GOGSC Counties Strategic Plan 2013-2016

Great Start Collaborative Gogebic-Ontonagon Counties
2013-2016 Strategic Plan
Approved by GOGSC September 2013
TABLE OF CONTENTS
TABLE OF CONTENTS ............................................................................................. 1 LETTER TO THE COMMUNITY................................................................................. 2 Why is a Great Start is so important?..................................................................... 6 EXECUTIVE SUMMARY ......................................................................................... 10 PROFILE AND HISTORY ......................................................................................... 14 GOALS, OBJECTIVES, RELATED NEEDS, & INTERVENTIONS................................... 25 EARLY CHILDHOOD ACTION AGENDA................................................................... 30 FINANCING AND FUND DEVELOPMENT ............................................................... 57 APPENDIX A: Strategic Planning Process ............................................................. 60 APPENDIX B: Data Report & Priority Scoring Results........................................... 62 Appendix C: Fund Development Plan Assessment .............................................. 68 APPENDIX D: MSU Feedback Report .................................................................... 71 APPENDIX E: Operating Guidelines & Documents ............................................... 74 Appendix F: Early Childhood Acronyms............................................................... 86
Strategic Plan (2013-2016)
LETTER TO THE COMMUNITY
Great Start Collaborative Members

Dear Gogebic-Ontonagon Counties Community Member: The Great Start Collaborative of Gogebic-Ontonagon Counties recognizes that every child is important. We are committed to research and evidence that shows that the first five years of life are the building blocks to a childs future. We work to ensure that our community is equipped with people, resource, programs and strategies to reach this goal. The Great Start Collaborative has spent the past year collecting and analyzing data. We have talked to community members and families to understand the needs and priorities of young children in Gogebic-Ontonagon Counties. A strategic planning process was completed during three planning meetings and additional team meetings. During each step of the process, input from families with young children was incorporated. The resulting strategic priorities position the Gogebic-Ontonagon Counties Great Start Collaborative and Parent Coalition to make a difference in the lives of young children. We pledge on behalf of the board and as supporters of the Early Childhood Action Agenda to demonstrate our commitment to young children through action. Our actions will take use closer to the shared vision of ensuring that every child in Gogebic-Ontonagon Counties is safe, healthy, and ready to succeed in school and in life.
Great Start Parent Representatives (Parent Coalition, GSC Members, Workgroup Representatives)
Why is a Great Start is so important?

Creating Building Blocks for Learning!
In the first 1000 days of life, an incredibly powerful web of neurons is formed in a childs brain. These neurons become the building blocks necessary for learning. From infancy to age 6 the foundation for future development is established. The average person lives more than 75 years. In the span of a lifetime, five years does not seem long. However for a child, the first five years are an incredible period of fast paced learning. A child learns to think, communicate, and develops social skills. The remainder of their life is spent adding to this foundation of learning. Never again will a child develop at such a fast rate. Great Start initiatives across the state of Michigan recognize that this amazing period of learning gives families and communities an amazing opportunity to nurture learning.
The neurons and skills learned during the first five years of life are the Building Blocks of a childs future.
The Human Brain At Birth At 6 years old At 14 years old
A comprehensive approach to providing services to children is critical.
Research
shows that academic success is increased by meeting the all needs of the child and families. Children need supportive conditions to succeed. Evidence of successful programs led the Early Childhood Investment Corporation to establish five core areas. These five building blocks provide the framework for Great Start Initiatives
GO-GSC Priorities
Pediatric & Family Health Prenatal-age 8 healthcare Social / Emotional Health Knowledge of Indicators for SocialEmotional health Support to service providers to promote social-emotional health. Child Care & Early Education Use of research based curriculum and assessment tools Collaborating with programs on kindergarten expectations and increasing preschool opportunities for students. Family Support and Parenting Leadership Increase family access to programs. Transportation barriers GSC will be responsive to parent needs
Studies show that a great start begins before birth. Brain research demonstrates that the synapse formation for language and higher cognitive functioning is highly impacted during the first two years of life. Most families do not even consider formal education for their infant making family members a childs first teachers.
Research has shown us when the brain grows, how the brain grows, and why the brain grows. From this research we also know when important skill sets are optimally developed. Strategic Plan (2013-2016)
Skill Set Emotional Intelligence Motor Development Visual Recognition Early Sound Recognition Music
Optimal Learning Period 0 24 months 0 -24 months 0 24 months 4 8 months 0 36 months
Next Best 2 5 years 2 5 years 2 5 years 8 months 5 years 8 months 5 years
Additional research studies utilized brain scans to determine the impact of lack of supportive conditions for young children.
Brain Development1 and the effects of extreme stimulation neglect

Healthy Child
Neglected At Risk Child
Source: H.T. Chugani, Wayne State University: Newsweek Special Edition, 1997
Future growth and prosperity of Gogebic and Ontonagon Counties rests with the quality of
early childhood experiences. Well-respected research on early brain and child development indicates that these early years represent a once-in-a-lifetime building opportunity that our community cannot afford to ignore. The need for investment in the youngest segment of our population remains a critical need and the relevance of the plan will continue even as our economy rebuilds.
When we invest wisely in children and families, the next generation will pay that back through a lifetime of productivity and responsible citizenship. When we fail to provide children with what they need to build a strong foundation for healthy and productive lives, we put our future prosperity and security at risk.2
Ensuring a Bright and Prosperous Future for all Gogebic-Ontonagon counties children is the
focus of the Gogebic-Ontonagon Counties Great Start Collaborative. A wide variety of early childhood services providers, community members, businesses, and families of young children are part of the Great Start effort. Members set goals, plan programs, and coordinate work efforts to meet the early childhood needs of all children and to fill gaps in services. This work began in 2008 as an extension of existing early childhood collaborative efforts. With funding and assistance from the Early Childhood Investment Corporation, the collaborative has produced results. Increased coordination of services, shared resources, created early childhood resource kiosks, assessing early literacy skills of preschool students, promoting social-emotional health, expanded parent participation in the parent coalition, and increasing access to services are just some of the Collaborative s accomplishments. This plan is the result of a year-long strategic planning process. The plan positions us to build on these accomplishments, helping to ensure that all children in Gogebic-Ontonagon counties have the services needed for a great start.
The Science of Early Childhood Development: Closing the Gap Between What we Know and What We Do, National Scientific Councils Center on the Developing Child at Harvard University, January 2007, p.1. Available online at: www.developingchild.net.
EXECUTIVE SUMMARY
The Michigan Early Childhood Investment Corporation was established in February 2005 and was responsible for the original formation of the Great Start System in Michigan. Then in 2010 the Office of Great Start was established by Governor Snyder. The Office of Great Start is located in the Michigan Department of Education is serving as the focal point in state government for developing Michigans Great Start System. In 2008, the Gogebic-Ontonagon Great Start Collaborative (G-O GSC) was formed. The collaborative members represent a crosssection of professionals, community members and parents from both Gogebic and Ontonagon counties in Michigans western Upper Peninsula. Members prepared a three year plan to guide the collaboratives work. From 2009-2012, G-O GSC focused on organizing teams around the five core components- Pediatric & Family Health, Social-Emotional Health, Parent Leadership, Family Support, and Child Care and Early Education. The G-O GSC also has focused its work around the Office of Great Start Priorities that 1) Children are born healthy, 2) Children are healthy, thriving and developmentally on track birth to third grade, 3) Children are developmentally ready to succeed school at their time of school entry, 4) Children are prepared to succeed in fourth grade and beyond by reading proficiently by the end of third grade. In 2012, members began the strategic planning process and explored how they could build on their past strategic plan and accomplishments. The process was led by a consultant allowing multiple opportunities over a six month planning process for input from collaborative members, families, and community leaders. The greatest impact in early childhood will result when all segments of our community join the effort, embrace the plan, and make a commitment to sustain its effort. The planning process involved seven main steps: Step 1: Data & Infrastructure Review Step 2: Establishment of priorities for Core Components and Infrastructure Step 3: Evaluation of 2009-2012 Plan Step 4: Goal Development Step 5: Development of the Action Agenda including objectives to measure progress Step 6: Review and Expansion of the current Fund Development Plan Step 7: Review and approval of Strategic Plan by the Great Start Collaborative Board G-O GSC began by reviewing local data and conducting a community survey. The results of these activities were the focus of a day-long retreat held in December 2011. Retreat participants used this information to select priorities for the 2013-2016 strategic plan. This retreat was also used to reaffirm the organizations vision and mission and establish a plan for future activities. Members also explored infrastructure needs and strategies for strengthening the G-O GSC operating structure. The Great Start Initiative is also characterized by an emphasis on making long lasting system changes. The System change model includes changing mindsets, increasing impact of program components, increasing connections, improving policies and practices, increasing the level and effective use of resources, and balancing power.3
3
Coffman, 2007; Foster-Fishman, et al., 2007
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Vision: A Great Start for every child in Gogebic and Ontonagon Counties; safe, healthy and
eager to succeed in school and in life. Mission: The Mission of the Gogebic-Ontonagon Great Start Collaborative is to provide a Great Start for all children from prenatal through age eight by assuring a coordinated system of community resources and supports to assist all families in Gogebic and Ontonagon Counties.
The Gogebic-Ontonagon Great Start Collaborative strategic plan is organized by five core areas. These areas are critical to promoting healthy development of young children.
Extensive review of research indicates that a childs early brain development and readiness for kindergarten are significantly impacted by five core areas. These areas are the basis for the Great Start star and have served as a model for the Gogebic-Ontonagon County 20132016 strategic plan.
Two additional areas of focus related to the operation of the Collaborative are also included in the plan- Infrastructure and Fund Development.
Priorities, Goals, and Strategies
Review of data4 pointed to many important needs of Gogebic-Ontonagon County children in each of the core areas. Identified needs were prioritized based on the members perception of level of need and ability to impact the issue. The following have been included as priorities in the 2013-2016 Strategic Plan:
4
Data report is included as Appendix B.
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Pediatric & Family Health
Priority Issue: Prenatal-age 8 healthcare Goal: Identify and implement evidence based practices to meet the highest health needs facing young children prenatal through age 8 and determine if children are born healthy. Strategy 1: Review health data to determine highest health needs facing the prenatal-age 8 population. Strategy 2: Implement one-two health system changes based on strategy 1 findings.
Social / Emotional Health

Priority Issue: Knowledge of Indicators for Social-Emotional health Goal: Early Childhood service providers, parents, and community will know indicators of socialemotional health, how to promote them and where to refer families. Strategy 1: Identify the social-emotional screening tools that are being utilized in early childhood programs. Priority Issue: Provide support to service providers to promote social-emotional health. Goal: Early Childhood service providers will have the knowledge and skills to meet the and socialemotional needs of young children. Strategy 1: Evaluate early childhood home visiting programs to identify gaps and perceived needs. Strategy 2: Increase awareness of social-emotional health.
Child Care & Early Education

