs did not apply in consolidation with other programs.
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Grantees that did not consolidate made a commitment to continuing to work toward that goal for FY2011.

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FY2010 CFCE grants represent a merger of EEC funding from:
• Line Item 3000-6000 Community Partnerships for Children Local
Planning and Coordination $10,114,569
• Line Item 3000-4060 Supplemental Services $1,374,776
• Line Item 3000-7050 Family Engagement and Support (MFN,PCHP and
JFSP) $3,691,076
FY ‘10 CFCE Total: $15.18M distributed to 120 CFCE grantees
Proposed Total for FY 2011 CFCE funding : $11.5M*
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This amount includes funding for Reach Out and Read (FY ‘10 $585,000) and the five Early
Childhood Resource Centers (FY ‘10 $35,000) which are funded out of line 3000-7050.

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FY2010 CFCE Objectives
Objective #1: Increase knowledge of and accessibility to high-quality early education and care programs and services for families with children prenatal through school-age.
Objective #2: Promote family education, engagement and literacy.
Objective # 3: Facilitate collaboration and community planning between local early education and care partners and other community stake holders or partners.
Objective #4: Provide support and information to families with children
transitioning between and among early education and care settings, home and school.
Objective #5: Support early education and care programs across the public and private sectors in delivering high quality services.

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The goals and priorities of the CFCE grant directly align with ten of the twelve Indicators of
Success under the Family Support, Access and Affordability section of the EEC Strategic
Plan. The Indicators are:
 Families are aware of the mixed early education and care system and have access to affordable, high-quality early education and care services.
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Families are recognized as full partners in the education of their children and are empowered to be involved with the physical, social, emotional and intellectual development of their children.
Families are informed about child development and aware of family support resources.
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Early education and care services are delivered through a seamless system that is responsive to the needs of all families and provides supports and resources for transitioning children in and out of early education and care programs and services.
Families of infants have access to programs and services that support the development of healthy attachment between babies and their primary caregivers and promote early brain development.
Parents are recognized as their child’s first teacher and have access to literacy supports that build skills among children and parents.
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Families have access to high quality supports and resources for transitioning children in and out of early education and care programs and services.
Families that are limited or non-English speaking have access to information about early education and care and the services available.
Strong partnerships are established between families (parent/caregiver) and educators to maximize high quality early education and care for all children.
Family services are integrated and delivered in a coordinated manner across state agencies.

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 FY ’10 CFCE objectives remain the same, with more emphasis on providing:
 Evidence based early and family literacy activities
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Transition supports for children and families
High-quality, accurate and comprehensive consumer information on community resources that address a broad range of family and educator needs
 All independent MFNs (8) and PCHP programs (3) must partner with an existing CFCE grantee or submit a new CFCE application for FY ’11. There will
not be independent applications for MFN or PCHP programs.
 Grantees will propose a method for tracking and maintaining a database
of the families they work with through a variety of program strategies.
 Grantees will propose a plan for measuring success and evaluating the benefits of CFCE services.
 Grantees will develop and implement a community based strategic plan for meeting the needs of families with children birth to eight years old.
Funding for strategic planning process will come from ARRA funds
($250,000), approved at May 2009 Board meeting.

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(Q, WF)
EEC Strategic Directions:
Q = Quality
FS = Family support, access, and affordability
WF = Workforce
C = Communications
I = Infrastructure

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Guiding the Work:
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EEC Board’s Strategic Plan
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EEC’s Workforce Development Plan
“Steps Forward,” MA Early Education and Care and Out-of-
School Time Workforce Development Task Force
Outcomes for Workforce Development:
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Better alignment across early education and care and elementary/secondary education
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Professional development for different settings, educators, and children
Continued progress in key areas (competencies, pathways, orientation)
Help position EEC for the Early Learning Challenge funds

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Building
Careers
Colleges
CPC Program and Provider
Supports
CCRRs
Professional
Development
Total
21 grants
FY2010 Desired outcomes
$923,776  Support educators working in early education and out of school time with college courses, academic advising, and career counseling.
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Increase the number of well trained practitioners by providing appropriate learning experiences and resources needed to achieve a related credentials and degrees.
94 grants $1,985,914
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Increase the number of programs which are accredited by
15 contracts
NAEYC, NAFCC, or COA.
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Increase the number of well trained practitioners by providing appropriate learning experiences and resources needed to achieve a related credentials and degrees.
$703,589
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Support the new child care regulations with professional development that helps programs meet new requirements
(curriculum, inclusion, interactions, oral health, literacy, etc);
 Increase the number of well trained practitioners by providing appropriate learning experiences and resources needed to achieve a related credentials and degrees.
$3,613,279

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EEC intends to focus its remaining resources by:
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Combining this funding into a single procurement for FY11 that addresses common goals across these programs;
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Purchasing professional development that supports both individual
educators on a pathway and programs’ efforts to attain higher levels of quality through QRIS.
EEC’s goals for:
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Educators: Address two primary pathways, both with mentoring, coaching and other supports, to:
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 move educators towards degrees in early education or a related field and increase educator competency as evidenced in the attainment of
CDAs and other certifications.
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Programs: Support providers in developing their staff, moving up
QRIS scale, and obtaining accreditation.

