{"id":31779,"date":"2020-07-17T18:12:22","date_gmt":"2020-07-17T18:12:22","guid":{"rendered":"https:\/\/caseyfamilyv2.wpengine.com\/partnership-with-ece\/"},"modified":"2026-08-18T17:03:17","modified_gmt":"2026-08-18T17:03:17","slug":"asociacion-con-ece","status":"publish","type":"post","link":"https:\/\/www.casey.org\/es\/partnership-with-ece\/","title":{"rendered":"\u00bfC\u00f3mo pueden las agencias de protecci\u00f3n infantil colaborar con los servicios de atenci\u00f3n y educaci\u00f3n temprana para mejorar los resultados de los ni\u00f1os?"},"content":{"rendered":"<div class=\"content-section light fresh-text single wp-block-fresh-text backgrounds-and-margins-aware-block margin-top margin-bottom\">\n <div class=\"container mx-auto px-5\">\n\n \n \n <!-- The CTA is moved up next to the title when in the Head Section style -->\n \n  <div class=\"callout\"><h3>Summary<\/h3>\n<p><em>This brief highlights how stronger collaboration between Early Care and Education and child welfare agencies is vital to increase participation and support at-risk families.<\/em><\/p>\n<\/div>\n \n \n <!-- conversly to above, we need to not show the CTA here if it's the Head Section style -->\n  <\/div>\n<\/div>\n\n\n<div class=\"qff_disclaimer align wp-block-disclaimer content-section\">\n <div class=\"container mx-auto px-0 md:px-5\">\n <div class=\"qff_disclaimer__wrapper text-salt-box text-xs font-sofiapro border-t-2 border-spring-wood\">\n \n <\/div>\n <\/div>\n<\/div>\n\n\n<div class=\"content-section light fresh-text single wp-block-fresh-text backgrounds-and-margins-aware-block margin-top margin-bottom\">\n <div class=\"container mx-auto px-5\">\n\n \n \n <!-- The CTA is moved up next to the title when in the Head Section style -->\n \n  <div class=\"callout\"><p><!-- wp:paragraph {\"className\":\"p1\"} --><\/p>\n<p class=\"p1\">Participation in early care and education (ECE) provides many benefits for children involved with the child protection system. Enrollment in ECE programs is linked to a lower likelihood of removal from the home and a decreased number of subsequent child maltreatment reports.<a href=\"#footnotes\"><sup>1<\/sup><\/a> For children in foster care, the <a href=\"https:\/\/www.casey.org\/early-childhood-education-research\/\"><span class=\"s1\">benefits include<\/span><\/a> improved language development,<a href=\"#footnotes\"><sup>2<\/sup><\/a> social skills,<a href=\"#footnotes\"><sup>3<\/sup><\/a> and school readiness.<a href=\"#footnotes\"><sup>4<\/sup><\/a> Many ECE programs utilize a two-generation approach, supporting the needs of both children and their caregivers. Further, ECE participation provides an opportunity for <a href=\"https:\/\/www.youtube.com\/watch?v=l9FY1MtQkB4\" target=\"_blank\" rel=\"noopener\">prevention and early identification of maltreatment risk<\/a>, as ECE staff can identify needs and provide or refer families to necessary supports without opening a child protection case.<\/p>\n<p><!-- \/wp:paragraph --> <!-- wp:paragraph {\"className\":\"p1\"} --><\/p>\n<p class=\"p1\">Despite demonstrated benefits, ECE is underutilized by children involved in the child protection system. <span class=\"s2\"><b>Developing strategic, collaborative relationships between ECE and child protection can increase the utilization of ECE among young children involved in (or at risk for involvement in) the child protection system, thereby providing benefits to more children and families.<\/b><\/span><a href=\"#footnotes\"><sup>5<\/sup><\/a><\/p>\n<\/div>\n \n \n <!-- conversly to above, we need to not show the CTA here if it's the Head Section style -->\n  <\/div>\n<\/div>\n\n\n<div class=\"content-section light fresh-text single wp-block-fresh-text backgrounds-and-margins-aware-block margin-top margin-bottom\">\n <div class=\"container mx-auto px-5\">\n\n \n   <h2>Federal framework<\/h2>\n  \n <!-- The CTA is moved up next to the title when in the Head Section style -->\n \n  <div class=\"callout\"><p><!-- wp:paragraph {\"className\":\"p1\"} --><\/p>\n<p class=\"p1\">The Administration on Children, Youth and Families (ACYF) and the Office of Child Care released an <a href=\"https:\/\/www.acf.hhs.gov\/sites\/default\/files\/documents\/occ\/im_child_welfare.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">information memorandum<\/span><\/a> emphasizing the value of child protection and child care partnerships, and several policies, projects, and initiatives further emphasize the federal government\u2019s support for coordination between the two systems.<\/p>\n<p><!-- \/wp:paragraph --> <!-- wp:heading {\"level\":3,\"className\":\"p3\"} --><\/p>\n<h3 class=\"wp-block-heading p3\"><b>Policies<\/b><\/h3>\n<p><!-- \/wp:heading --> <!-- wp:paragraph {\"className\":\"p1\"} --><\/p>\n<p class=\"p1\">Federal policies supporting ECE enrollment and early intervention for children involved in (or at risk of involvement in) the child protection system include:<\/p>\n<ul class=\"wp-block-list\">\n<li><span class=\"s2\"><b>Eligibility and enrollment.