Priority Issue: Use of research based curriculum and assessment tools Goal: Increase effective use of research based curriculum/assessment by early childhood programs. Strategy 1: Promote the use of researched based curriculum and assessment. Strategy 2: Support early childhood programs that are using research based curriculum and assessment. Priority Issue: Collaborating with programs on kindergarten expectations and increasing preschool opportunities for students. Goal: Children have access to high quality early learning and development programs and enter kindergarten prepared for success. Strategy 1: Raising awareness of MDE kindergarten entry assessment. Strategy 2: Increase preschool opportunities prioritizing at-risk children. Strategy 3: Communication across early childhood programs on kindergarten expectations.
Family Support and Parenting Leadership

Priority Issue: Increase family access to programs. Goal: Families will have greater access to information about high-quality early learning and development programs. Strategy 1: Increase family access to program information. Priority Issue: Transportation barriers Goal: Awareness of transportation barriers to be accessing services will increase. Strategy 1: Include available transportation on GSC website. Priority Issue: Families have the education and support they need to ensure children are healthy, thriving, and developmentally on track from birth through third grade. Goal: Families have the education and support they need to prepare their children for success in kindergarten. Strategy 1: Provide leadership trainings to families. Strategy 2: Increase kindergarten readiness opportunities for young children and families.
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Infrastructure Based on review of evaluation data prepared by the MSU Evaluation team, members discussed crosscutting issues that impact all core areas. Three topics were identified resulting in three goals and strategies.
Goal: One to three system changes will be in progress by September 2015. Strategy 1: Identify 3 system changes for consideration. Priority Issue: System Change System changes are changes to the infrastructure of programs and services.(ie. Aligning assessments, tools/curriculums, changes policies, etc). System changes help to address barriers faced by families and improve the continuum of services. Each child has unique needs across the components for school readiness (pediatric/family health, social/emotional health, early care and education, parenting leadership, and family support). Identification, referral, and a streamlined system of services are all key to ensuring that each childs unique needs are met and that all children are ready for school success. Goal: GSC/PC will be able to explain the benefits and welcome membership of community and organization partnerships. Strategy 1: Explain benefits to members and welcome membership on GSC. Priority Issue: Priority Issues: Membership Many of the GSC membership benefits are not always obvious. Members who are more engaged are often more likely to experience the benefits of membership and to value their involvement in GSC work. We will increase our efforts to communicate benefits to members and to increase their level of engagement. We also will provide opportunities for member engagement through events, trainings, and other networking activities. Goal: Each team will have at least one objective that measures outcomes of children and families. Strategy 1: Teams measure outcomes for children and families. Priority Issue: Outcome Based Approaches Many of the efforts of a collaborative are difficult to measure as outcomes for children. Many of our gauges for success are based on process measure that have shown to be effective in improving services which would likely have an impact on childrens outcomes. Monitoring impact on childrens outcomes is important to maintain our members commitment to GSC work and for growth in relationship to community support and funders. By ensuring a process which includes outcome measurements we plan to have data that can be used to communicate success and impact on children to decision makers, members, and the community.
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PROFILE AND HISTORY
The Great Start Collaborative membership has a long-standing commitment in GogebicOntonagon counties to work together in order to meet the needs of some of our most vulnerable citizens, children prenatal through age eight. Each member realizes that they play a key role in part of each young childs life in the community. Together the Great Start Collaborative members have been committed to assuring that every child in GogebicOntonagon counties is safe, healthy, and eager to succeed in school and in life. The collaborative members include representatives from the following community groups: early childhood education, parents, public health, human services, community mental health administrators, K-12 system representatives, faith-based leaders, child care providers, charitable organizations, business leaders, and other community leaders. These partners recognize the importance of establishing and maintaining an early childhood system for the county as evidenced by their signatures in the opening letters of this Strategic Plan.
GSC members actively involved in Dec. 7, 2012 Strategic Planning Retreat with Kay Balcer
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2010-2013 Accomplishments
The Gogebic-Ontonagon Counties Great Start Collaborative and Great Start Parent Coalition work closely together to meet the needs of young children and their families. Over the past three years, members have accomplished many activities set forth in the first strategic plan.
"Being a part of the Parent Coalition and the Great Start Collaborative has been a great experience. I have had the opportunity to share my thoughts and concerns regarding child and parenting concerns in our county. It's also increased my awareness of resources available for my children and has created another network for me to be informed. It has also given me opportunity for personal growth, being involved in committee work and attending conferences as well as coordinating an educational program for parents in my county." Angie Foley, Parent Leader
Great Start Collaborative worked together as a team to set goals, plan programs, and coordinate work efforts to meet the early childhood needs of all children and to fill the gaps in services. Established early childhood resource kiosks, which are laptops located throughout the counties connected to the www.gogreatstart.org website to ensure parents can find information about early childhood programs and services for their children. Advocated for early childhood to State legislators and local officials: coordinated Sandbox Party Candidate Meet and Greets, virtual legislative summit on early childhood, attended Star Power an advocacy event in Lansing, and met in one-on-one meetings. Multiple class series of Creative Curriculum, Highscope, online COR, and IGDIs Early Literacy assessment Trainings were held for teachers and providers to encourage best practices in childcare centers/homes and in public/private preschools . Established 3 Early Childhood Resource Libraries with the Great Start to Quality UP Resource Center to make resources available to check-out at local libraries for early childhood books, CDs, puppets, games, and resources. May 2011, 2012, 2013- The Gogebic-Ontonagon Counties Great Start Collaborative provided support for the Gogebic-Ontonagon Counties Community Wide Welcome Newborn bags given to new parents of newborns at local hospitals with baby supplies and resource information. May 2011, 2012, 2013- The Gogebic-Ontonagon Counties Great Start Collaborative co-hosted Early Childhood Family Fun Days to promote local resources, enhance family relationships, create connections with families with preschool and other programs. Collaborated with Great Start to Quality UP Resource Center to develop Social-Emotional Health promotional materials to educate parents and community on importance of social-emotional health. Child care providers, teachers, and parents were also trained on using a child development screening tool called ASQ-3 and ASQ-SE. December 2011, 2012- Karen Ray Community-Wide Collaboration Trainings were hosted to educate our GSC members and community partners on what collaboration is and how to create a collaborative environment.by working together.
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2013-2016 Status Report

EARLY CHILDHOOD SYSTEM ASSESSMENT
Element 1: Data Collection, Analysis and Reporting Data was collected through the Community Data from the Early Childhood Investment Corporation in order to determine the current status of children in Gogebic-Ontonagon Counties. The data report was prepared by Ray Sharp, Manager of Community Planning and Preparedness, Western U.P. Health Department, with Assistance from Teresa Woods, Community Health Assessment Specialist. When the first GO-GSC data report and strategic planning was conducted, the United States was beginning to feel the effects of the 2008 financial crisis and the Great Recession of 2009. Predictions made then of future increases in unemployment and child poverty and reduced state tax revenues have by and large come to pass, as this 2012 report demonstrates. More families with young children are in poverty. Health, education and social-support systems are over-burdened and under-funded. Challenges remain as we strive to create an environment where all children are healthy and ready to learn. Service providers continue to be called upon to continue to do more with less as they prioritize services to vulnerable populations. Demographic and economic data supports this conclusion: Ten-year population decreases of 5.4 percent in Gogebic County and 13.3 percent in Ontonagon County from 2000 to 2010, with most of the decreases among children and young adults. Senior citizens now make up about one-quarter of residents. Among households with children under age 6, half of those in Gogebic County and onethird in Ontonagon County are headed by a single parent. Unemployment rates rose steeply across the region in 2009 and crested at about 15 percent in 2010-11. About 30 percent of children in Gogebic County, and 24 percent of Ontonagon Countys children, live in households with incomes below the poverty line. Data for Medicaid, WIC and USDA school meal programs also indicate high percentages of children from low-to-moderate income families.
Introduction
The Gogebic-Ontonagon Great Start Collaborative utilized a needs based approach to identify top concerns and prioritize the issues that would be addressed in the 2013-2016 strategic plan. The following data highlights the strengths (indicated by ) and areas of need (indicated by ) for Gogebic and Ontonagon Counties. Some data is not clearly a strength or area of need. In addition, certain statistics require additional information to determine meaning. For example, an increase in reported child abuse cases could mean an increase in children being abused ( ). The increase could also indicate that reporting awareness campaigns have been successful and that cases unreported in the past are now being documented and children are being helped (). For statistics that have no clear interpretation, a appears before the statistic.
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Community Conditions
Primary Indicators # of Children 0-5: 1,102 (2009) 1,046 (2007) Percentage K-12 Students receiving free & reduced lunch: 56% (2010-11), 49.5% (2008-09) # Children in Poverty under age 8: 248, 28% (2005-09) 223, 20% (2000) Below 200% of Poverty: 53% 554 (2005-09) Single Parent Families under 18: 29% (2009) 18% (2000)
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Primary Indicators
Births to women with less than adequate prenatal care: 24% (2009), 19% (2000) Local pregnant women access prenatal care at similar rates to statewide a bit better in Gogebic County, a bit worse in Ontonagon County. Percentage women smoking while pregnant: 32% staying the same # children 19-35 months fully immunized: 75.3% (2009), 80.6% (2000) # children insured: 93.6% (2009), 90.9% (2000) Immunization rates for toddlers have remained marginally better locally than statewide, notable because there have been recent local outbreaks of Pertussis and other vaccinepreventable diseases among school-aged children and adults.
Percent of Children 0-18 Insured by Medicaid: 50.7% (2009), 41.9%(2000)
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Primary Indicators (Note: Availability of Information regarding Social and Emotional Health is limited)
# Children 0-5 in Foster Care: 8 (2010), 16 (2007)
# of Children receiving public mental health services: 11 (2010), 2 (2006) all in Gogebic County
Rates and Numbers of Children Ages 0-5 In Foster Care

Source: Michigan Department of Human Services via Kids Count First number is rate (per 1,000 children ages 0-5) Number of children in parentheses.
2006 Baraga County Gogebic County Houghton County Keweenaw County Ontonagon County Michigan 13.6 (7) 7.9 (6) * (3) * (1) * (1)
2007 * (0) 19.4 (15) 3.5 (8) * (1) * (1)
2008 20.4 (11) 28.4 (22) 2.6 (6) * (0) * (1)
2009 29.6 (16) 10.1 (8) 2.5 (6) * (0) * (2)
2010 22.6 (12) * (4) 6.5 (16) * (0) * (0)
8.2 (6,431) 8.6 (6,630) 9 (6,820) 7.9 (5,943) 8.1 (6,027)

