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Policy and Program Implementation

The Role of State Early Childhood Comprehensive Systems in Promoting Cultural Competence and Effective Cross-Cultural Communication

This report explores the concept of cultural competence in early childhood policy and service delivery. It was designed to support State Early Childhood Comprehensive Systems grantees to work toward enhanced levels of cultural competence. The report defines cultural competence and discusses the relevance of culture to early childhood systems and policies. It concludes with opportunities for improvement.

Early Childhood Comprehensive Systems: Plans and  Models

This Web page provides state plans and logic models for Early Childhood Comprehensive Systems grantees. The plans introduce all major, active early childhood organizations and agencies in each State or Territory. The logic models outline roles and responsibilities and highlight major activities.

Guiding Principles of Systems of Care

This Web page includes a list of principles that are important to a successful system of child care. Among these principles are interagency collaboration, individualized strengths-based care, cultural competence, family and youth involvement, community-based services, and accountability.

Statewide Implementation of Child and Family Evidence-Based Practices: Challenges and Promising Practices

This paper discusses the implementation of evidence-based practices for children and youth on a statewide basis, including the importance, challenges, and successes across different fields in human services. It provides State examples, key points for States to remember, and a resource list.

Data Collection Instruments for Evaluating Family Involvement

The Harvard Family Research Project developed this report as part of its ongoing effort to help practitioners and researchers collect and use data for continuous improvement. It provides stakeholders with some commonly used and standardized data collection instruments on family involvement, and can help stakeholders learn about and choose rigorous family involvement instruments to assess impact and ensure quality.

Confronting the Quiet Crisis: How Chief State School Officers Are Advancing Quality Early Childhood

This report focuses on the role that Chief State School Officers can have in expanding and improving early learning opportunities. The report highlights leadership in five States: Maryland, Minnesota, New Jersey, Oklahoma and Rhode Island. It addresses key questions that State leaders might have as they work to develop strong early childhood programs and presents eight key leadership strategies to support this work.

Early Childhood Systems Working Group Homepage

This Web page provides information about the Early Childhood Systems Working Group “ovals” framework. This framework depicts the intersection of critical early childhood system components, encircled by core elements that support a comprehensive early childhood system. The goal of the framework is to help States develop and implement an integrated system of policies, services, and programs that help leaders and stakeholders work more effectively together toward common goals for children.

Maternal and Child Health: About Us

This Web page provides information about the Maternal and Child Health Bureau, administered by the U.S. Department of Health and Human Services. It lays out the mission of the bureau and outlines some of its specific achievements.

The First Seven Years: The BUILD Initiative and Early Childhood Systems Development, 2002 to 2009

This resource provides a brief history of the BUILD initiative and reports on progress made during its first seven years working with States to build early learning systems. It reports on State progress related to key early childhood systems building indicators and highlights major State accomplishments.

Using the Child Care and Development Fund to Support a System of Quality Improvement for School-Age Programs

This strategy brief provides information and considerations for Child Care and Development Fund administrators and other policymakers working to improve access to high-quality care that meets the needs of school-age children. It provides a framework that illustrates ways the Child Care and Development Fund and other resources can be used to build a strongly aligned system of quality improvement for children from birth through age 12 and older. The brief also details the results of interviews with State child care staff and their school-age partners in seven States.