Action

Strategy

DST Innovation Lab 07.20.2014

History

� Establishment of the Executive Office on Early Learning

� Establishment of the Early Learning Advisory Board

� The development of the Hawaii Early Childhood Action Strategy

Purpose

� Plan for the policies and programs that affect Hawaii’s children prenatal through kindergarten entry

� Opportunity for State departments to align policies

� Structure to provide input from community providers

Focus Areas

Alignment and Transition Support

Between EC programs and

into K-3

Alignment and Transition Support

Between EC programs and

into K-3

High-quality Early Learning

Programs

Equitable Access to

Programs and Services

On-track Health and

Development

Nurturing and Safe Families

Healthy and Welcomed Births

Outcomes � Key Indicators correlated with long-term

positive child outcomes as measured by: � Children’s health and development are on-

track � Children are ready for school when they enter

kindergarten � Children are proficient learners by third grade

Pathways document framed actions that were incorporated into Hawaii’s planning [Schorr and Marchand, 2007]

The Process

Theory of Change

What does the theory of change feel and look like?

Want to see what happened?

Strengths and Challenges of Mapping

Strengths �  Public/private partners_____ �  Provided a picture that

highlighted the interdependencies between the goals

�  Identified levers of change �  Mapped flows of influence �  Helped to identify first steps �  Investment in process �  Opportunities to refine

Challenges � Complexity of map and

scope of work � Too academic � Not enough time to

develop out fully � Facilitator content

expertise � People/Orgs feeling

excluded � Director participation

Phases �  Phase 1: Jan – July 2012:

Development and vetting of indicator framework.

�  Phase 2: July 2012- July 2013: Partnership Development on Strategies.

�  Phase 3: July 2013-2014: Strategy Refinement.

�  Phase 4: January 2014- Current: Implementation of Action Strategy.

Teams and Co-Leads

Focus Area 1: Healthy and Welcomed Births Lin Joseph, March of Dimes and Terri Byers, Maternal and Child Health Branch, Department of Health Focus Area 2: Nurturing and Safe Familes Marty Oliphant, Hawaii Chapter National Association of Social Workers, Lynn Niitani, Maternal and Child Health Branch, Department of Health and Lani Sakamoto, Maternal and Child Health Branch, Department of Health Focus Area 3: On-track Health and Development Keiko Nitta, Family Health Services Division, Department of Health and Sharon Taba, Medical Home Works Focus Area 4: Equitable Access to Programs and Services Executive Office on Early Learning and Ka`ina Bornacorsi, Maui County Focus Area 5: High-Quality Early Learning Programs Kathy Murphy, Executive Director, NAEYC and Elaine Yamashita, UH Maui College of Education Focus Area 6: Alignment and Transition Support between Early Childhood Programs and into K-3 System Michael Fahey, Good Beginnings Alliance, Phyllis Ida, Department of Education (ret), Gayla Coloma, Department of Education (ret)

Public/Private Partners  Alu  Like  Blueprint  for  Change  Center  on  the  Family  Childcare  Business  Coali:on  Child  and  Family  Services  Collabora:ve  Leaders  Network  Domes:c  Violence  Ac:on  Center  Educa:onal  Delivery  Ins:tute  Family  Programs  Hawaii  Farm  to  Keiki  Hawaii  Academy  of  Pediatrics  Hawaii  Appleseed  Hawaii  Careers  with  Young  Children  Hawaii  Department  of  Educa:on  Hawaii  Department  of  Health  Hawaii  Department  of  Human  Services                          

Hawaii  Primary  Care  Associa:on  Healthcare  Associa:on  of  Hawaii  Hawaii  Department  of  Health  Hawaii  Primary  Care  Associa:on  Healthcare  Associa:on  of  Hawaii  Hilopa`a  Family  to  Family  Health  Informa:on  Center  Honolulu  Community  College  Hui  for  Excellence  in  Educa:on    Imua  Family  Services  Early  Learning  Advisory  Board  Easter  Seals  Eleu  Collabora:on  of  Family-­‐Child  Interac:ve  Learning  Programs  Family  Hui  Good  Beginnings  Alliance  Healthy  Mothers  Healthy  Babies  Hawaii  Associa:on  for  the  Educa:on  of  Young  Children  

Hawaii  Head  Start  Associa:on  Honolulu  YMCA  Kamehameha  Schools  Kaulanakilohana  Kia  ika  ike  Kamalapua  o  Ko`olau  Medical  Home  Works  Maui  Community  Colleges  Maui  County    New  Teacher  Center  Parents  and  Children  Together  PATCH  PHOCUSED  Read  to  Me  Interna:onal  The  Learning  Coali:on  University  of  Hawai`i  College  of  Educa:on  University  of  Hawai`i:    Hawai`i  P-­‐20  Hawaii  Chapter  Na:onal  Associa:on  of  Social  Workers    

Healthy and Welcomed Births First 1,000 Days

Metrics 2014-2018

There were 18,997 births in 2012 2012 2017 Increase proportion of intended pregnancies 48.4% 53.2%