Primary Indicators
Percent of children, ages 0-2, served by Early On: 4.4% (2011) 5.2% (2006) # of Slots in GSRP: 51 (2010) 62 (2006-07) Percentage of 4 year olds served in GSRP: 28.7% (2010) 35% (2006-07) Percent of Children Who Achieved Reading Proficiency in 3rd Grade: 77.2% (2011), 61.4 (2007) Percent of Children Who Achieved Math Proficiency in 3rd Grade: 41.7% (2011), 31.9% (2007) Number of Children Ages 0-5 Who Are Participating in Special Education: 4.5% 53 (2011), 4.2%, 46 (2006) Number of Children Under 6 With All Parents in the Labor Force: 71.7% 772 (2006-10), 69.5% 923 (2000) Percent of Children Ages 0-2 Who Could Have A Developmental Delay: 5.2%
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Number of Child Care Centers: 10(2012) 14 (2007) Number of Child Care Centers Accepting infants: 3 (2011) 5 (2007) Number of Centers offering full day continuous care: 5 (2012) 7(2007) Number of Group Homes (12 children): 7 (2012) 7 (2007) Number of Family Homes (6 children): 6 (2011) 9 (2007) There are 146 children (mostly 4-year-olds) in preschool programs in 2012-13, about 73 percent of the two-county population of 4-year-olds.
Child Care Centers Total # Gogebic County Ontonagon County 9 2 # Accepting Infants 4 0 # Offering Full Day Continuous Care 4 1
# Group Homes (max 12 children) 4 4
# Family Homes (max 6 children) 6 0
Percentage of All 4 Year Olds Served in GSRP

Source: Michigan Dept. of Education
50.0 40.0 30.0 20.0 10.0 0.0 2006-7 2007-8 2008-9 2009-10 2010-11 Gogebic-Ontonagon Michigan
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Parenting Leadership
Primary Indicators
# Births to Teens: 19 (2010), 21( 2006) with 3 repeat births to teen moms (Gogebic County: 16, 17 and Ontonagon County: 3, 5) # Births to Moms without high school diploma: 20 (2010), 22 (2005) Gogebic County had high rates for several risk factors among 2010 births: 17 percent of births were to mothers who had not completed high school and 52 percent of birth mothers were unmarried.
Family Support
Primary Indicators
Number of Births Paid for By Medicaid: 93 (2010) 99 (2006) Number of Children 0-5 Receiving Family Independence Program (FIP): 106 (2011) 146 (2006) Number of Children 0-5 Receiving Food Assistance: 457 (2011) 375(2007) Number of Children Ages 0-5 Who Are Substantiated Victims of Abuse or Neglect: 47 (2011), 46 (2006)
Confirmed Victims of Abuse and/or Neglect, Ages 0-5

Source: Michigan DHS (Rate per 1,000 children)
2006 2007 2008 2009 2010
Gogebic County 19.3 28.1 19.6 17.9 18.6
Ontonagon County 14.0 11.1 20.9 20.3 50.5
Michigan 11.4 11.9 12.0 21.9 22.4
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Element 2: Strategic Services Review During Great Start Collaborative meetings, workgroup meetings, and parent coalition meetings from November 2012 to March 2013, the priorities were reviewed and current level of services discussed. The following questions were considered for each of the priority areas: What factors are causing and or contributing to this condition? What do we want to see change or happen by addressing this topic? What is already in place to address this issue? What are the gaps in services or barriers to services that need to be addressed? Are there access issues related to this priority? What system changes could help achieve the impact we desire? The following goals resulted from the review of services and analysis.
Pediatric & Family Health Priority Issue: Prenatal-age 8 healthcare Goal: Identify and implement evidence based practices to meet the highest health needs facing young children prenatal through age 8 and determine if children are born healthy. Social / Emotional Health Priority Issue: Knowledge of Indicators for Social-Emotional health Goal: Early Childhood service providers, parents, and community will know indicators of socialemotional health, how to promote them and where to refer families. Priority Issue: Support to service providers to promote social-emotional health. Goal: Early Childhood service providers will have the knowledge and skills to meet and socialemotional needs of young children. Child Care & Early Education Priority Issue: Use of research based curriculum and assessment tools Goal: Increase effective use of research based curriculum/assessment by early childhood programs. Goal: Children have access to high quality early learning and development programs and enter kindergarten prepared for success. Family Support and Parenting Leadership Priority Issue: Increase family access to programs. Goal: Families will have greater access to information about high-quality early learning and development programs. Goal: Awareness of transportation barriers to be accessing services will increase. Goal: Families have the education and support they need to ensure children are healthy, thriving, and developmentally on track from birth through third grade.
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Element 3: The Early Childhood Infrastructure Review
Along with the five component areas of the Early Childhood System, the committees reviewed the Great Start Collaborative and Great Start Parent Coalition infrastructure. The committees identified three priorities for improving infrastructure based on the 2010 MSU Evaluation. When the 2012 report was available in January 2013, the report was compared to the infrastructure priorities that were selected earlier. The 2012 report showed a significant amount of progress and accomplishment regarding infrastructure development from 2010 to 2012.
Infrastructure Summary of MSU Evaluation Report5 Areas of Strength Areas of Opportunity

Intentional Systems Change Actions Effective Partnerships Shared Goals Strong Relational Networks Root Cause Focus Parent Leadership and Voice Local Champions
Infrastructure: Based on review of evaluation data prepared by the MSU Evaluation team, members discussed crosscutting issues that impact all core areas.
Priority Issue: System Change Related Needs: Strong Relational Networks Goal: One to three system changes will be in progress by September 2015. Priority Issue: Priority Issues: Membership Related Needs: Strong Relational Networks, Parent Leadership & Voice, Local Champions Goal: GSC/PC will be able to explain the benefits and welcome membership of community and organization partnerships. Priority Issue: Outcome Based Approaches Related Needs: Root Cause Focus Goal: Families of young children have input in the direction and activities of the Midland County Great Start Collaborative.
NEXT STEPS: The next steps include continued strengthening of the collaborative and expanding
efforts to address the priority issues in the strategic plan. Specifically, the Collaborative will: Increase intentional system change being pursued by each team. Expand membership and increasing relationships between agencies, parents, community members, and businesses. Increase the use of outcome measures and root cause analysis by Teams. Assemble a Team to create a pediatric and family health plan. Increase the use of research based curriculums. Establish and promoting consistent kindergarten readiness skills. Increase access to information about services. Reduce Transportation barriers. Increase responsiveness to parent needs. Strengthen fund development activities.
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Summary report found in Appendix C.
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GOALS, OBJECTIVES, RELATED NEEDS, & INTERVENTIONS

For the next three years, the work of the Gogebic-Ontonagon Great Start Collaborative will be focus on mobilizing the community and providers around early childhood issues. Work will be characterized by creating system change. System change components impacted by GSC work will include a combination of changes in mindsets, program components, connections, resources, policy/practice, and power balances. Each of the action agenda items in the Gogebic-Ontonagon Great Start Collaborative Strategic Plan focuses on strategies that will strengthen networks and build relationships, identify and attempt to impact root causes, increasing opportunities for parent leadership and voice, and increasing the identification and use of local great start champions. The Early Childhood Action Agenda was developed and will be revised as necessary based on best practice, current research, changing trends and funding opportunities. The action agenda items are targeted for completion by November 2016.

Priority Issue: Prenatal-age 8 health care Related Needs/Data: Births to women with less than adequate prenatal care: 24% (2009), 19% (2000) Local pregnant women access prenatal care at similar rates to statewide a bit better in Gogebic County, a bit worse in Ontonagon County. Percentage women smoking while pregnant: 32% # children 19-35 months fully immunized: 75.3% (2009), 80.6% (2000 Goal: Identify and implement evidence based practices to meet the highest health needs facing young children prenatal through age 8 and determine if children are born healthy. Objective 1: A health team will be established to review the current status of health for children ages 0-8 years old. The team will determine the highest health needs and then research evidenced based practice to address the needs. The team will also look at how many children will be impacted by the practice. Measure 1: # of meetings and # of organizations involved Measure 2: 1-2 health system changes implemented to impact prenatal-age 8 health. Strategy 1: Review health data to determine highest health needs facing prenatal-age 8 population. Strategy 2: Implement 1-2 health system changes.
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Priority Issue: Knowledge of Indicators for Social-Emotional health
Related Needs/Data:
Many teachers cite behavioral issues as the greatest challenges they face in the Kindergarten classroom. However, data specific to social emotional school readiness is not available. There are several risk factors that have been identified for young children in our community. 15 % of Gogebic-Ontonagon births were to mothers who had not completed high school 29 % of Gogebic-Ontonagon birth mothers reported smoking while pregnant compared to the Michigan rate of 18% 52 % of Gogebic birth mothers were unmarried; 10.6% of births in Gogebic-Ontonagon were to teen parents compared to Michigan rate of 9.9%. 29% of children under 18 live in single parent families 11 % of Gogebic births were pre-term. 56% of children 0-5 were below 200% poverty in Gogebic/Ontonagon
Goal: Early Childhood service providers, parents, and community will know indicators of social-emotional health, how to promote them and where to refer families. Objective 1: Professionals who work with children have increased access to information about social/emotional indicators. Measure: 50 professionals are educated through a variety of individual and group contacts regarding social/emotional indicators, screening tools, and making referrals. Strategy 1: Identify the social-emotional screening tools are being utilized in early childhood programs.
Priority Issue: Support to service providers to promote social-emotional health.