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To achieve these goals EEC will focus resources on three areas:
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Career and Provider Planning
 individual educators and programs, and/or
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 program leadership training to support career planning for their individual staff.
Coaching and Mentoring
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 support the academic success of individual educators in higher education, implement a career plan for educators to attain specific skills, knowledge and abilities, and/or
Support improvements by programs that result in achieving a higher level on QRIS or accreditation.
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Competency Development
 attain an associates, bachelors or masters degree in early childhood education or a related field;
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 attainment of specific competencies by educators; attainment of increasing levels on QRIS by programs.

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Professional Development:
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Must be evidenced-based and aligned with EEC’s 8 core competency areas.
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Must leverage resources across public and private agencies to provide state-wide coverage in all required topics.
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Is a shared responsibility between educators and the programs that employ them: Increasing the competency of educators also helps the programs they work in attain increasingly higher levels of quality.
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Must meet the needs of the early education and out of school time workforce.
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Must be targeted and intentional to meet the needs of all children.
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Must be presented as a partnership to cover all three core functions to deliver professional development.

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1.
2.

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(Q, WF)
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(FS, C, I)
EEC Strategic Directions:
Q = Quality
FS = Family support, access, and affordability
WF = Workforce
C = Communications
I = Infrastructure

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In FY10 EEC supported Early Childhood Mental Health Services through two initiatives:
1. Comprehensive Mental Health in Child Care (CMHCC) Program
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13 programs, $600,000 (Supportive line item, 3000-3050), embedded model
Early education and care providers are partnered with mental health clinics to locate clinicians on-site at programs that have supportive child care contracts with EEC.
Mental health clinicians provide support and training to staff at the child care program and link families with needed clinical services through the partnering clinic.
2. Mental Health Consultation Services Grant
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10 grantees serving 70+ cities/towns, $900,000 in grants (out of $1M Early
Childhood Mental Health line item, 3000-6075), consultation model
Grantees provide:
 On-site consultation by a mental health consultant to coach/mentor staff;
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Consultation to parents;
On-site observation and assessment of children’s social/emotional and behavioral skills on a referral basis;
Individualized behavior plans for children;
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Case management by coordinating services across agencies; and
On-site crisis intervention support.

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 Continue to utilize CSEFEL (Center on the Social and Emotional Foundations for Early Learning) professional development as the foundational base for support of young children’s social-emotional growth
 Enhances knowledge and skills; supports the implementation and sustainability of evidence-based practices; and increases the size of the workforce skilled in supporting the social emotional development of young children (birth – 5 years old)
 Combine the two current early childhood mental health initiatives and provide one RFR for a Mental Health Statewide Consultation Services
Grant to leverage resources to benefit children, families and programs across the Commonwealth (total FY11 funding estimated at $1.5M)
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Move to strictly consultation model (no more embedded services) and take mental health initiatives statewide
Goals:
• Build on success of EEC’s previous models of mental health consultation and services to provide a system of mental health consultation accessible statewide
• Meet needs identified by EEC
• Create efficiencies by building on the current system of collaboration with partners and use of 3rd party billing without duplication

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The objectives of the model are as follows :
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Promote the healthy social and emotional development of all children, particularly those children whose emotional development is compromised by poverty, biological or family risk factors, or other circumstances which may contribute to toxic levels of stress;
Build the capacity of early education and care program staff to enhance children’s learning through positive, nurturing interactions with children and with their families and to address the needs of children who exhibit behavioral challenges;
Attend to social-emotional needs of children so they are ready to learn and be successful in their early education;
Reduce the number of children who are suspended or expelled
from EEC-funded programs;
Promote collaboration for better access to services for children and their families; and
Maximize resources by ensuring that certain mental health interventions are funded, when appropriate, through insurance payments.

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Provide on-site mental health consultation and support
services by a qualified behavior specialist/mental health consultant
 services consist of Individual-level services to address the particular needs of a child or family; and Program-level services to help educators promote emotional well-being and serve children with behavioral challenges
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Strengthen the involvement of parents by encouraging them to access needed services; supporting their participation in the development of individualized behavior plans for their children; and providing support to parents through on-site consultation, technical assistance on behavioral strategies and interventions, modeling of positive interactions, translation services and referrals, as needed
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Provide crisis intervention planning and on-site crisis support in a timely manner for early education and care programs

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Complete required documentation and reporting including, but not limited to, number of sites and classrooms visited; ages and numbers of children observed and served; outcomes, including the number of children who risk suspension or expulsion due to their challenging behaviors, types and frequency of behavioral issues observed, and analysis of the most effective intervention strategies
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Provide on-site, clinical mental health interventions
(including diagnostic evaluation; individual, group and family counseling; family and case consultations; collateral contacts) utilizing 3 rd party billing for services
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Conduct outreach and elicit referrals from EEC-funded programs and providers located within the service area
Additional detail on subcategories for the above goals is listed in the
FY11 Mental Health Consultation Services Grant concept paper.

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In the RFR development, additional consideration will be given to setting quality indicators, for example:
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Diversity/language of consultants and match to populations served
Evaluating services effectiveness
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Determine ways to grow the capacity of the provider community to build relationships on their own with third party providers of mental health services