did you know that community based child care business ... · webinar 1: 10 things you need to be...

Did You Know That Community Based Child CareBusiness Practices and EHS Program OperationsHave Almost Nothing in Common?You don’t know what you don’t know…

2016 EHS Expansion and CCP Funding Opportunity Webinar Series

March 29, 20161:30-2:00pm

2016 EHS Expansion and CCP Funding Opportunity Webinar Serieswww.ehschildcarepartnerships.comhttp://ehschildcarepartnerships.com/2016-ehs-expansion-and-ccp-funding-opportunity-webinar-series/

7. Did you Know That Child Care Business Practices and EHS Program Operations Have Almost Nothing in Common?You Don’t Know What You Don’t Know… (Tuesday, March 29 from 1:30-2:00pm EST)

8. (REPEAT) Expansion/Partnership Grant Writing Tips: 10 Things You Need to Be Doing Right Now to Make Your Grant WritingExperience More Efficient. (Tuesday, April 5 from 1:30-2:15pm EST)

9. Planning to Partner? Building the Crucial Foundation for Success Starts Today. (Tuesday, April 12 from 1:30-2:15pm EST)

10. Partnerships – Lessons Learned. Advice from Round 1 Grantees. (Tuesday, April 19 from 1:30-2:30pm EST)

11. The Crucial Role of Subsidy in Subsidy-Friendly and Subsidy-Challenging States.(Tuesday, April 26 from 1:30-2:15)

Webinar 1: 10 Things You Need to Be Doing Right Now1. Make sure you know when the Funding Opportunity

Announcement (FOA) is available.

2. Recognize it when you see it.

3. Be ready to upload application when it is ready.

4. Assign someone to be responsible for the pre-FOAactivity.

5. Assign people to be responsible for key roles duringgrant writing period.

6. Confirm your program design.

7. Create real start-up and on-going budgets with arealistic provider payment rate.

8. Identify who you want to work with in your community.

9. Identify who you have to work with in your community.

10. Obtain the necessary permission to apply for thesefunds.

1. Sign up for email notifications on the ACF forecast.

2. Download an application from Round 1 and study the criteriacategories.

3. Register at grants.gov, confirm DUNS, appoint AOR andPOC, check SPOC.

4, Detail oriented person with enough seniority to get thingsdone.

5. Consider personalities, strengths, seniority and grace whenyou assign these key roles.

6. Convene a program design strategic planning session andcommit to coming to resolution.

7. Develop realistic, comprehensive budgets for grantee andpartners linked to program design and goals.

8. Begin the conversation with potential partners this week.

9. Create a communications plan with each necessarycommunity member.

10. Put the Policy Council and Governing Board’s May andJune meetings on your calendar. Schedule conversations now.

Webinar 2: Expand or Partner? Partner or Expand?

Expansion

Partnership

Some of both

A

B

C

Webinar 3: Success in Round 2 EHS-CCP

SUCCESS

Right ProgramDesign

EHS-CCPFiscal

Approach

Webinar 4: Fiscal Lessons Learned in EHS-CCP Round 11. Applicants/grantees underestimate the true cost of quality

2. Applicants/grantees did not adequately involve partners in theproposal process

3. Applicants/grantees did not develop fiscal goals and objectivesthat aligned with larger EHS-CCP initiative

4. Applicant/grantees overestimated the skill sets of their childcare partners and their own ability to provide fiscal/businessadvice to the community child care sector

5. Applicants/grantees proposed one classroom in afinancially fragile partner centers

Webinar 5: Fiscal Strategy for New (not-Round 1) Applicants

Fiscal StrategyPre-FOA Fiscal Strategy

Grant Writing Fiscal Strategy

Implementation Fiscal Strategy• Expansion

• EHS-CCP Fiscal Approach

Webinar: Reflections on the role of fiscal = Fiscal LessonsLearned1. How did you decide your payment rate for

current partners?

2. Exactly what does that payment pay for? Howdo you know?

3. How did you assess your partners’ business andfiscal capacity?

4. How well do you understand your partners’budgets?

5. How useful are the monthly financial reportsfrom your partners?

6. Are you on track to achieve your fiscal goals?

7. How successful are your partners in maximizingtheir other sources of revenue? How do youknow?

8. Are your partners feeling successful? Are you?

1. The difference between partners’ classroom operating budgetand cost to provide a quality classroom is the payment rate.

2. The additional resources, labor and equipment it takes tooffer a high quality classroom is what should be listed on themonthly invoice and should match the projected amount.

3. The initial and regular assessments and interviews shouldreveal baseline and improving business and fiscal capacity.

4, The initial budget, developed with the partner and based onreal numbers and estimates, is a tool for discovery.

5. Monthly financial reports should account for federal fundsand help measure progress toward fiscal goals.

6. Setting SMART fiscal goals, by year, in a logic model formatmake them easier to understand and track.

7. Setting revenue maximization as a goal and measuring it willshow how well partners are maximizing their potential revenuesources.

8. An authentic reflective conversation with current partnersand staff will reveal the program strengths and weakness toleverage and address in Round 2 application.

Audience and Agenda▪ Audience

▪ EHS-CCP R1/Current Grantees▪ New EHS-CCP R2 Applicants▪ Current EHS-CCP R1 partners▪ Possible EHS-CCP R2 partners

▪ Agenda▪ Important differences▪ Critical commonality▪ Identifying and Building on a Shared Vision

Important Differences: Community Child Care Business Practices andEHS Operations

1. Who do we serve?

2. Who pays for the program and when?

3. What are the applicable standards?

4. What are the infant/toddler ratios and group sizes?

5. How do we staff a classroom and what are the requiredteaching staff credentials?

6. What do we do and what do we provide?

7. What is the role of parents?

Important Difference #1: Who do we serve?

