This report synthesizes information on State policies that connect professional development activities and support effective implementation of a state system of professional development in early care and education. It was designed for state policy makers, early education advocates, and program administrators working to connect professional development activities and initiatives into an integrated system. The report highlights principles and six policy areas that build or sustain an integrated system of professional development.
This report presents the results of surveys of New York State and New York City agencies providing services to young children. The surveys, undertaken by the Early Care & Learning Council and the New York State Council on Children and Families, set out to identify the elements of these agencies’ data systems and the accessibility of those elements.
This document highlights the importance of engaging communities, youth, and families as the prime movers in creating an integrated human services system. It also uses a series of case scenarios to illustrate the many positive effects that a coordinated and collaborative approach can have on children and their families. The document underscores the importance of advocating for change through many examples of successful systems integration efforts at state and local levels, and it summarizes recommended advocacy and social marketing methods.
This report identifies several areas in which States can promote service integration and discusses potential legal barriers to such integration. It includes recommendations for federal action to support State and local service integration efforts.
This paper considers the importance of formative research (or how well a model is put into practice) to the pursuit of systems integration. Of particular concern is implementation fidelity, or the faithfulness with which a concept is executed. It addresses two fundamental challenges: 1) getting all stakeholders to have the same understanding with respect to what a given reform model is all about and how it is supposed to function, and 2) applying simple formative research techniques toward improving the quality (fidelity) with which reforms are introduced and sustained.
This paper aims to improve understanding of the flexibility, opportunities, and barriers that exist under current federal law with respect to cross-program integration within human services programs and across the welfare and workforce systems. It analyzes three models for service integration and presents recommendations for the Federal executive and legislative branches of government.
This paper examines similarities in service integration efforts and uses this information to develop a set of organizing principles and constructs for planning a service integration initiative. First, it elaborates on two key dimensions—relationship intensity and institutional similarity—critical for understanding any particular integration effort. Second, it proposes a strategy for framing integration efforts based on these two dimensions. Third, it considers the implications of this framework for developing an integration agenda.
This publication outlines a collaborative and comprehensive strategic framework for building the early childhood system in Washington State in order to improve outcomes for children (Kids Matter). This plan offers a framework that supports the efforts of local and state stakeholders to coordinate, collaborate, and integrate efforts that will lead to children being healthy and ready for school.
This brief highlights the efforts of 10 States that are developing local systems to build early childhood comprehensive systems and to improve outcomes for children and families. It illustrates various approaches for state-to-local support for developing early childhood systems.
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.