<\/b><\/span> <a href=\"https:\/\/eclkc.ohs.acf.hhs.gov\/policy\/head-start-act\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">Children in foster care are entitled to enrollment in Head Start<\/span> <\/a>even if their income exceeds income guidelines, and the Office of Head Start encourages Early Head Start and Head Start agencies to <a href=\"https:\/\/eclkc.ohs.acf.hhs.gov\/policy\/im\/acf-im-hs-10-04\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">prioritize enrollment of children in the child welfare system<\/span><\/a>.<\/li>\n<li><span class=\"s2\"><b>Subsidies and reimbursement.<\/b><\/span> All children who need protective services are eligible for subsidies through the <a href=\"https:\/\/www.acf.hhs.gov\/sites\/default\/files\/documents\/occ\/rg_ccdf_fundamentals.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">Child Care Development Fund<\/span><\/a>. <a href=\"https:\/\/www.acf.hhs.gov\/cwpm\/public_html\/programs\/cb\/laws_policies\/laws\/cwpm\/policy_dsp.jsp?citID=41\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">Title IV-E agencies can be reimbursed for child care costs<\/span><\/a> for children who are in foster care.<\/li>\n<li><span class=\"s2\"><b>Early intervention services.<\/b><\/span> The <a href=\"https:\/\/www.acf.hhs.gov\/sites\/default\/files\/documents\/cb\/pi0308.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">Child Abuse Prevention and Treatment Act<\/span> <\/a>(CAPTA) requires CPS to refer all children under age 3 who are substantiated victims of maltreatment for evaluation for early intervention services (e.g., physical or speech therapy, home visiting) through Part C of the federal Individuals with Disabilities Education Act (IDEA).<\/li>\n<\/ul>\n<ul class=\"wp-block-list\">\n<li style=\"list-style-type: none;\"><\/li>\n<\/ul>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- \/wp:list --> <!-- wp:paragraph {\"className\":\"p1\"} --><\/p>\n<p class=\"p1\">In addition, ACYF\u2019s <a href=\"https:\/\/whsaonline.org\/wp-content\/uploads\/2012\/09\/Tip_Sheet_For_Early_Childhood_Child_Welfare_Partnership.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\"><i>Tip Sheet for Early Childhood \u2013 Child Welfare Partnership: Policies and programs that promote educational access, stability, and success for vulnerable children and families<\/i><\/span><\/a> summarizes federal policies and programs (as of 2011) supporting ECE access for children involved in the child protection system, and identifies a series of information memoranda issued in 2010 and 2011 calling for increased collaboration across agencies.<\/p>\n<p><!-- \/wp:paragraph --> <!-- wp:heading {\"level\":3,\"className\":\"p3\"} --><\/p>\n<h3 class=\"wp-block-heading p3\"><b>Projects and initiatives<\/b><\/h3>\n<p><!-- \/wp:heading --> <!-- wp:paragraph {\"className\":\"p1\"} --><\/p>\n<p class=\"p1\">Many of the strategies for partnership between ECE and child protection have been informed by findings from federal demonstration projects and initiatives:<\/p>\n<ul class=\"wp-block-list\">\n<li>The <a href=\"https:\/\/www.jbassoc.com\/resource\/early-head-start-child-welfare-services-initiative-final-synthesis-report\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">Early Head Start \u2013 Child Welfare Services Initiative<\/span><\/a> funded 24 grantees from 2002 to 2006 to develop and implement plans to increase coordination between child protection agencies and Early Head Start agencies.<\/li>\n<li>In 2011, as part of the <a href=\"https:\/\/researchconnections.org\/sites\/default\/files\/pdf\/rc32084.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">Child Welfare \u2013 Early Education Partnerships to Expand Protective Factors for Children With Child Welfare Involvement<\/span><\/a> program, the Children\u2019s Bureau awarded funds to eight projects to support collaborative service delivery among early education providers and child protection agencies.<\/li>\n<li>The <a href=\"https:\/\/www.acf.hhs.gov\/ecd\/early-learning\/ehs-cc-partnerships\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">Early Head Start \u2013 Child Care Partnerships<\/span><\/a> program, established in 2014, brings many of the facets of Early Head Start programs (serving children ages 0 to 2) into traditional child care and family care settings, such as instructional materials, staff supervision and training, and low student-to-teacher ratios.<\/li>\n<\/ul>\n<\/div>\n \n \n <!-- conversly to above, we need to not show the CTA here if it's the Head Section style -->\n  <\/div>\n<\/div>\n\n\n<figure class=\"quote content-section light wp-block-quote backgrounds-and-margins-aware-block margin-top margin-bottom padding-top padding-bottom\">\n <div class=\"container mx-auto px-5\">\n  <div class=\"basic-quote text-revolver\">\n <blockquote class=\"relative z-0\"><p>Child maltreatment is a community problem with a community solution. Early childhood education and child welfare are a part of that, but it\u2019s not a problem of the early childhood system or child welfare system to solve. It\u2019s a community problem, so it\u2019s a community responsibility. The places that have been able to frame it that way have been able to make some progress.