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Engagement of the Parent and Family Voice in Early Education and Care

EEC Board Meeting - March 12, 2013

The Massachusetts Department of Early Education and Care’s mission is to provide the foundation that supports all children in their development as lifelong learners and contributing members of the community, and supports families in their essential work as parents and caregivers.

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EEC Mission Statement

“The work we do, in partnership with you, is vital to the future social and economic wellbeing of the Commonwealth - as today's children will become tomorrow's citizens, workers and parents.”

~Commissioner Killins

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EEC and the Family Voice

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The goals and priorities of the CFCE grant directly align with EEC’s Indicators of Success under the Family Support, Access and Affordability section of the EEC Strategic Plan. These Indicators include:

Families are aware of the mixed early education and care system and have access to affordable, high-quality early education and care services.

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. 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.

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.

Family services are integrated and delivered in a coordinated manneracross state agencies.

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CFCE Alignment with EEC’s Strategic Plan

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EEC, in partnership with CTF and DCF, continues to utilize the Strengthening Families framework and approach, which has widespread support from social science researchers, early childhood practitioners and policy experts.

The Protective Factors are: Parental resilience: The ability to cope and bounce back from all types of challenges Social connections: Friends, family members, neighbors, and other members of a

community who provide emotional support and concrete assistance to parents Knowledge of parenting and child development: Accurate information about raising

young children and appropriate expectations for their behavior Concrete support in times of need: Financial security to cover day-to-day expenses and

unexpected costs that come up from time to time, access to formal supports like TANF and Medicaid, and informal support from social networks

Children’s social and emotional development: A child’s ability to interact positively with others and communicate his or her emotions effectively

Retrieved from The Center for the Study of Social Policy, Strengthening Families, January 5, 2010. http://www.strengtheningfamilies.net/index.php/main_pages/protective_factors

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Interagency Framework: Strengthening Families Protective Factors

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1. Curriculum and Learning1A. Curriculum, Assessment, and Diversity1B. Teacher Child Relationships and Interactions

2. Safe, Healthy Indoor and outdoor Environments3. Workforce Qualifications and Professional Development

3A.Designated Program Administrator Qualifications and Professional Development3B.Program Staff Qualifications and Professional Development

4. Family and Community Engagement5. Leadership, Management and Administration

5A.Leadership, Management and Administration5B.Supervision

The Quality Rating and Improvement System (QRIS)

QRIS is a method to assess, improve, and communicate the level of quality in early care & education and after-school settings. EEC has established standards to support program quality, in five different programmatic categories:

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Category 4. Family and Community Engagement

Providers, as they move through the four QRIS levels, are required to:

• Complete the Strengthening Families Self- Assessment and make improvements to their program based on their results

• Provide a variety of means for regular parent/educator communication, and in the language(s) of the families

• Provide monthly opportunities for parent/educator meetings• Provide resources for families and make referrals when needed• Participate in community events• Encourage families to participate in the classroom/program

(synthesized list)

Families must be acknowledged as children’s first teachers and thus must be recognized and supported as partners in their child’s education. Programs must understand the interconnectedness between the family and a child’s approach to learning and establish relationships with families that are built on mutual trust, respect and a willingness to involve them as full partners; while providing them with information, resources and support in order to ensure children have a healthy nurturing environment in which to grow and learn.

Families currently have several opportunities available to them, which provide direct engagement at EEC. These include:

• Monthly EEC board meetings are open to the public, and parents/families are encouraged to participate.

• Community parent meetings with Commissioner Killins are held periodically throughout the state, presenting an informal environment for parents/families to share their ideas.

• Surveys are occasionally used to gather information and feedback from parents/families on a variety of policy and research related topics.

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Opportunities for Direct Parent/Family Engagement at EEC

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Strengthening Family Engagement

EEC, despite the numerous ways we support families, has recognized a need to strengthen family engagement and create a more reciprocal relationship with the families we serve. We strive to build a system that allows communication to flow freely among families, stakeholders and EEC.

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There is national interest in promoting family engagement in educational programs. Momentum is trending toward parent education, parent engagement in programming and parent involvement in policy development.

Often, the parent voice is heard through parent councils or advisory committees. EEC strives to reach the authentic voice of the family, understands the significance of integrating the parent/family perspective in discussions, decisions, design, implementation and evaluation of EEC practice.

Trends in Family Engagement

Goals for Parent/Family Engagement at EEC

• Increased EEC involvement in community activities, creation of tools, and use of a variety of mediums, which will expand the current capacity to share with parents/families, EEC content.

• Increased EEC involvement in community activities, creation of tools, and use of a variety of mediums, which will expand the current capacity to collect and consider feedback from parents/families about EEC content.

• Leveraging partnerships in order to connect parents/families with opportunities for engagement in EEC discussions, resources and activities.

Several goals have been identified that will promote active family engagement at the Massachusetts Department of Early Education and Care. These include:

Considerations

The following factors (not exclusive) will be considered in the creation of tools and in the planning of events, in an effort to achieve the highest level of engagement in discussions and activities:

• Meetings and events held in locations throughout the state will allow greater access for parents/families.

• Meetings and events held on varying days, and also at varying times, will better accommodate work schedules, child care needs, meals, as well as other family commitments.

• Offering a variety of ways to engage in EEC events and discussions, will ensure that everyone has access to, and feels comfortable with participation.

• Providing materials in multiple languages, to the best of EEC’s ability, will reach the greatest number of parents/families.