Community Based Child Care

• Infants and Toddlers* (agedefinition of toddler varies)

• Usually preschoolers

• Often school aged children inbefore and after care or SACC(School Aged Child Care)

▪ Almost NEVER just infants andtoddlers

Early Head Start

• Pregnant women, infants andtoddlers through age 36 months

• Sometimes preschoolers/3-5

▪ Children with disabilities (10%)

▪ Children from families living at orbelow poverty

Important Difference #1: Who we serve.

Why is this important?

Partners: Pregnant women

Partners: Identifying and serving children with disabilities

Grantees: Toddler cut off impacts ratios

Important Difference #2: Who pays for the program and when?

Community Based Child Care• Many possible sources of funding:

• Subsidy• CACFP• QRIS• Parent Fees• Local dollars• Grant funds

• Most fees are paid at time of serviceor after, based on an invoice.

Early Head Start• Primarily federal funds

• Subsidy (sometimes/state dependent)

• CACFP

• QRIS

• Local dollars

• Non-federal grant funds

• In-kind

• Never parent fees

• Majority of the funds are received inadvance of or at thetime of services

Important Difference #2: Paying for the program.


Partners: Partnership funding will be federal, reliable andcomes in time to pay the bills

Partners: In-kind

Grantees: Partner funding is erratic and comes at or aftercare takes place.

Important Difference #3: What are the applicable standards?


• Local/state licensing

• QRIS (optional)

• NAEYC (optional)

Early Head Start

• Local/state licensing

• Head Start ProgramPerformance Standards

• QRIS (optional)

• NAEYC (optional)

Important Difference #3: Standards and regulations.


Partners: As partners, you must meet HSPPS which are among thehighest standards

Grantees: Local/state licensing standards are low. HSPPS canseem overwhelming.

Important Difference #4: What are the infant/toddler ratios and groupsizes?


• Almost always higher than 1:4(with few notable exceptions)

• Group size = often not stated

Early Head Start

• 1:4

• Group size = 8

Important Difference #4: Infant/toddler ratios and group sizes.


Partners: You will probably have to reduce the numbers ofinfants and toddlers in the EHS classroom

Grantees: Higher ratios and larger groups sizes reduce theprice (and quality) of care in community child careclassrooms.

Important Difference #5: How do we staff and what are the requiredteaching staff requirements?


• Anchor/strong teaching staffopens and closes

• Teacher is usually paired withassistant, associate or aide

• Requirements for teaching staff(all) vary from state to state

Early Head Start

• One teaching staff that meetsteacher requirements per fourinfants/toddlers

• An ‘extra’ adult is encouraged

• Infant/toddler CDA is theminimum requirement

Important Difference #5: Staffing and teacher credentials.


Partners: EHS classrooms need qualified teaching staff allday.

Partners and grantees: EHS-qualified teaching staff is oftenhard to find, hard to train, hard to keep.

Grantees: EHS-qualified teaching staff is more expensive.

Important Difference #6: What do we do and what do we provide?


• Care

• Activities

• A place to sleep/rest

• Finger food, table food, meals

• Transportation

Early Head Start• Responsive care with a primary care giver

• Early learning with a research-based anddevelopmentally appropriate curriculum

• Diapers and wipes and formula

• Comprehensive services

• Referrals

• Family engagement

• Screening and assessments

Important Difference #6: Comprehensive early education and care.


Partners: Comprehensive

Partners: Goals, measurement, monitoring

Grantees: A different mindset

Important Difference #7: What is the role of parents?


• Bring child

• Bring diapers/wipes

• Arrange/guarantee tuition fees

• Might be a relative

• Might be a close neighbor

Early Head Start

• Meaningful participation

• Policy Council (51% parents)

• Assumes responsibility for EHSprogram direction

• Example:

• Hires and terminatesDirector andother lead staff

Important Difference #7: Parents


Partners: EHS parents are partners

Partners: EHS parents have power

Partners: Family engagement is expected and measured

Grantees: Adjust parent committees and Policy Council

Differences, differences…anything in common?

Critical Commonality: What do you have in common?

Commitment to the families and children.

Build on this to bridge other differences andachieve project goals together!

Goals of the EHS-CCP Initiative▪ (ACF-IM-HS-15-03, dated 8/6/15)

1. Sustained, mutually respectful, and collaborative EHS-CCP

2. A more highly educated and fully qualified workforce to provide high-qualityinfant/toddler care and education

3. Increased community supply of high-quality early learning environmentsand infant/toddler care and education

4. Well-aligned early childhood policies, regulations, resources, and qualityimprovement support at national, state, and local levels

5. Improved family and child well-being and progress toward school readiness

Strong Partnerships Help Develop a Shared Vision andLeverage Commonalities

▪ Planning to Partner? Building the Crucial Foundation for Success StartsToday.Tuesday, April 12 from 1:30-2:15pm EST)

▪ Partnerships – Lessons Learned. Advice from Round 1 Grantees.Tuesday, April 19 from 1:30-2:30pm EST

Frequently Asked Questions

Please submit additional questions via the goto-webinar prompt.

Thank You

www.foundationsforfamilies.comaugenblick@foundationsforfamilies.com

did you know that community based child care business ... · webinar 1: 10 things you need to be...

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