<\/p>\n<\/blockquote>\n  <figcaption class=\"text-md text-right mt-9 font-sofiapro\"><cite>&mdash; Kendra Dunn, Child Maltreatment Prevention Director, Office of Early Childhood, Colorado Department of Human Services<\/cite><\/figcaption>\n  <\/div>\n\n  <\/div>\n<\/figure>\n\n\n<div class=\"content-section light fresh-text single wp-block-fresh-text backgrounds-and-margins-aware-block margin-top margin-bottom\">\n <div class=\"container mx-auto px-5\">\n\n \n   <h2>Building bridges<\/h2>\n  \n <!-- The CTA is moved up next to the title when in the Head Section style -->\n \n  <div class=\"callout\"><p><!-- wp:paragraph {\"className\":\"p1\"} --><\/p>\n<p class=\"p1\">Although staff in child protection and ECE both work to improve outcomes for young children, there are differences in how they <a href=\"https:\/\/www.jbassoc.com\/wp-content\/uploads\/2018\/03\/Final-Synthesis-Volume-I-Early-Head-Start-Child-Welfare.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">approach their work<\/span> <\/a>(child protection\u2019s primary focus is safety, while ECE\u2019s primary focus is well-being), work regulations and environments, and the nature of relationships with families. Developing collaborative working relationships between staff from the two systems requires some bridge-building to address these differences. Once established, several strategies may be helpful in further advancing an effective partnership.<\/p>\n<p><!-- \/wp:paragraph --> <!-- wp:heading {\"level\":3,\"className\":\"p3\"} --><\/p>\n<h3 class=\"wp-block-heading p3\"><b>Plan for effective service coordination<\/b><\/h3>\n<p><!-- \/wp:heading --> <!-- wp:paragraph {\"className\":\"p1\"} --><\/p>\n<p class=\"p1\">Staff from both agencies should review ECE recruitment and enrollment policies for children involved in the child protection system and jointly develop standardized recruitment, referral, enrollment, and service coordination protocols (including referrals to child care subsidy programs). Child protection case plans for children age 5 and under should include ECE services, and ECE providers should be included on case planning teams.<\/p>\n<p><!-- \/wp:paragraph --> <!-- wp:heading {\"level\":3,\"className\":\"p3\"} --><\/p>\n<h3 class=\"wp-block-heading p3\"><b>Develop cross-program communication<\/b><\/h3>\n<p><!-- \/wp:heading --> <!-- wp:paragraph {\"className\":\"p1\"} --><\/p>\n<p class=\"p1\">Partnering agencies should jointly develop a communication plan (including expectations around information sharing), and check in regularly regarding successes and challenges. Child protection agencies may wish to designate a staff member to serve as a liaison to ECE programs. The liaison can track and share children\u2019s progress, attend service planning meetings and court hearings, and educate staff about the importance of ECE. Staff members may be co-located (or may take turns being co-located) to promote ongoing collaboration.<\/p>\n<p><!-- \/wp:paragraph --> <!-- wp:paragraph {\"className\":\"p1\"} --><\/p>\n<p class=\"p1\">In 2016, a Blue Ribbon Commission <a href=\"https:\/\/governor.wa.gov\/sites\/default\/files\/2022-11\/BRCCF_FinalReport.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">report<\/span><\/a> in the state of <span class=\"s2\"><b>Washington<\/b><\/span> recommended the creation of a new department focused on children and families. As a result, the Department of Early Learning (including home visiting, early childhood education, and child care) and the Children\u2019s Administration (including Child Protective Services, adoption support, and foster care) were <a href=\"https:\/\/medium.com\/wagovernor\/a-new-department-to-better-serve-children-youth-families-ebb875185e7b\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">combined into one agency<\/span><\/a>, the <a href=\"https:\/\/www.dcyf.wa.gov\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">Department of Children, Youth, and Families<\/span><\/a>, to increase proactive supports for struggling families, and to target efforts to prevent deeper penetration into the child welfare and juvenile justice systems. In addition, the <a href=\"https:\/\/www.childrenshomesociety.org\/blog\/collaborativebringsmuchneededservicestochildren\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">Child Welfare \u2013 Early Learning Partnership<\/span><\/a> (managed by Children\u2019s Home Society) convenes partners from child protection and ECE monthly in one of the state\u2019s largest child welfare offices. Caseworkers discuss current challenging cases and providers share information about relevant child development services (such as availability, referral process, and contact information).