Strategies that will Enhance Family Engagement and Support EEC Goals

1. ) Parent/Family Monthly Newsletter (via email subscription) A family newsletter will be distributed via email, using a subscription service such as Constant Contact. The Newsletter will include policy and research, planning and evaluation, and fiscal updates, as well as scheduled meetings and a calendar of EEC events.

2.) Parent/Family Survey A survey soliciting parents’ feedback on policy related topics will be distributed via email through the family newsletter and/or a service such as Survey Monkey.

SAMPLE Monthly Newsletter

(click HERE for link)

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3.) EEC Monthly Bulletin A one page flyer will be created, which includes EEC contact information, updates and events. It will be distributed for posting on programs’ bulletin boards.

4.) Dedicated EEC Policy and Research Web Page Creation of a Policy and Research Committee web page on the EEC web site will include; a brief overview of current policy related topics, a specific question related to this topic, and a comment box where families can type their opinions and then submit their response to EEC.

5.) Social MediaEEC will join many other Massachusetts governmental departments that are using social media to reach the public. Accounts will be created and updated regularly on Facebook, Twitter, YouTube and Commonwealth Conversations.

Source: http://www.mass.gov/portal/socialmedia.html18

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6.) EEC Grantees

EEC Grantees already have existing family and community outreach efforts, as well as thousands of established parent/family groups. EEC will leverage relationships through participation in Grantees’ meetings and events, which may include:

• CFCE (Coordinated Family and Community Engagement) Grantees provide parent education and family activities, and they are also required to include parent representatives at their council meetings.

• EPS Grantees (Educator and Provider Support) indirectly reach parents/families through their support of educators and providers. Assistance with QRIS offers a clear opportunity to promote parent/family discussion about EEC through Category 4: Family and Community Engagement.

• CCRR Grantees (Child Care Resource and Referral Agencies) have numerous interactions with families and, in addition to making referrals, also collect data, provide trainings and “connect with community leaders, public officials and stakeholders.”

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7.) The Massachusetts Head Start Association (MHSA)Policy and Research Committee members will participate in MHSA board meetings. MHSA’s governing board includes parent representatives and one of the Board’s objectives is to, “Encourage widespread collaboration between Head Start and other appropriate programs, services, and initiatives and augment Head Start's capacity to be a partner in State initiatives on behalf of children and their families.” (Source: www.massheadstart.org)

8.) Established PartnershipsEEC will leverage established partnerships with the following organizations (list is not all inclusive):

• Brain Building in Progress is a joint initiative with the United Way, to create and sustain public awareness and understanding regarding the importance of children’s earliest years.

• WGBH’s educator and parent curriculum project has an advisory group that meets periodically and includes parents on the committee.

• The Museums and Libraries Project is building capacity throughout the state, for increased family engagement in educational experiences.

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9.) Interagency CollaborationsEEC will leverage collaborations with other governmental departments through participation in meetings and activities, as well as distribution of EEC information (list of departments and programs is not all inclusive):

• (DCF) Department of Children and Families provides on-going support for adoptive and foster parents, and EEC has recently begun collaborating with DCF on a Fatherhood Engagement initiative.

• (DHCD) Department of Housing and Community Development has several programs that support families, including Section 8 Family Unification Program and Section 8 Family Self- Sufficiency Program.

• (DMH) Department of Mental Health is affiliated with, and funds the Professional Parent Advocacy League (PPAL), which supports parents of children with significant emotional disturbance through “education, advocacy and partnership.”

• (DPH) Department of Public Health’s Wellness Unit offers MA Children at Play, the Nutrition Unit provides a Growth and Nutrition Program, and (EI) Massachusetts Early Intervention System’s Leadership Project is “is a parent driven endeavor… implemented by parents whose own children have received EI services.”

• (DTA) Department of Transitional Assistance utilizes interns, surveys and interviews to connect with families, as well as partner with family shelters.

• Office of Elder Affairs sponsors a monthly meeting, Grandparents Raising Grandchildren.

• (ORI) Office of Refugees and Immigrants provides support to families through their Refugee Community Services (RCS).

• The Massachusetts Special Legislative Commission on Postpartum Depression is a collaboration of individuals representing health and mental health care, insurance, children and families, education, legislators and members of the community.

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10.) Community EventsPolicy and Research Committee members will arrange to participate in family oriented events that are organized throughout the state by community groups.

11.) Mass 211EEC and Mass 211 have an established partnership. “Mass 211 Specialists are available 24/7 to assist parents and guardians find licensed child care providers and to learn about financial assistance for eligible families.” EEC will work with Mass 211 to also provide information that will inform and invite parents to EEC activities.

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Below is a short list of resources that may be helpful for reference:

Rhode Island Kids Count- “Parent Engagement in State Policy and Planning” http://www.rikidscount.org/matriarch/documents/Parent%20Engagement%20in%20State%20%20Policy%20and%20Planning%20c.pdf National PTA® Reference Guide- “State Laws on Family Engagement in Education” http://www.pta.org/files/State_Laws_Report.pdf Office of the Administration for Children and Families, Early Childhood Learning and Knowledge Center- “National Head Start Performance Standards for Policy and Regulation”http://eclkc.ohs.acf.hhs.gov/hslc/standards/Head%20Start%20Requirements/1304/1304.50%20Program%20governance..htm NAEYC- “State Early Care and Education Public Policy Developments: Fiscal Year 2012”http://www.naeyc.org/policy/statetrends/state-early-care-education-policy-developments_FY12 Mass.Gov® Social Media Policyhttp://www.mass.gov/portal/massgov-social-media-policy.html

Resources