Related Needs/Data:
Data related to the screening tools used by home visiting programs is not available which is the reason our first steps are assembling this information. According to the MSU Evaluation Survey, The percent of local service providers indicating that they had adopted evidence-based programs decreased from 18% in 2010 to 13% in 2012. The 2012 rate of adopting evidence based programs in Gogebic-Ontonagon counties was only 13% compared to the state rate of 20%.
Goal: Early Childhood service providers will have the knowledge and skills to meet and social-emotional needs of young children. Objective 1: Increase the use of social emotional screening tools and research based curriculums in home visiting programs. Measure: The number of home visiting programs using social-emotional screening tools increases. (based determined in Strategy 1, Activity 1)
Strategy 1: Evaluate early childhood home visiting programs to identify gaps and perceived needs. Strategy 2: Increase awareness of social-emotional health.
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Priority Issue: Use of research based curriculum and assessment tools

Related Needs/Data: According to the MSU Evaluation Survey, The percent of local service providers indicating that they had adopted evidence-based programs decreased from 18% in 2010 to 13% in 2012. The 2012 rate of adopting evidence based programs in Gogebic-Ontonagon counties was only 13% compared to the state rate of 20%. Only 6% of Gogebic-Ontonagon providers indicated they had changed policies, practices, and procedures compared to the Michigan rate of 26%. Goal: Increase the effective use of research based curriculum and assessment by early childhood programs Objective 1: 1. Early childhood providers are more likely to use research/evidence based materials following training. Measure: On a training evaluation, 75% of participants indicated that they are likely or very likely to increase their use of research/evidenced based materials. Objective 2: There is an increase in early childhood providers who are using research/evidence based curriculums and assessments. Measure: According to a childcare provider survey or the GS2Q profiles, there is an increase the percentage of providers using research based curriculums and the percentage in providers using research based assessment tools to be determined with the GS2Q goals for our area. Strategy 1: Promote the use of researched based curriculum and assessment. Strategy 2: Support early childhood programs that use research based curriculum and assessment.
Priority Issue: Collaborating with programs on kindergarten expectations and increasing preschool opportunities for students.
Related Needs/Data: Data regarding Kindergarten Readiness will be available with the development and implementation of the Kindergarten Readiness Assessment. Current data is not available. Other data that may give an indication of kindergarten readiness: Approximately 73% of 4 year olds are enrolled in preschool. 77% of G-O 3rd grade children achieved reading proficiency compared to 62.4% of Michigan. 42% of G-O 3rd grade children achieved math proficiency compared to 36.3% of Michigan 27% of GO 1st graders are older than their cohort compared to only 20.4% of Michigan Goal: Children have access to high quality early learning and development programs and enter kindergarten prepared for success.
Objective 1: Early childhood providers are more likely to use research/evidence based materials following training. Measure: 20 providers receive information about the Kindergarten Entry Assessment and common expectations for Kindergarten Readiness. Objective 2: More students will have access to high quality preschool experience. Measure: 10 additional students attend GSRP Objective 3: Families will have access to information about kindergarten readiness that is consistent with the information they received from their childcare and preschool provider. Measure: Information about the Kindergarten Readiness Criteria is distributed to 150 families and providers.
Strategy 1: Strategy 2: Strategy 3: Raising awareness of MDE kindergarten entry assessment. Increase preschool opportunities prioritizing at-risk children. Communication across early childhood programs on kindergarten expectations.
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Family Support & Parent Leadership
Priority Issues: Increase family access to programs.

Related Needs/Data: According to the MSU Evaluation, (% respondents reporting that your GSC/GSPC has these conditions in place Quite a Bit to a Great Deal) 69% indicated that there was increased Access to Early Childhood Services, 60% indicated that parents had Easier Access to Services 50% indicated that parents were more Informed 52% indicated that thought Local Providers were More Responsive to Parent Concerns Goal: Families will have greater access to information about high-quality early learning and development programs. Objective 1: The Access to Services scores on the MSU Evaluation Survey Improve. Measure: MSU Evaluation Report. Easier Access to Services 2012=60%; 2016 Target=65% Informed Parents 2012=50%; 2016 Target=55% Increased Access to Services 2012=69%; 2016 Target=75% Strategy 1: Increase access for families to program information.
Priority Issue: Transportation barriers

Related Needs/Data: Percentage K-12 Students receiving free & reduced lunch: 56% (2010-11), 49.5% (2008-09) UP # Children in Poverty under age 8: 248, 28% (2005-09) 223, 20% (2000) Below 200% of Poverty: 53% 554 (2005-09) Single Parent Families under 18: 29% (2009) 18% (2000) Goal: Awareness of transportation barriers to be accessing services will increase. Objective 1: Transportation gaps/barriers will be identified and awareness about transportation options will be made available to families to access services. Measure: MSU data- Organizational changes to policies, practices and procedures. (ie. How many agencies have shifted where/when to provide services to meet the needs of families) Strategy 1: Include available transportation on GSC website.
Priority Issue: GSC will be responsive to parent needs.

Related Needs/Data: According to the MSU Evaluation, (% respondents reporting that your GSC/GSPC has these conditions in place Quite a Bit to a Great Deal)
52% indicated that thought Local Providers were More Responsive to Parent Concerns Percent of children, ages 0-2, served by Early On: 4.4% (2011) 5.2% (2006) # of Slots in GSRP: 51 (2010) 62 (2006-07) Percentage of 4 year olds served in GSRP: 28.7% (2010) 35% (2006-07) Number of Child Care Centers: 10(2012) 14 (2007) Number of Child Care Centers Accepting infants: 3 (2011) 5 (2007) Number of Centers offering full day continuous care: 5 (2012) 7(2007) Number of Group Homes (12 children): 7 (2012) 7 (2007) Number of Family Homes (6 children): 6 (2011) 9 (2007)
Goal: Families have the education and support they need to ensure children are healthy, thriving, and developmentally on track from birth through third grade. Objective 1. Parents have the education they need to support their childs school readiness skills. Measure: Number of parents participating in the Parent Coalition and education opportunities about school readiness. Strategy 1: Provide leadership trainings to families. Strategy 2: Increase kindergarten readiness opportunities for young children and families.
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Infrastructure
Priority Issue: System Change

Related Needs/Data: According to the MSU Evaluation, (% respondents reporting that your GSC/GSPC has these conditions in place Quite a Bit to a Great Deal) Strong Relational Networks : In 2010 was 30% and increased to 36% in 2012. Still one of the lowest scores on the evaluation. Comprehensive Early Childhood System Improvements was at 76%. Strengths on the MSU Evaluation that would indicate that organizations were ready to undertake system change included: Readiness for Change in 2012 was 86% Interdependent Organizations scored at 84% Shared Goals ranked high at 93% Effective Partnerships was indicated by 97% Goal: One to three system changes will be in progress by September 2015. Objective 1: Three system changes that will increase effectiveness, efficiency, and quality of services to children are in progress. Measure 1: By September 2015, work plans are in place and being implemented for three system changes. Strategy 1: Identify 3 system changes for consideration.
Priority Issue: Membership

Related Needs/Data: According to the MSU Evaluation, (% respondents reporting that your GSC/GSPC has these conditions in place Quite a Bit to a Great Deal) Sustained and Expanded Public and Private Investment in Early Childhood in 2012 was 38% compared to the state rate of 42%. Benefits of Participating in GSC/ GSPC for Parents was at 56% while the Michigan rate was 64%. Goal: GSC/PC will be able to explain the benefits and welcome membership of community and organization partnerships. Objective 1: Increase the level of member commitment, collaboration, and satisfaction. Measure: MSU Evaluation Report Benefits of Participating in GSC/GSPC for Parents 2012=56%; 2016 Target=60% Benefits of Participating in GSC for Organizations 2012=74%; 2016 Target=80% Measure: and development of the member involvement measure as part of the progress reporting system Measure: Membership Feedback Survey questions indicates that GSC members benefit from: 90% networking, 80% sharing of early childhood announcements including trainings/events, 60% information about early childhood resources(programs and services available and news/emails). Strategy 1: Explain benefits to members and welcome membership on GSC.
Priority Issue: Outcome Based Approaches

Related Needs/Data: According to the MSU Evaluation, (% respondents reporting that your GSC/GSPC has these conditions in place Quite a Bit to a Great Deal) Only 45% of members rated Improved Outcomes for Children and Families as an accomplishment. Goal: Each team will have at least one objective that measures outcomes of children and families. Objective 1: Teams each have at least one outcome based measure incorporated into their workplan. Measure 1: 5 outcome based measurements for young children that include baseline/ targets are established. Strategy 1: Teams measure outcomes for children and families
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2013-2016 Action Agenda