<\/p>\n<\/div>\n \n \n <!-- conversly to above, we need to not show the CTA here if it's the Head Section style -->\n  <\/div>\n<\/div>\n\n\n<figure class=\"quote content-section light wp-block-quote backgrounds-and-margins-aware-block margin-top margin-bottom padding-top padding-bottom\">\n <div class=\"container mx-auto px-5\">\n  <div class=\"basic-quote text-revolver\">\n <blockquote class=\"relative z-0\"><p>The Arkansas partnership toolkit has a letter from the child welfare program director and the child care division director saying it\u2019s OK to talk to each other. And please do. When you are sharing information in the best interest of the child, it\u2019s encouraged. We\u2019re not asking you to share the nuances of the child-specific trauma experience or to reveal things that don\u2019t need to be revealed. But it is relevant if the child has specific needs related to trauma or if a court date is coming up that might mean it\u2019s time for the child to go home.<\/p>\n<\/blockquote>\n  <figcaption class=\"text-md text-right mt-9 font-sofiapro\"><cite>&mdash; Nikki Edge, Professor, University of Arkansas for Medical Sciences College of Medicine, Department of Family and Preventive Medicine<\/cite><\/figcaption>\n  <\/div>\n\n  <\/div>\n<\/figure>\n\n\n<div class=\"content-section light fresh-text single wp-block-fresh-text backgrounds-and-margins-aware-block margin-top margin-bottom\">\n <div class=\"container mx-auto px-5\">\n\n \n \n <!-- The CTA is moved up next to the title when in the Head Section style -->\n \n  <div class=\"callout\"><p><!-- wp:heading {\"level\":3,\"className\":\"p3\"} --><\/p>\n<h3 class=\"wp-block-heading p3\"><b>Engage in ongoing joint trainings<\/b><\/h3>\n<p><!-- \/wp:heading --> <!-- wp:paragraph {\"className\":\"p1\"} --><\/p>\n<p class=\"p1\">Joint training opportunities on topics of mutual interest (such as mandated reporting, administering and interpreting assessments, and working with high-needs families) can provide opportunities to establish relationships and develop a common understanding of each other\u2019s terminology, policies, and services. In particular, it can be helpful to provide training about the <a href=\"https:\/\/childcare.gov\/index.php\/consumer-education\/child-care-quality-ratings\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">importance of quality in ECE programs and how it is assessed<\/span><\/a>, and how to ensure all families have access to early learning services.<\/p>\n<p><!-- \/wp:paragraph --> <!-- wp:paragraph {\"className\":\"p1\"} --><\/p>\n<p class=\"p1\">In 2014, as part of its <a href=\"https:\/\/drive.google.com\/file\/d\/1qTWwgJ8bq7ONMH4dGzCPyDoleI3m-x0w\/view\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">System Change for Successful Children<\/span><\/a> project, the <a href=\"https:\/\/www.collaborative.org\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">Collaborative for Educational Services<\/span><\/a> in Massachusetts created two comprehensive toolkits to support trauma-informed practice for vulnerable young children and their families, and collaboration between the child protection and ECE systems: the <a href=\"https:\/\/www.collaborative.org\/consulting\/early-childhood-consulting\/resources-for-educators\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\"><i>Child Welfare Toolkit for Early Childhood Professionals<\/i><\/span><\/a> and the <a href=\"https:\/\/www.collaborative.org\/consulting\/early-childhood-consulting\/resources-for-educators\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\"><i>Early Childhood Toolkit for Child Welfare Professionals<\/i><\/span><\/a>. In addition to resources specific to Massachusetts, the toolkits include information on trauma-informed practices, materials to share with parents, and tips on collaborating across disciplines. In addition, the project created several training sessions for child protection professionals and early educators, one of which is a <a href=\"https:\/\/drive.google.com\/file\/d\/1qTWwgJ8bq7ONMH4dGzCPyDoleI3m-x0w\/view\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">cross-training session<\/span><\/a> to increase collaboration between ECE and child protection.<\/p>\n<\/div>\n \n \n <!-- conversly to above, we need to not show the CTA here if it's the Head Section style -->\n  <\/div>\n<\/div>\n\n\n<div class=\"content-section light fresh-text single wp-block-fresh-text backgrounds-and-margins-aware-block back-warm-ceramic margin-top margin-bottom padding-top padding-bottom\">\n <div class=\"container mx-auto px-5\">\n\n \n \n <!-- The CTA is moved up next to the title when in the Head Section style -->\n \n  <div class=\"callout\"><h3>Arkansas\u2019 Project PLAY<\/h3>\n<p>A needs assessment conducted by Arkansas\u2019\u00a0<a href=\"https:\/\/familymedicine.uams.edu\/research-and-scholarly-activity\/red\/ecpd\/projectplay\/\" rel=\"noopener noreferrer\"><span class=\"s1\">Project PLAY<\/span>\u00a0<\/a>(Positive Learning for Arkansas\u2019 Youngest) revealed that\u00a0<a href=\"https:\/\/www.samhsa.gov\/sites\/default\/files\/programs_campaigns\/IECMHC\/iecmhc-support-children-foster-care.