Increase proportion of women at healthy weight at conception

59.1% 65%

Decrease smoking during pregnancy (2011) 5.0% 4.5%

Decrease proportion of low birthweight babies (<2,500 grams) 8.2% 7.4%

Increase proportion of babies in back-sleep position (2011) 76.9% 84.6%

Increase proportion of babies who are exclusively breastfed at six months (2010)

16.0% 25.5%

Our Goals and Outcomes by 2020 Decrease Preterm Births by 8% (From 10% to 9.2%)

Decrease Infant Mortality and Morbidity by 4% (From 4.8 to 4.6/1,000 births)

Safe and Nurturing Families

Sharing the importance of the protective factors

strong parents = safe homes = happy kids= bright futures

Goals and Metrics 2014 - 2018

¢ 10% increase in # of licensed ECE centers that support and encourage training of protective factors

¢ 10% increase in # of families who received protective factors information from their ECE practitioner

¢ 10% increase in # of families who self-report that they understand and have used the protective factors at home with their families

On-track Health and Development

Goals and Metrics 2014-2018

�  10% increase in number of young children screened at AAP recommended ages. (keep the same)

�  10% increase in number of children identified and

receiving support before entering kindergarten. �  10% decrease in # of children overweight/obese at

kindergarten.

�  10% increase in # of early childhood practitioners accessing training on social emotional supports for young children.

Equitable Access to Programs and Services

Goals and Metrics 2014-2018

�  Increase in eligible families that access public assistance programs to include: 10% increase in utilization of SNAP 10% increase in utilization of WIC 10% increase in utilization of TANF 10% increase in utilization of EITC 10% increase in utilization of childcare subsidies (dependent on scale changes) �  Increase awareness of early care and education options for families with young

children �  Increase by ___% the number 4-year olds attending a state funded Pre-K

program

�  Increase by __% the total amount of State dollars invested in prekindergarten programs

�  Increase by __# in total number of slots available in prekindergarten programs

continued �  Increase by __% the proportion of funds for Early Head Start

and Head Start programs �  Increase by __% the number of Head Start programs that move

from part-day to full-day �  Identify key barriers for dual language learning families with

young children �  Build capacity to support more children in the following four

early childhood settings: o  Home Visitation by ____% o  Licensed Family Child Care by ____% o  Family-Child Interactive Learning Programs by ____% o  Center-Based Programs by ___%

High Quality Early Learning Programs

Goals �  Improve quality of early childhood

programs across all settings

�  Create a functional Continuous Quality Improvement (CQI) system for all settings by 2018

Metrics 2014-2018 � For DOE-EOEL prekindergarten program:

�  60% of NIEER indicators met for Pre-K program

� For all ECE programs: �  Increase by 10% the number of teachers

participating in 20 hrs of professional development annually.

�  Increase by 10% the number of teachers w/BA degrees

Metrics 2014-18 cont’d �  For all ECE Programs:

�  Increase by 2% the number of directors with national administration credential

�  2% increase each year after 1st baseline year of 2014 of EC educators completing a seminar series on HELDS

�  2% increase each after 1st baseline year of 2014 of EC educators completing a seminar series on Hawai’i’s EC Family Partnership Guidelines.

�  For all ECE Programs: �  Increase by 50% the number of children in DOE

PreK classrooms observed using a formative assessment instrument.

Alignment and Transition Support to K-3 System

Goals and Metrics 2014-2018 �  10 % increase in the of children entering kindergarten ready to

learn and with identified supports if needed �  Strengthen STEPS infrastructure, # of teams. �  Create opportunities for school-based partnerships with Early

Childhood professionals and K-3 professionals. # of professionals.

�  # of children with a continuum of program contact to identify gaps.

�  # of Part C transition Conferences between Early Intervention (Part C) and DOE (Part B), Head Start, etc.

�  # of individual transition plans completed for children in state funded programs.

�  Inform development of an individual kindergarten entry assessment system, # of indicators.

�  MOU and/or # of implementation plans under current MOA between DOH and DOE.

Needed Mentorship �  Visualization/Utilization, How can we make the systems understandings more

accessible to a wider group, both inside and outside the network? Are there other ways to visualize the system, to show priority areas for intervention? How do we show articulate through infographics root problems to legislators, funders, partners etc. that doesn’t overwhelm them. The map is a great starting point, but what supporting visualizations could we create to highlight certain areas of the map to get strategic buy-in, funding etc.

  �  Institutionalization. How can the map become part of the continuous daily

routine of the network—to identify what is missing, needed initiatives, etc.? The action strategy is across many departments—we need their buy in, but don’t bring them together regularly at a leadership level. We need leaders to vet priorities and the action strategy—but don’t have that yet.

  �  Learning/Impact. How can we monitor progress across the many projects? It is

easier to document the planning and workplans—but how can they be tied back to the map? How do we show progress in closing loops? How do people explain why they are doing what they are doing (theories of change)? How does it all add up? How do we show impacts beyond the individual level—impacts on the larger system?

We are looking forward to learning with you!

For more information, please contact:

Kerrie Urosevich 808-381-9635 Kerrie.urosevich@hawaii.gov

Our future leaders