EARLY CHILDHOOD ACTION AGENDA
The Early Childhood Action Agenda details the Action Steps and Subtasks planned to reach the goals and objectives of this Strategic Plan.
Pediatric & Family Health Priority Issue: Prenatal-age 8 health care
Goal: Identify and implement evidence based practices to meet the highest health needs facing young children prenatal through age 8 and determine if children are born healthy.
Objective 1. A health team will be established to review the current status of health for children ages 0-8 years old and determine if children are born health. The team will determine the highest health needs and then research evidenced based practice to address the needs. The team will also look at how many children will be impacted by the practice. Related Needs/Data: Measure 1. # of meetings and # of organizations involved 2. 1-2 health system changes implemented to impact prenatal-age 8 health.
Births to women with less than adequate prenatal care: 24% (2009), 19% (2000) Local pregnant women access prenatal care at similar rates to statewide a bit better in Gogebic County, a bit worse in Ontonagon County. Percentage women smoking while pregnant: 32% # children 19-35 months fully immunized: 75.3% (2009), 80.6% (2000
Health care needs in our community are wide and varied. At this point there is not a group actively focused on the health needs of young children. We want to see progress in implementation of evidenced based practices to meet the highest health needs facing young children prenatal through age 8. WIC, MSUE, GOCAA Head Start, SNAP Ed., hospitals, LVD Head Start, GOISD Education, tribal WIC, many national, state and local efforts Waiting lists, accessibility to preschool, transportation, Doctors not taking new patients, lack of pediatric providers, distance, times to see doctors, inconsistent health care options available within counties Agencies partnering and working together to address the highest health needs prenatal through age 8.
A. What factors are causing and or contributing to this condition? B. What do we want to see change or happen by addressing this topic?
C. What is already in place to address this issue? D. What are the gaps in services or barriers to services that need to be addressed? E. Are there Access Issues that need to be addressed by our workgroup related to this priority (i.e. rural communities, waiting lists, knowledge of services, available providers that take Medicaid or uninsured, demographic pockets of need) F. What system changes could help achieve the impact?
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Strategy 1: Review health data to determine the highest health needs facing the prenatal-age 8 population. Brief Description: We really need to do extensive data review to determine what are the highest needs facing young children. A data review will increase the health teams knowledge of the major needs and give them a starting point for discussion on how to make impact to children. Action Steps Subtasks Performance Responsible party Timeframe Status Indicator 1. A Health Team will be 1. Identify partners that would like to participate or have GSC Director, March 2014 1. A pediatric established with a Team input into the development of the pediatric health health team is Pediatric Health Leader. This is a team. (food pantries, health department, DHS, dairy meeting every Team foundational team that council, MSU Extension, Hospital Dietary staff, School other month. needs to be established to lunch programs, etc) start addressing health 2. Set a date for the first meeting and send invitations. needs of young children in 3. At meeting, establish a chairperson our counties 4. Those who attend first meeting discuss additional participants and establish a meeting/work schedule.
2. The Health Team will gather and review health data on children ages 0-8 in Gogebic and Ontonagon counties.
1. 2.
Gather and review health related data. Determine the highest health needs facing the prenatalage 8 population.
1. 2.
Data collection completed. Needs determined.
GSC Director, Pediatric Health Team
May 2014
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Strategy 2: Implement 1-2 health system changes. Brief Description: Healthy children are critical to a healthy community. In order to make sure that the GSC is addressing the greatest needs in the counties we will create buy-in by creating a team devoted to child health. Then after analyzing data about the health of children prenatal through age 8 we will determine 1-2 system changes to create positive outcomes to childs health in our region. Action Steps Subtasks Performance Responsible Timeframe Status Indicator party 1. Create a plan to 1. Using the system components developed by ECIC/MSU, 1. Root system GSC Director, 1. July 2014 implement 1 or2 health discuss the root system issues behind each of the causes are Pediatric 2. Annual list of system changes. identified health needs (mindsets, program components, identified. Health Team activities and connections, resources, policy/practices, and power). 2. List of current progress 2. Based on the root cause analysis identify system changes activities meet check list in that may impact multiple needs or may have the greatest targets September impact on one of the health needs. established 2014, 3. Identify evidence based practices or programs to address during September needs and root causes. development of 2015, and 4. Select 1 or 2 strategies (programs, practices, etc) that can the workplan. September impact system change components, develop a workplan 2016. for each strategy and target numbers. 5. Implement and monitor activities. 6. Review results on activities.
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Social & Emotional Health Priority Issue: Knowledge of Indicators for Social-Emotional health
Goal: Early Childhood service providers, parents, and community will know indicators of social-emotional health, how to promote them and where to refer families.
Objective Measure 1. Professionals who work with children have increased access to 1. 50 professionals are educated through a variety of individual and group contacts information about social/emotional indicators. regarding social/emotional indicators, screening tools, and making referrals. Related Needs/Data: Many teachers cite behavioral issues as the greatest challenges they face in the Kindergarten classroom. However, data specific to social emotional school readiness is not available. There are several risk factors that have been identified for young children in our community. 15 % of Gogebic-Ontonagon births were to mothers who had not completed high school 29 % of Gogebic-Ontonagon birth mothers reported smoking while pregnant compared to the Michigan rate of 18% 52 % of Gogebic birth mothers were unmarried; 10.6% of births in Gogebic-Ontonagon were to teen parents compared to Michigan rate of 9.9%. 29% of children under 18 live in single parent families 11 % of Gogebic births were pre-term. 56% of children 0-5 were below 200% poverty in Gogebic/Ontonagon A. What factors are causing and or contributing to this condition? Social-emotional health in reality is not a priority with many professionals. B. What do we want to see change or happen by addressing this topic? Increased focus on screening and increase in referrals. C. What is already in place to address this issue? ASQSE, DECA, Social-emotional based trainings, Great Start Quality UP Resource Center Promotional Items (signs, billboards, etc) D. What are the gaps in services or barriers to services that need to be Lack of awareness of what it is, funding, too many other priorities, lack of importance addressed? E. Are there Access Issues that need to be addressed by our workgroup Enrollment/access issues, new focus, lack of providers related to this priority (i.e. rural communities, waiting lists, knowledge of services, available providers that take Medicaid or uninsured, demographic pockets of need) F. What system changes could help achieve the impact? Community collaboration to promote common social-emotional message to families.
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Strategy 1: Identify the social-emotional screening tools are being utilized in early childhood programs. Brief Description: Children who are identified early as having social-emotional risk factors benefit from services and are more likely to be ready for kindergarten. Many teachers cite behavioral issues as the greatest challenges they face in the Kindergarten classroom. Screening and referral service are key to identifying children that could benefit from social-emotional services and increasing their ability to be behaviorally ready for kindergarten. Action Steps Subtasks Performance Indicator Responsible Timeframe Status party 1. Create 1. Review social-emotional screening tools and research to 1. List of socialSocialSept.30, 2014 awareness of identify critical social-emotional indicators for Kindergarten emotional indicators Emotional social Readiness. for Kindergarten Team emotional 2. Review Kindergarten Entry Assessment for social-emotional Readiness. indicators and indicators and align with information discovered in #1. 2. Review complete. importance to 3. Based on the information gained in #1, create packet of 3. Orientation packet kindergarten materials to promote social-emotional indicator assessment for and referral fact readiness. young children that includes easy to use referral fact sheet sheet are ready for 4. Post materials on GSC website distribution. 5. Provide awareness presentations to professionals and families 4. Material posted about the importance of social-emotional indicators. 5. Presentations for 20 people completed. 2. Identify 1. Contact or survey early childhood programs to identify the 1. List compiled SocialSept.30, 2014 screening and social emotional screening tools currently being utilized (may Emotional assessment be jointly accomplished with Early Care and Education 2. Matrix is completed. Team tools that are Committee survey regarding curriculum and assessment) currently in 2. Create a matrix that lists the screening tools in use, research, use by base, which social-emotional kindergarten readiness indicators providers. (identified in activity 1) are addressed, and providers using the tools.
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3. Outreach to doctors and staff. 1. 2. 3. 4. 4. Outreach to other service providers 1. 2. Identify screening tool that is user friendly in physician setting. Customize the social/emotional packet for physician offices including the screening tool. Create a list of pediatricians and family practice physicians that serve young children and assign members to outreach to those offices using packet. Visit physician offices to provide orientation packet, inquire about desired training, and promote training opportunities. Identify other service providers that could help identify young children with social/emotional health needs such as WIC/Early head start, SAS Share screening tool matrix with each of the identified partners and provide training or technical assistance to help them implement the screening tool and make referrals. Identify a partner that would be held in high regard by the professional community and able to assist with training CEs (University, Hospital, Medical Association, Social Worker Association, etc) Based on interest expressed identify trainings and obtain needed resources. Submit application for Continuing education Research the potential of offering a webinar that would also be able to provide CE credits. Plan and promote training Hold Training for professional and when appropriate offer companion program for families 1. 2. 3. 4. Screening tool selected. Packet is customized Outreach list complete 2 visits to medical offices (only 2 hospitals). Outreach list complete 2 visits with professionals (only 2 hospitals). SocialEmotional Team Sept. 30, 2014
1. 2.
SocialEmotional Team
Sept. 30, 2015
5.
Trainings for Professionals
1.
1. 2. 3. 4. 5. 6.
2. 3. 4. 5. 6.
6 partners identified 2 trainings per year identified Continuing education approved. Webinar arrangement made 2 trainings/ year held 50 professionals and 20 family members attend training
SocialEmotional Team
Annually, training totals achieved by September 30, 2016
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Priority Issues: Support to service providers to promote social-emotional health.
Goal: Early Childhood service providers will have the knowledge and skills to meet and social-emotional needs of young children.