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">70% of children<\/span><\/a>\u00a0in foster care who were receiving childcare vouchers were attending ECE programs that were not quality rated. This is no longer the case because the state implemented a policy requiring that ECE programs accepting childcare subsidies enroll in the state\u2019s\u00a0<a href=\"https:\/\/ecquality.acf.hhs.gov\/states\/arkansas\" rel=\"noopener noreferrer\"><span class=\"s1\">quality rating system<\/span><\/a>\u00a0and make progress over time towards higher quality ratings. In addition, before caseworkers can submit a childcare referral for a 3- to 5-year-old, they must show they have confirmed whether a Head Start or state-funded pre-K slot is available, and provide a justification for requesting other care.<\/p>\n<\/div>\n \n \n <!-- conversly to above, we need to not show the CTA here if it's the Head Section style -->\n  <\/div>\n<\/div>\n\n\n<div class=\"content-section light fresh-text single wp-block-fresh-text backgrounds-and-margins-aware-block margin-top margin-bottom\">\n <div class=\"container mx-auto px-5\">\n\n \n \n <!-- The CTA is moved up next to the title when in the Head Section style -->\n \n  <div class=\"callout\"><p><!-- wp:heading {\"level\":3,\"className\":\"p3\"} --><\/p>\n<h3 class=\"wp-block-heading p3\"><b>Minimize transitions and create transition plans<\/b><\/h3>\n<p><!-- \/wp:heading --> <!-- wp:paragraph {\"className\":\"p1\"} --><\/p>\n<p class=\"p1\">Whenever possible, children entering foster care who are already attending high-quality ECE programs should maintain their enrollment; similarly, children exiting foster care should maintain their enrollment in high-quality ECE programs. Jointly written policies and procedures can facilitate this stability.<\/p>\n<p><!-- \/wp:paragraph --> <!-- wp:paragraph {\"className\":\"p1\"} --><\/p>\n<p class=\"p1\">To decrease the number of disruptive transitions among young children, Arkansas has implemented an ECE <a href=\"https:\/\/humanservices.arkansas.gov\/wp-content\/uploads\/FY2018_DYS_Annual_Report_Final.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">expulsion prevention program<\/span><span class=\"sr-only\">(opens in new tab)<\/span><\/a>, which provides <a href=\"https:\/\/www.behaviorhelponline.org\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">online resources, technical support, and child mental health consultations<\/span><span class=\"sr-only\">(opens in new tab)<\/span><\/a> to help ECE providers manage challenging behaviors. The program has resulted in a significant decrease in the number of children being suspended or expelled from ECE programs.<\/p>\n<p><!-- \/wp:paragraph --> <!-- wp:heading {\"level\":3,\"className\":\"p3\"} --><\/p>\n<h3 class=\"wp-block-heading p3\"><b>Engage families around the importance of ECE<\/b><\/h3>\n<p><!-- \/wp:heading --> <!-- wp:paragraph {\"className\":\"p1\"} --><\/p>\n<p class=\"p1\">It is important to develop collaborative relationships with families, child welfare workers, foster parents, and kinship providers to ensure they understand the benefits of ECE services. The state of <span class=\"s2\"><b>Washington<\/b><\/span> is collaborating closely with the <a href=\"https:\/\/govlab.hks.harvard.edu\/washington-department-children-youth-and-families-prevention-services-integration\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">Harvard Kennedy School\u2019s Government Performance Lab<\/span><span class=\"sr-only\">(opens in new tab)<\/span><\/a> to strengthen efforts to provide prevention and early supports by connecting families to community-based early learning and family preservation services. Through a six-step assessment process, it became clear that a significant reason referrals weren\u2019t being completed was because parents declined services. That led to a current effort to develop a set of conversation guides to explain the value of and normalize the use of ECE programs, while simultaneously empowering the parent as the decision-maker. In addition, three new early learning liaison positions were created to support caseworkers in matching families to the right early learning services and ensure ongoing engagement with services in three pilot offices. Early results indicate that referrals are increasing.<\/p>\n<p><!-- \/wp:paragraph --> <!-- wp:heading {\"level\":3,\"className\":\"p3\"} --><\/p>\n<h3 class=\"wp-block-heading p3\"><b>Increase access to Head Start<\/b><\/h3>\n<p><!-- \/wp:heading --> <!-- wp:paragraph {\"className\":\"p1\"} --><\/p>\n<p class=\"p1\">Head Start <a href=\"https:\/\/eclkc.ohs.acf.hhs.gov\/policy\/45-cfr-chap-xiii\/1302-13-recruitment-children\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">regulations<\/span><span class=\"sr-only\">(opens in new tab)<\/span><\/a> require programs to \u201cactively locate and recruit\u201d vulnerable children, including children in foster care. However, specified annual enrollment periods and the <a href=\"https:\/\/eclkc.ohs.acf.hhs.gov\/policy\/45-cfr-chap-xiii\/1302-15-enrollment\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">requirement<\/span><span class=\"sr-only\">(opens in new tab)<\/span><\/a> to fill any vacancy within 30 days make it difficult for children entering foster care to enroll in Head Start, given that children enter foster care throughout the year. Only 14% of children in foster care ages 0 to 5 were enrolled in Head Start in 2017.<span class=\"Apple-converted-space\">\u00a0 <\/span>Local Head Starts identify their own priority populations based on community needs assessments.<a href=\"#footnotes\"><sup>6<\/sup><\/a> The Administration of Children and Families, which oversees Head Start, could designate children in the child protection system as an automatic priority population.<\/p>\n<\/div>\n \n \n <!-- conversly to above, we need to not show the CTA here if it's the Head Section style -->\n  <\/div>\n<\/div>\n\n\n<figure class=\"quote content-section light wp-block-quote backgrounds-and-margins-aware-block margin-top margin-bottom padding-top padding-bottom\">\n <div class=\"container mx-auto px-5\">\n  <div class=\"basic-quote text-revolver\">\n <blockquote class=\"relative z-0\"><p>Better connecting our child-welfare-involved families to early care and education is not only foundational to the creation of our new agency, it\u2019s critical to improve outcomes for children and strengthen families so they flourish.<\/p>\n<\/blockquote>\n  <figcaption class=\"text-md text-right mt-9 font-sofiapro\"><cite>&mdash; Vickie Ybarra, Director of Office of Innovation, Alignment and Accountability, Washington Department of Children, Youth, and Families<\/cite><\/figcaption>\n  <\/div>\n\n  <\/div>\n<\/figure>\n\n\n<div class=\"content-section light fresh-text single wp-block-fresh-text backgrounds-and-margins-aware-block margin-top margin-bottom\">\n <div class=\"container mx-auto px-5\">\n\n \n   <h2>Busting barriers<\/h2>\n  \n <!-- The CTA is moved up next to the title when in the Head Section style -->\n \n  <div class=\"callout\"><p><!-- wp:paragraph {\"className\":\"p1\"} --><\/p>\n<p class=\"p1\">Agencies can help mitigate potential challenges when embarking on a partnership between child protection and ECE by:<\/p>\n<ul class=\"wp-block-list\">\n<li><span class=\"s2\"><b>Ensuring leadership involvement<\/b><\/span>: It is vital to have ongoing and active leadership involvement from both child protection and ECE to demonstrate the importance of collaboration, and ensure policies and procedures are jointly developed and instituted.<\/li>\n<li><span class=\"s2\"><b>Mediating staff turnover<\/b><\/span>: Given the need to educate new staff and build relationships across systems, high turnover rates among ECE and child protection staff at multiple levels pose challenges to partnership. In addition to implementing strategies to reduce staff <a href=\"https:\/\/www.casey.org\/turnover-costs-and-retention-strategies\/\"><span class=\"s1\">turnover<\/span><\/a>, agencies can plan for staff transitions by providing informational materials about partnership and implementing protocols for introducing new staff to partners in other agencies. Arkansas\u2019 <a href=\"https:\/\/familymedicine.uams.edu\/research-and-scholarly-activity\/red\/ecpd\/projectplay\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">Project PLAY<\/span><\/a> created briefs for <a href=\"https:\/\/medicine.uams.edu\/familymedicine\/wp-content\/uploads\/sites\/7\/2017\/11\/Children-in-Foster-Care-Policy-Brief-Fall-2011-version-1.1-11-1-11.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">child welfare system professionals<\/span><\/a> to understand the need for quality and stability in ECE among children in foster care, and for <span class=\"s1\">ECE providers<\/span> to understand the needs of children in foster care. These resources can be distributed to new staff.<\/li>\n<li><span class=\"s2\"><b>Addressing information sharing<\/b><\/span>: Although information sharing among providers is imperative to most effectively serve children and families, state laws prohibit sharing of information without consent. Creating information-sharing agreements is a crucial first step in developing an ongoing partnership. In Arkansas, Division of Children and Family Services and Division of Child Care and Early Childhood Education leadership approved a <a href=\"https:\/\/medicine.uams.edu\/familymedicine\/wp-content\/uploads\/sites\/7\/2019\/03\/Toolkit-2018.