Objective Measure 1. Increase the use of social emotional screening tools and research based 1. The number of home visiting programs using social-emotional screening curriculums in home visiting programs. tools increases. (based determined in Strategy 1, Activity 1) Related Needs/Data: Data related to the screening tools used by home visiting programs is not available which is the reason our first steps are assembling this information. According to the MSU Evaluation Survey, The percent of local service providers indicating that they had adopted evidence-based programs decreased from 18% in 2010 to 13% in 2012. The 2012 rate of adopting evidence based programs in Gogebic-Ontonagon counties was only 13% compared to the state rate of 20%. A. What factors are causing and or contributing to this condition? Social-emotional concerns are low priority. B. What do we want to see change or happen? Increased professional support to apply knowledge and skills. C. What is already in place to address this issue? Social-emotional trainings, Early On screening team, MCHAT, Social-emotional billboard campaign, ASQ, newsletters D. What are the gaps in services or barriers to services that need to be Funding, lack of awareness, lack of importance addressed? E. Are there Access Issues that need to be addressed by our workgroup related to Not accepting new referrals, lack of providers this priority (i.e. rural communities, waiting lists, knowledge of services, available providers that take Medicaid or uninsured, demographic pockets of need) F. What system changes could help achieve the impact? Community collaboration to promote common social-emotional message to families. Strategy 1: Evaluate early childhood home visiting programs to identify gaps and perceived needs. Brief Description: Home visiting programs are effective programs to reach families and provide intensive education on parenting skills and improve social/emotional indicators. Use of research based curriculums designed to improve behavioral outcomes increases this effectiveness. Action Steps Subtasks Performance Indicator Responsible party Timeframe Status 1. Identify current home 1. Contact or survey early childhood providers to 1. Matrix is Social-Emotional Team Sept. 15, visiting programs identify current home visiting programs, description completed. 2015 of services provided during home visits, # served annually and if there is a waiting list, eligibility guidelines or service area, screening tools used, curriculum being utilized and the social-emotional indicators (identified in first priority) addressed. 2. Create a matrix with the above information.
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Identify gaps and create a 1. Based on the matrix above, create a list of home 1. Gaps are Social-Emotional Team Sept. 15, plan for expanding/ visiting program needs/gaps identified 2015 enhancing the inclusion of 2. Develop a list of strategies to address identified gaps 2. Plan is created social emotional indicators 3. Create a workplan for each of the identified through home visiting strategies. programs. 3. Implement plan created in 1. Obtain resources to implement plan 1. Plan is Social-Emotional Team Sept. 30, Activity 2 2. Implement plan implemented 2016 Strategy 2: Increase awareness of social-emotional health. Brief Description: Increasing the understanding of families and the public as to the importance of social emotional readiness is important. Building on the above activities we will create an awareness campaign that with increase social emotional competence of children. We also will attempt to address stigma issues surrounding social/emotional health. Action Steps Subtasks Performance Indicator Responsible party Timeframe Status 1. Develop a common social1. Identify message and materials to support/promote 1. Message Social-Emotional Annual; emotional message. identified Team total message. 2. Audiences distribution identified target by 2. Determine target audiences and ways to reach them 3. Materials obtained September 4. Copy ready sheet 30, 2016. 3. Obtain copies of free materials and determine distributed to 10 quantities to print and funding available organizations 4. Develop a copy ready sheet for agencies that are 5. Materials posted willing to internally pick up copying costs to 5 e-locations 5. Identify locations and e-postings to distribute 6. 200 materials materials (GSC website, member websites, email, distributed Facebook, libraries, medical offices, newborn packets, parenting classes, etc) 6. Log distribution sites & contact person/info (paper, copy ready version, and e-postings) 2.
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Child Care & Early Education Priority Issue: Use of research based curriculum and assessment tools
Objective 1. Early childhood providers are more likely to use research/evidence based materials following training. 2. There is an increase in early childhood providers who are using research/evidence based curriculums and assessments.
Goal: Increase the effective use of research based curriculum and assessment by early childhood programs.
Measure 1. On a training evaluation, 75% of participants indicated that they are likely or very likely to increase their use of research/evidenced based materials. 2. According to a childcare provider survey or the GS2Q profiles, there is an increase the percentage of providers using research based curriculums and the percentage in providers using research based assessment tools to be determined with the Great Start to Quality Resource Center goals for our area. (may be jointly accomplished with Social Emotional Committee survey regarding screenings)
Related Needs/Data: According to the MSU Evaluation Survey, The percent of local service providers indicating that they had adopted evidence-based programs decreased from 18% in 2010 to 13% in 2012. The 2012 rate of adopting evidence based programs in Gogebic-Ontonagon counties was only 13% compared to the state rate of 20%. Only 6% of Gogebic-Ontonagon providers indicated they had changed policies, practices, and procedures compared to the Michigan rate of 26%. A. What factors are causing and or contributing to this condition? Not all programs are using a research based curriculum. Not all programs are effectively using their chosen curriculum. B. What do we want to see change or happen by addressing this Increase the effective use of research based curriculums and assessment tools. topic? C. What is already in place to address this issue? Public/ Head Start, preschool programs are using research based curriculum, private preschool- some are using research based curriculums. D. What are the gaps in services or barriers to services that need to Convenient locations, time to administer assessment tools, trainings specific to be addressed? curriculums, programs are part of the QRIS and awareness of research based curriculums. E. Are there Access Issues that need to be addressed by our Highscope trainings are made available but at an out of county location, trainings are workgroup related to this priority (i.e. rural communities, waiting offered frequently or in convenient times/places lists, knowledge of services, available providers that take Medicaid or uninsured, demographic pockets of need) F. What system changes could help achieve the impact? Release time form classroom contact to administer assessment and record data. Time to learn and implement the new curriculums.
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Strategy 1: Promote the use of researched based curriculum and assessment. Brief Description: Encourage the use of research based curriculums by educating early childhood program providers and providing information on available researchevidence based curriculums and assessments.. Action Steps Subtasks Performance Indicator Responsible Timeframe Status party 1. Share a list of 1. Create a list of curriculums and assessments along with 1. List is on website Early Care and 9/30/2014 research based how to obtain them, costs, local resources to purchase, 2. List is promoted to Education ongoing curriculums, and available or required training. Gogebic-Ontonagon Team promotion of assessments and 2. Create a webpage on gogreatstart.org website. county providers. webinar & examples. 3. Promote the list of curriculums and assessments. annual update of list 2. Provide trainings for 1. Develop materials for training 1. materials developed Early Care and Sept. 30, early childhood 2. Schedule and Promote Training 2. promotional materials Ed. Team and 2014, providers on 3. Provide online/webinar curriculum overview training. distributed Great Start to ongoing selecting research4. Record the online/webinar training and provide a link 3. 20 people participate in Quality promotion of evidence based to replay the training. training Resource webinar curriculums. 4. Replay webinar available Center 3. Develop and 1. Identify 3-5 ways to connect peers to learn from each 1. 3 options identified Early Care and Sept. 30, implement peer other regarding instructing young children. 2. Resources obtained Ed. Team and 2016 study sessions 2. Identify and obtain resources needed to implement 3. 30 people participate in Great Start to study sessions study sessions Quality 3. Hold study sessions 4. Evaluation & Resource 4. Evaluation participation in study sessions and make Modifications Center modifications if needed. completed Strategy 2: Support early childhood programs that are using research based curriculum and assessment. Brief Description: Provide assistance to childcare providers in finding funding for research based curriculums and offer training. Advocate to providers and schools to allow teachers to participate in training programs related to research based programs. Action Steps Subtasks Performance Indicator Responsible Timeframe Status party 1. Connect 1. Connect with Resource Center (GS2Q) to find 1. List of funding/ Early Care and Sept. 30, funding/resource funding/resources. resources. Ed. Team 2015 materials to early 2. Identify organizations that may have research based 2. List of inkind/loan childhood programs. curriculums or license opportunities i.e. GSC has Creative programs for materials. Curriculum copies, GSC could buy license for all providers 3. Costs and resources are and loan out. included on list.
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3. 2. Advocate to school districts for release time for teachers. On the list created in strategy 1, for each program include cost and sources for free materials, libraries, that check them out, etc. 1. Contact school administrators to promote use of research based materials and opportunities for support and training. 2. Write into GSC budget funding of subs or obtain supplemental funding to cover cost 3. Communicate to teachers to availability of sub support 1. 5 administrators are contacted. 2. $1000 in funding is allocated or obtained 3. Communication to Gogebic-Ontonagon County early childhood providers/teachers. 1. List of mentor programs 2. Peer observation/ mentor opportunities are used by 10 providers. 1. At least 3 curriculum trainings are identified. 2. Wisconsin training information is distributed to GogebicOnt. County providers. 3. Needed funded is obtained. 4. Instructors contracts are in place. 5. Schedule is developed. 6. 20 providers participate in trainings (duplicated count) Early Care and Education Team Sept. 30, 2015
3. Create opportunities for peer observation.
1. 2.
Identify existing mentor programs and or develop a new program to mentor use of research based materials. Collaborate with Head Start and other preschool programs. Identify 3-5 curriculums/assessment for which to offer training. Connect with Wisconsin training and get information distributed. Plan a variety of modes of delivering the training (inperson, online, etc.) Identify and obtain resources needed for selected training. Identify instructors or a need for someone to attend train the trainer program and contract with curriculum trainers. Develop a schedule of convenient times and locations for training. Provide Trainings
Early Care and Education Team
Sept. 30, 2016
4. Offer trainings for specific curriculums and assessments.
1. 2. 3. 4. 5. 6. 7.
Early Care and Education Team and Great Start to Quality Resource Center
Annual training; total trained by September 30, 2016
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Priority Issue: Collaborating with programs on kindergarten expectations and increasing preschool opportunities for students.
Goal: Children have access to high quality early learning and development programs and enter kindergarten prepared for success.
Objective Measure 1. Providers will have a common list of readiness expectations for children to 1. 20 teachers/providers receive information about the Kindergarten enter kindergarten. Entry Assessment and common expectations for Kindergarten 2. More students will access to high quality preschool experience. Readiness. 3. Families have access to information about kindergarten readiness with a 2. 10 additional students attend GSRP focus on reading proficiency that is consistent with the information they 3. Information about the Kindergarten Readiness Criteria is distributed to received from their childcare and preschool provider. 150 families and providers. Related Needs/Data: Data regarding Kindergarten Readiness is not available with the development and implementation of the Kindergarten Readiness Assessment, the ability to measure readiness upon enrollment will be increased. At present we only have anecdotal evidence about children who are not ready for kindergarten. Other data that may give an indication of kindergarten readiness: Approximately 73% of 4 year olds are enrolled in preschool. rd rd 77% of G-O 3 grade children achieved reading proficiency compared to 62.4% of Michigan 3 graders. rd rd 42% of G-O 3 grade children achieved math proficiency compared to 36.3% of Michigan 3 graders. st st 27% of GO 1 graders are older than their cohort compared to only 20.4% of Michigan 1 graders A. What factors are causing and or contributing to this condition? There is not a consistent list of expectations that early childhood and preschool programs are using to prepare children and to communicate to parents. There are currently unused GSRP slots available from MDE that the GOISD can apply for if we have a viable plan on how to expand our GSRP classrooms. We would like to increase communication about expectations and utilize the Kindergarten Entry Assessment to establish consistent criteria/expectations. B. What do we want to see change or happen by addressing this topic? By creating some clear kindergarten expectations there will not be a question of what skills students need upon kindergarten entry. More students will have access to high quality preschool experience. C. What is already in place to address this issue? GOCAA/GSC kindergarten transition team D. What are the gaps in services or barriers to services that need to be School districts, preschool programs and parents all have varying views of what is needed. addressed? Sometimes it is difficult for programs to see the value in working together, theyd prefer to operate in their own silo. E. Are there Access Issues that need to be addressed by our workgroup There is also an issue with availability of preschool in Ontonagon county or students that do related to this priority (i.e. rural communities, waiting lists, not qualify for Head-Start or GSRP that may not be able to attend private preschool. Waiting knowledge of services, demographic need) lists, transportation, classroom space, licensing. F. What system changes could help achieve the impact? Expansion of high-quality preschool program, leveraging funds to increase availability of preschool for at-risk children.
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Strategy 1: Raising awareness of MDE kindergarten entry assessment. Brief Description: The MDE kindergarten assessment is a new program being phased in throughout the state of Michigan. Our teachers/providers and community have very little information about the assessment and process for implementing it statewide. Action Steps Subtasks Performance Indicator Responsible party Timeframe Status 1. Gain more 1. Research online- MDE website 1. List of Readiness Criteria Early Care and Sept. 30, 2015 information on MDE 2. Contact MDE directly used for the Entry Education Team kindergarten 3. Ask the early childhood list serveAssessment are obtained. and GSC assessment and support question 2. User friendly and easy to Coordinator local school 4. Create a fact sheet that can be posted read fact sheet is available kindergarten with on website and distributed by email and for providers and parents. piloting assessment. printed if necessary. 2. Share information 1. Post Fact Sheet on Website 1. Fact sheet is available on Early Care and Sept. 30, 2015 gained with 2. Distribute the faction sheet by Email and website. Education Team kindergarten teachers, mail. 2. Fact sheets are early childhood 3. Notify people of link to fact sheet via distributed to 150 programs and Families. Email, phone, word of mouth, people. newsletter, trainings, Facebook, etc. 3. Link is included in 2 newsletters/Facebook. Strategy 2: Increase preschool opportunities prioritizing at-risk children. Brief Description: There are not enough preschool slots available to serve all at-risk preschool students. With the expansion of the GSRP grant there may be an opportunity to leverage unused GSRP slots to create new preschool classrooms or blend with existing classrooms. Action Steps Subtasks Performance Indicator Responsible party Timeframe Status 1. Apply for additional 1. The GSRP Early Childhood Contact at the 1. Additional GSRP slots are Early Care and Sept. 30, 2014 GSRP slots from MDE. GOISD will use the CRNA to determine applied for from MDE. Education Team & eligibility on how many additional slots GSRP advisory the GOISD can apply for. committee 2. The GSRP advisory committee will approve and apply for the additional GSRP slots.
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2. Create a plan for how additional preschool slots could be used to serve at-risk students in a quality preschool program. Identify possible classrooms to house a preschool. 2. Identify gaps and needs such as waiting lists, geography for transportation to/from the preschool program, licensing, teaching staff, etc. 3. Create a plan with multiple options on how to distribute the slots to existing or new preschool classrooms. 1. The committee will choose the plan that will best meet the needs of the students and the schools. 2. The committee will work to implement the plan in the schools. 1. 1. Preschool classroom options are explored. 2. Analysis is completed with at least one strategy for each gap. 3. Plan is created to distribute GSRP slots. Early Care and Education Team & GSRP advisory committee Sept. 30, 2015
3. Implement the plan to increase GSRP preschool slots to fill need for preschool in our counties.
Using the gap analysis, Early Care and Sept. 30, 2015 discussion, and needs Education Team & analysis the committee GSRP advisory will determine the best committee option to distribute the GSRP slots. 2. Additional students will be able to attend preschool. Strategy 3: Communication across early childhood programs on kindergarten expectations. Brief Description: There is not a consistent list of expectations that early childhood and preschool programs are using to prepare children and to communicate to parents. We would like to increase communication about expectations and utilize the Kindergarten Entry Assessment to establish consistent criteria/expectations. Action Steps Subtasks Performance Indicator Responsible party Timeframe Status 1. Identify Existing 1. Create a list of possible groups, preschool, 1. List of places that messages Early Care and Sept. 30, 2015 Collaboration and child care, schools, PTOs etc that may be about kindergarten Education Team & communication sharing kindergarten expectation expectations are delivered to GSRP advisory information. parents is created. committee 2. Contact groups to find out what messages they are sharing. 2. Identify and create a 1. After reviewing the current kindergarten 1. A common message about Early Care and Sept. 30, 2015 plan to fill expectations from the state, create a local expectations of Education Team, collaboration/ message about kindergarten expectations. kindergartners is developed. GSRP advisory communication gaps. 2. Create a plan for distributing this new committee and message to parents, teachers, providers, and 2. A plan to deliver this new Parent Coalition the community. message is created.
1.
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Family Support & Parent Leadership Priority Issue: Increase family access to programs.
Objective 1. The Access to Services scores on the MSU Evaluation Survey Improve.
Goal: Families will have greater access to information about high-quality early learning and development programs.
Measure 1. MSU Evaluation Report. Easier Access to Services 2012=60%; 2016 Target=65% Informed Parents 2012=50%; 2016 Target=55% Increased Access to Early Childhood Services 2012=69%; 2016 Target=75% Related Needs/Data: According to the MSU Evaluation, (% respondents reporting that your GSC/GSPC has these conditions in place Quite a Bit to a Great Deal) 69% of those responding to the survey indicated that there was increased Access to Early Childhood Services, 60% of those responding to the survey indicated that parents had Easier Access to Services 50% of those responding to the survey indicated that parents were more Informed 52% of those responding to the survey indicated that thought Local Providers were More Responsive to Parent Concerns A. What factors are causing and or Lack of internet access, lack of promotion, value of information being distributed, promotion of the website, lack of contributing to this condition? understanding of the results they are getting from their efforts. B. What do we want to see change or Value and buy-in of the importance of the event/information. Understanding/appreciation for the programs that are happen by addressing this topic? available. Reward for going to website, or attending PC/GSC mtgs. C. What is already in place? Community resource brochures, family resource kiosks D. What are the gaps in services or There is confusion regarding which agencies provide what services and not knowing what those services are (example: barriers to services that need to be what is the difference between Early Head Start and Early On? A lot of us know the answer, but families often are addressed? confused). Community members not knowing what steps to take to be set up with available services. Other people/agencies that are making referrals to these programs should be aware of this information as well. E. Are there Access Issues that need to be Knowledge of services available and eligibility requirements addressed by our workgroup related to What are the steps to take to obtain those servicesour first point flow chart available for service providers could help this priority (i.e. rural communities, with this issue (Example: when you receive a shut off notice, what is the first step to take? Im out of food. Where can I waiting lists, knowledge of services, go? How often can I go there? What information do I need to have with me?) available providers that take Medicaid We will need to identify the steps a family would take to receive services to help in different situations; including utility or uninsured, demographic pockets of help, evictions, what do I do if I think my child might have a delay, etc. We cant cover everything, but we could create the need) flow chart for common problems families with young children may face. If all service providers can give more accurate information to families, services may be utilized more often and become more accessible. F. What system changes could help Increased Coordination and Collaboration across agencies. Strong relational networks and root cause focus. achieve the impact?
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Strategy 1: Increase access for families to high-quality early learning and development program information. Brief Description: Many families are not aware of the wide variety of services that are available to help their children. Increasing awareness is likely to increase the use of services and is important to the success and achievement of young children. Membership is a great way to learn about services. Action Steps Subtasks Performance Indicator Responsible party Timeframe Status 1. Promote the 1. Ask member organizations to create a mutual link 1. 6 additional links are Family Support Sept. 30, 2016 GSC website and to other organizations. created to the GO GSC. Team and Parent kiosks. 2. Produce quarterly PSA- newspaper articles 2. 12 newspaper articles are Coalition 3. Utilize Facebook/social media to promote local published. events and activities. 3. Events are posted to 4. Develop and distribute a Window cling with a link Facebook as they are to the website with services available. offered. 4. 50 Window clings are distributed. 2. Begin and 1. Post a monthly question using survey monkey and 1. 100 people participate in Family Support Sept. 30, 2016 promote drawing to reward people for going to the site, i.e. monthly questions/ Team and Parent incentives to What is your favorite book to read to your child? drawings Coalition access the Promote question on Facebook, but drive traffic to 2. Information website is website. (gas website and use as an opportunity to add parents updated. cards) (literacy to email/distribution lists. 3. The number of website materials as 2. Update website with new information at least hits increases from 150 to prizes monthly. 300. childrens books) 3. Collect data on website hits and analyze if the exposure to services page has increased. 3. Increase GSC 1. Develop a list of membership levels available to 1. List is developed Family Support Sept. 30, 2016 membership of families (i.e. information members, input 2. Talking points are Team and Parent families. members, participating members, core members, distributed to 100 people. Coalition Committee members, and GSC Board Members. 3. Provide awareness 2. Establish talking points, use points in written activities at 3 events. publications, Facebook, email, and website. 4. GSC Information is 3. Provide awareness activities such as incorporated into the presentations/communications, booths, and welcome newborn bags. displays. 5. Member forms are 4. Add information to the welcome newborn bags. distributed to families. 5. Update the current sign up form and distributed at the above opportunities.
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4. Increase local service providers knowledge of resources available in our community. 1. Develop a plan on activities to complete first point flow chart. (example questions: What will be included? Who do we need to contact? How will we find the correct answers? How often will be it reviewed? Distribution?) 2. To enhance knowledge of services available and eligibility requirements for service providers a Great Start first point flow chart will be created. (See Goal 1, E for description) 3. Trainings will be offered to service providers about how to use the Great Start first point flow chart with families. 4. Great Start First point flow chart will be distributed to service providers. 1. 2. 3. 4. 5. Update County resource guides. Plan is developed 8 agencies participate in flow-chart information gathering. 15 service providers are trained in Great Start first point flow chart. Great Start first-point is distributed to 30 service providers. Family Support Team and Parent Coalition Sept. 30, 2014, Sept. 30 2015, and Sept. 30, 2016
Priority Issue: Transportation barriers
Goal: Awareness of transportation barriers to be accessing services will increase.