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">partnership toolkit<\/span><\/a> that ECE and child protection staff can use jointly to track the needs and progress of young children involved with both systems, which has resulted in children in foster care receiving more services and supports.<\/li>\n<li><span class=\"s2\"><b>Understanding, aligning, and streamlining funding<\/b><\/span>: <a href=\"https:\/\/ascend.aspeninstitute.org\/resources\/aligning-systems-aspen-early-childhood-development-and-health-forums-2017ai2020\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">Ascend at The Aspen Institute<\/span><\/a> recommends creating systems that allow local innovations to inform policies at the state and federal level, suggesting that federal offices could play a technical assistance role. The Aspen Institute also recommends that federal agencies take a \u201c<a href=\"https:\/\/ascend.aspeninstitute.org\/resources\/aspen-early-childhood-and-health-forum-aligning-and-streamlining-systems-to-secure-better-outcomes-for-families\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">systems view of funding<\/span><\/a>,\u201d allowing funding (such as waiver requests) to bridge multiple systems.<\/li>\n<\/ul>\n<ul class=\"wp-block-list\">\n<li style=\"list-style-type: none;\"><\/li>\n<\/ul>\n<\/div>\n \n \n <!-- conversly to above, we need to not show the CTA here if it's the Head Section style -->\n  <\/div>\n<\/div>\n\n\n<div class=\"content-section light fresh-text single wp-block-fresh-text backgrounds-and-margins-aware-block back-warm-ceramic margin-top margin-bottom padding-top padding-bottom\">\n <div class=\"container mx-auto px-5\">\n\n \n \n <!-- The CTA is moved up next to the title when in the Head Section style -->\n \n  <div class=\"callout\"><h3>Colorado\u2019s efforts to integrate ECE and child protection<\/h3>\n<p class=\"p2\">Colorado worked to improve outcomes for young children through a variety of strategies:<\/p>\n<ul>\n<li class=\"p3\"><span class=\"s1\"><b>Infrastructure for statewide coordination.<\/b><\/span>\u00a0Colorado created the\u00a0<a href=\"https:\/\/www.coloradoofficeofearlychildhood.com\/home?lang=en\" rel=\"noopener noreferrer\"><span class=\"s2\">Office of Early Childhood<\/span><\/a>, which oversees the\u00a0<a href=\"https:\/\/dcfs.my.salesforce.com\/sfc\/p\/410000012srR\/a\/4N000000A7OA\/.vBTg6TpoqG0AFssUTkzhmPVXjqtDa6hFAedqTOb._U\" rel=\"noopener noreferrer\"><span class=\"s2\">Division of Early Care and Learning<\/span><\/a>\u00a0(including child care licensing, regulation, quality initiatives, and subsidies) and the\u00a0<a href=\"https:\/\/dcfs.my.salesforce.com\/sfc\/p\/410000012srR\/a\/4N000000A7OF\/i5SZ5QuPtB1iVemf4d0FVNzIF9EHki5Q4kjB9ldCxHw\" rel=\"noopener noreferrer\"><span class=\"s2\">Division of Community and Family Support<\/span><\/a>\u00a0(including maltreatment prevention, mental health, early intervention, Head Start, and home visiting). Locating these two divisions in the same office has centralized staff knowledge and increased opportunities for collaboration. Colorado has been working to more seamlessly\u00a0<a href=\"https:\/\/www.colorado.gov\/pacific\/cdhs\/developmental-screening-and-children-involved-colorados-child-welfare-system-capta-and-beyond\" rel=\"noopener noreferrer\"><span class=\"s2\">refer children from child welfare to early intervention<\/span><\/a>.<\/li>\n<li class=\"p3\"><span class=\"s1\"><b>Strong cross-sector partnerships.<\/b><\/span>\u00a0The\u00a0<a href=\"https:\/\/www.earlychildhoodcolorado.org\/\" rel=\"noopener noreferrer\"><span class=\"s2\">Colorado Early Childhood Leadership Commission<\/span><\/a>\u00a0includes over 100 state partners with a diverse set of perspectives (e.g., nonprofits, government agencies, funders, businesses, advocacy groups) to better align and coordinate programs and services for young children. The\u00a0<a href=\"https:\/\/copartnershipforthrivingfamilies.org\/\" rel=\"noopener noreferrer\"><span class=\"s2\">Colorado Partnership for Thriving Families<\/span><\/a>\u00a0brings together professionals from various sectors and jurisdictions to coordinate funding, regulations, implementation, and evaluation to promote well-being during a child\u2019s first year of life.<\/li>\n<li class=\"p3\"><span class=\"s1\"><b>Research to facilitate action.<\/b><\/span>\u00a0Colorado\u2019s\u00a0<a href=\"https:\/\/cdec.colorado.gov\/for-partners\/preschool-development-grant-birth-five\" rel=\"noopener noreferrer\"><span class=\"s2\">Birth-to-Five Task Group<\/span><\/a>\u00a0developed a white paper to address the question, \u201cHow do the child welfare and early childhood systems, in partnership with families and communities, prevent maltreatment of children age five and under?\u201d Based on its research, the task group recommended increasing collaboration across systems at three levels: family (e.g., warm handoffs when making referrals, family engagement meetings), community (shared learning events, Early Childhood Councils, referral processes), and system (e.g., workgroups, committees).<\/li>\n<li class=\"p3\"><span class=\"s1\"><b>Strategic planning and investment.<\/b><\/span>\u00a0Colorado\u2019s\u00a0<a href=\"https:\/\/co4kids.org\/framework\" rel=\"noopener noreferrer\"><span class=\"s2\">Child Maltreatment Prevention Framework for Action<\/span><\/a>\u00a0is a tool to guide state and local strategic planning around investing resources to prevent child maltreatment and nurture child well-being. An accompanying\u00a0<a href=\"https:\/\/co4kids.org\/toolkit\/child-abuse-prevention-toolkit\/child-maltreatment-prevention-toolkit\/\" rel=\"noopener noreferrer\"><span class=\"s2\">toolkit<\/span><\/a>\u00a0guides local communities in their planning, including information on engaging families, developing action plans, prioritizing strategies, and evaluating progress. Colorado aims to have local child maltreatment prevention plans in each of its 64 counties.<\/li>\n<\/ul>\n<\/div>\n \n \n <!-- conversly to above, we need to not show the CTA here if it's the Head Section style -->\n  <\/div>\n<\/div>\n\n\n<div class=\"qff_disclaimer align wp-block-disclaimer content-section\">\n <div class=\"container mx-auto px-0 md:px-5\">\n <div class=\"qff_disclaimer__wrapper text-salt-box text-xs font-sofiapro border-t-2 border-spring-wood\">\n <p>Casey Family Programs consults with individuals and teams across the country to compile research, experiences, and insights about approaches that can safely reduce the need for foster care and ensure the well-being of children and families. We share this information broadly to help child welfare leaders and their partners tackle similar issues in their own communities. For questions about this resource, or if you have other child welfare information needs, please email <a href=\"mailto:kmresources@casey.org\">kmresources@casey.org<\/a>.<\/p>\n\n <\/div>\n <\/div>\n<\/div>\n\n\n\n<div id=\"footnotes\" class=\"wp-block-group\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<div style=\"height:2px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n<\/div><\/div>\n\n\n<div class=\"footnote wp-block-footnote\">\n  <div class=\"container mx-auto px-5 text-3xs text-black-currant\">\n    <p><!-- wp:paragraph {\"className\":\"p1 note\"} --><\/p>\n<p class=\"p1 note\">1 Green, B. L., Ayoub, C., Bartlett, J. D., Von Ende, A., Furrer, C., Chazan-Cohen, R., Vallotton, C., &amp; Klevens, J. (2014). The effect of Early Head Start on child welfare system involvement: A first look at longitudinal child maltreatment outcomes. <i>Children and Youth Services Review, 42<\/i>, 127\u2013135.<br \/>\n2 Merritt, D. H. &amp; Klein, S. (2015). Do early care and education services improve language development for maltreated children? Evidence from a national child welfare sample. <i>Child Abuse and Neglect, 39<\/i>, 185-196.<br \/>\n3 Kovan, N., Mishra, S., Susman-Stillman, A., Piescher, K. N., &amp; LaLiberte, T. (2014). <i>Differences in the early care and education needs of young children involved in child protection. 46<\/i>, 139\u2013145.<br \/>\n4 Lipscomb, S. T., Pratt, M. E., Schmitt, S. A., Pears, K. C., and Kim, H. K. (2013). School readiness in children living in non-parental care: Impacts of Head Start. <i>Journal of Applied Developmental Psychology, 31<\/i>(1), 28-37.<br \/>\n5 Based on interviews with Darneshia Bell, ZERO TO THREE Quality Improvement Center for Research-Based Infant-Toddler Court Teams, March 13, 2020; Kendra Dunn, Office of Early Childhood, Colorado Department of Human Services, December 2, 2019; Nikki Edge, University of Arkansas for Medical Sciences College of Medicine, March 26, 2020; Julie Hoffman, Amara, March 24, 2020; Scott Kleiman and Kate Lawyer, Harvard Kennedy School Government Performance Lab, April 1, 2020; Joan Ohl, Casey Family Programs, September 5, 2019; Toni Rozanski, Casey Family Programs, August 20, 2019; and Michelle Trulsrud, University of Arkansas for Medical Sciences College of Medicine, March 25, 2020.<br \/>\n6 Data downloaded from the Head Start Program Information Report and <a href=\"https:\/\/www.acf.hhs.gov\/cb\/resource\/afcars-report-25\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">https:\/\/www.acf.hhs.gov\/cb\/resource\/afcars-report-25<\/span><\/a>.<\/p>\n\n  <\/div>\n<\/div>\n\n\n<div class=\"content-section light fresh-text single wp-block-fresh-text backgrounds-and-margins-aware-block margin-top margin-bottom\">\n <div class=\"container mx-auto px-5\">\n\n \n \n <!-- The CTA is moved up next to the title when in the Head Section style -->\n \n  <div class=\"callout\"><script>\nvar gform;gform||(document.addEventListener(\"gform_main_scripts_loaded\",function(){gform.scriptsLoaded=!0}),document.addEventListener(\"gform\/theme\/scripts_loaded\",function(){gform.themeScriptsLoaded=!0}),window.addEventListener(\"DOMContentLoaded\",function(){gform.domLoaded=!0}),gform={domLoaded:!1,scriptsLoaded:!1,themeScriptsLoaded:!1,isFormEditor:()=>\"function\"==typeof 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