Objective Measure 1. Transportation gaps/barriers will be identified and awareness 1. Increase MSU data related to organizational changes to policies, practices and about transportation options will be made available to families to procedures. (ie. How many agencies have shifted where/when to provide services access services. to meet the needs of families) Related Needs/Data: Most economic indicators would contribute to the lack of or need for transportation assistance. Percentage K-12 Students receiving free & reduced lunch: 56% (2010-11), 49.5% (2008-09) UP m # Children in Poverty under age 8: 248, 28% (2005-09) 223, 20% (2000) Below 200% of Poverty: 53% 554 (2005-09) Single Parent Families under 18: 29% (2009) 18% (2000) UP m A. What factors are causing and or contributing to this Rural communities, large geographical areas with population spread out condition? Unemployment B. What do we want to see change or happen by addressing Programs and services will become more sensitive to transportation needs and adjust accordingly this topic? C. What is already in place to address this issue? Western UP Transportation website, On-tran/Blue bus, Jan Tucker, paper schedule (newspapers?), UPHP reimbursements for Medicaid D. What are the gaps in services or barriers to services that Schedule of public transit, cost, locations, limited availability, plan to call ahead is needed need to be addressed?
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E. Are there Access Issues that need to be addressed by our workgroup related to this priority (i.e. rural communities, waiting lists, knowledge of services, available providers that take Medicaid or uninsured, demographic pockets of need) Transportation is an issue in our area because we have a very large geographic area and many rural communities. Many families with young children have to travel 30+ miles to receive health care, get to services, and attend programs. This is a barrier to participation for many of these families and if communities have programs or services, but families do not have access to transportation to get to the programs/services then they are not able to help them at all. Some programs provide home visits, which have helped with some of the travel barriers, but families still need to be able to get to the services in our communities. If agencies/programs could think very strategically about our service delivery, reduce the # of trips that families need to make, coordinate transportation, etc. we may be able to cut down on cost and increase access to services by alleviating this huge barrier. Increased Coordination and Collaboration across agencies. Strong relational networks and root cause focus.
F.
What system changes could help achieve the impact?
Strategy 1: Include available transportation on GSC website. Brief Description: System changes are changes to the infrastructure of programs and services.(ie. Aligning assessments, tools/curriculums, changes policies, etc) Action Steps Subtasks Performance Responsible party Timeframe Status Indicator 1. Promote Existing 1. Identify all transportation options including those listed 1. List and tips are Family Support Team Sept. 30, Transportation above, carpooling programs, and private transportation. developed 2016 Programs 2. Create a Tips for Dealing with Transportation problems 2. Distributed to news article- Maybe get ideas through a question contest for 200 people. creative ideas i.e. trade a day of babysitting for use of a friends car or Wash your friends car in trade for a ride to town. 3. Distributed Tips and Transportation Options to families and agencies 2. Increase 1. Develop a Tips for Providers- Being Sensitive to 1. List is developed Family Support Sept. 30, sensitivity and Transportation Barriers- i.e. ask the question- do you have 2. Distributed to 2016 response to a ride for your appointment, host events close to your 200 people. transportation as target population, provide bussing to an event at a small 3. Presentation for a barrier cost, set up a carpooling program in response to high gas 50 people. prices, etc... 2. Provide presentations to providers on the need to be sensitive to transportation barriers. 3. Distribute Tips and Transportation Options to providers
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Priority Issue: GSC will be responsive to parent needs.
Goal: Families have the education and support they need to ensure children are healthy, thriving, and developmentally on track from birth through third grade.
Objective Measure 1. Parents have the education they need to support their childs 1. Number of parents participating in the Parent Coalition and education school readiness skills. opportunities about school readiness. Related Needs/Data: According to the MSU Evaluation, (% respondents reporting that your GSC/GSPC has these conditions in place Quite a Bit to a Great Deal) 52% of those responding to the survey indicated that thought Local Providers were More Responsive to Parent Concerns Percent of children, ages 0-2, served by Early On: 4.4% (2011) 5.2% (2006) # of Slots in GSRP: 51 (2010) 62 (2006-07) Percentage of 4 year olds served in GSRP: 28.7% (2010) 35% (2006-07) Number of Child Care Centers: 10(2012) 14 (2007) Number of Child Care Centers Accepting infants: 3 (2011) 5 (2007) Number of Centers offering full day continuous care: 5 (2012) 7(2007) Number of Group Homes (12 children): 7 (2012) 7 (2007) Number of Family Homes (6 children): 6 (2011) 9 (2007) A. What factors are causing and or contributing to this Working families do not have very much time. Some parents do not have very much education or are condition? unsure of their skills. Single parent families have difficulties. Distance to programs is an issue. B. What do we want to see change or happen by addressing Parents will encourage and support their young children to learn and be prepared for kindergarten. this topic? Parents will encourage and foster their childrens on-going learning & development to support their readiness for kindergarten. C. What is already in place to address this issue? Parent Coalition, GSRP advisory groups, Head Start advisory groups, local libraries, GSC website, & kiosks D. What are the gaps in services or barriers to services that Parents will feel less alienated, transportation, access to information, open minds, understanding the need to be addressed? value of parent connections E. Are there Access Issues that need to be addressed by our Waiting lists for preschools, not enough slots for preschool, rural communities, internet access and workgroup related to this priority (i.e. rural communities, information about programs/services (see priority 1) waiting lists, knowledge of services, available providers that take Medicaid or uninsured, demographic need) F. What system changes could help achieve the impact? Increase parent leadership and voice. Buy-in and involvement from preschools, child care providers, local school districts, and other program providers to help educate and support families. Shifts in local policies/practices.
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Strategy 1: Provide leadership trainings to families. Brief Description: System changes are changes to the infrastructure of programs and services.(ie. Aligning assessments, tools/curriculums, changes policies, etc) Action Steps Subtasks Performance Indicator Responsible party Timeframe Status 1. Identify which parenting 1. Create a team. 1. List is developed. Family Support Sept. 30, education trainings are 2. Make a list of all potential places that 2. Survey is sent to 10 team and Parent 2014 occurring in the region. parenting education is occurring. agencies/program Coalition 3. Create a survey monkey questionnaire 3. Results are shared with 20 for providers. GSC members and next 4. Compile results. steps are developed. 2. Research parent education trainings. (such as Love and Logic, Conscious Discipline, Parent Cafes, Strengthening Families, Peer Mentor trainings, Family leadership training, Parents as teachers) 3. Make a decision as to the what trainings are needed for families and what trainings are available to that meet the goal of helping parents support kindergarten readiness. 1. 2. Identify what are the needs of parents through a parent survey. Use the parent survey or conduct a contest to name the program. (parent education has come to mean education for poor parents in some communities Conduct online research of potential trainings. Choose most relevant training topics for each county. Implement a training schedule. Promote trainings to parents. 1. 50 parents complete survey. 2. List of parent needs is created and a name of program selected. Family Support team and Parent Coalition Sept. 30, 2014
3. 1. 2. 3.
1. Create list of 6 relevant trainings 2. Create training schedule. 3. 50 parents attend trainings.
Family Support team and Parent Coalition
Annual schedule created
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Strategy 2: Increase opportunities to ensure children are developmentally ready to succeed in school at time of school entry. Brief Description: System changes are changes to the infrastructure of programs and services.(ie. Aligning assessments, tools/curriculums, changes policies, etc) Action Steps Subtasks Performance Indicator Responsible party Timeframe Status 1. Identify kindergarten 1. Create a team or combine with existing 1. Team is created. Family Support Sept. 30, readiness opportunities are team (Kindergarten readiness/ Early Care 2. List is created. team and Parent 2014 occurring in the region. and Education team.) 3. Results are shared. Coalition 2. Make a list of all potential places that kindergarten readiness activities are occurring. 3. Compile results. 2. Research kindergarten 1. Meet with the GSC/GOCAA Kindergarten 1. Team is created. Family Support Sept. 30, readiness skills. transition team to find out what they are 2. List is created. team and Parent 2014 doing. 3. Results are shared. Coalition 3. Make a decision as to the kindergarten readiness skills/opportunities to adopt that meets the goal of helping parents support kindergarten readiness. 4. Promote kindergarten readiness activities for parent through a variety of handouts, calendars, website, article, etc. 1. 2. Create a list of kindergarten readiness skills/opportunities in the area. Distribute to parents. 1. Team is created. 2. List is created. 3. Results are shared. Family Support team and Parent Coalition Sept. 30, 2015
1. 2.
Collect useful materials to distribute to families about kindergarten readiness. Distribute on a monthly/regular basis.
1. Team is created. 2. List is created. 3. Results are shared with 50 parents.
Family Support team and Parent Coalition
Sept. 30, 2016
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Infrastructure Priority Issue: System Change * Some system changes may be incorporated throughout team action agendas
Goal: One to three system changes will be in progress by September 2015.
Objective Measure 2. Three system changes that will increase effectiveness, efficiency, 2. By September 2015, work plans are in place and being implemented for three system and quality of services to children are in progress. changes. Related Needs/Data: According to the MSU Evaluation, (% respondents reporting that your GSC/GSPC has these conditions in place Quite a Bit to a Great Deal) Strong Relational Networks : In 2010 was 30% and increased to 36% in 2012. Still one of the lowest scores on the evaluation. Comprehensive Early Childhood System Improvements was at 76%. Strengths on the MSU Evaluation that would indicate that organizations were ready to undertake system change included: Readiness for Change in 2012 was 86% Interdependent Organizations scored at 84% Shared Goals ranked high at 93% Effective Partnerships was indicated by 97% A. What factors are causing and or contributing to this condition? Right now many programs are doing the same or similar services, duplicating services. And then there are other programs that are not doing enough to prepare children for school readiness. B. What do we want to see change or happen by addressing this Each child has unique needs across the components for school readiness (pediatric/family health, topic? social/emotional health, early care and education, parenting leadership, and family support). Identification, referral, and a streamlined system of services are all key to ensuring that each childs unique needs are met and that all children are ready for school success. C. What is already in place to address this issue? IGDIs (Individual Growth and Development Indicators) early literacy assessment is completed by 4 public preschool programs, Great Start to Quality UP Resource Center/Quality Rating System, GSRP Advisory Committee, GSC, Early On, Great Parents/Great Start, GOISD Special Ed, GOCAA Head Start, LVD Head Start, Parent Advisory Councils, Parent Coalition D. What are the gaps in services or barriers to services that need to Parents do not know about the Quality Rating System, agencies are do not understand the be addressed? benefits of being involved in system changes, time, staffing, funding, buy-in, stakeholders to make system-change a priority, policies of agencies E. Are there Access Issues that need to be addressed by our Rural communities, transportation, parents unaware of services available, agencies operate under workgroup related to this priority (i.e. rural communities, waiting silo, community buy-in for early childhood, funding, not enough preschool slots, no preschool lists, knowledge of services, available providers that take options other than Head Start in Ontonagon county Medicaid or uninsured, demographic pockets of need) F. What system changes could help achieve the impact? Identify strategies to increase effectiveness, efficiency, and quality of services to children.
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Strategy 1: Identify 3 system changes for consideration. Brief Description: System changes are changes to the infrastructure of programs and services.(ie. Aligning assessments, tools/curriculums, changes policies, etc). System changes help to address barriers faced by families and improve the continuum of services. Each child has unique needs across the components for school readiness (pediatric/family health, social/emotional health, early care and education, parenting leadership, and family support). Identification, referral, and a streamlined system of services are all key to ensuring that each childs unique needs are met and that all children are ready for school success. Action Steps Subtasks Performance Responsible party Timeframe Status Indicator 1. Create a list of 1. Create a team to evaluate infrastructure issues. 1. List of potential Executive January 2014 potential system 2. Review each of the committee workplans to identify any system change Committee change strategies. already identified system change strategies being strategies are undertaken by committees. ready to be 3. Based on review of committee workplans, identify evaluated. additional system change strategies that are related to the strategic plan priorities. 2. Evaluate system 1. Create an evaluation matrix which illustrates each of the 1. System Change Executive March 2014, changes and the potential system change strategies, evaluate for cost, evaluation Committee feasibility of change. level of interest and commitment of service providers, matrix and impact on services/families (pros/cons). completed. Team leaders 2. Based on the evaluation select the three system changes 2. Three system that are most feasible and will have the greatest impact changes for GSC Director for pursuit (may be system changes already included in pursuit are committee workplans). selected. 3. Create a plan of action 1. Based on the results of subtask #2 under Activity 2, assign 1. A committee is Executive May 2014 to pursue the changes. or create a committee to create and implement a in place for each Committee workplan for the system change (may already be done if of the system the system change was already part of a committee change Team leaders workplan). strategies. 2. Create a workplan for each of the additional system 2. Workplans are GSC Director change efforts (may already be done if the system change in the process was already part of a committee workplan). of being implemented.
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Priority Issues: Membership
Goal: GSC/PC will be able to explain the benefits and welcome membership of community and organization partnerships.
Objective 1. Increase the level of member commitment, collaboration, and satisfaction. Measure 1. MSU Evaluation Report Benefits of Participating in GSC/GSPC for Parents 2012=56%; 2016 Target=60% Benefits of Participating in GSC for Organizations 2012=74%; 2016 Target=80% 2. and development of the member involvement measure as part of the progress reporting system 3. Membership Feedback Survey questions indicates that GSC members benefit from: 90% networking, 80% sharing of early childhood announcements including trainings/events, 60% information about early childhood resources(programs and services available and news/emails). Related Needs/Data: According to the MSU Evaluation, (% respondents reporting that your GSC/GSPC has these conditions in place Quite a Bit to a Great Deal) Sustained and Expanded Public and Private Investment in Early Childhood in 2012 was 38% compared to the state rate of 42%. Benefits of Participating in GSC/ GSPC for Parents was at 56% while the Michigan rate was 64%. A. What factors are causing and or contributing to this condition? Due to the complicated nature of systems building work. It takes GSC members a while to become invested in the work and show commitment to the GSC. If the member cannot find a specific reason for them to be a part of the GSC they leave. We would like to increase the level of member commitment, collaboration, and satisfaction. Annual GSC membership feedback survey, Wilder Factors Collaboration survey, Michigan State University GSC/PC membership evaluation survey Staffing of agencies, buy-in from stakeholders, time/location of meetings, boards of agencies, Supervisor unable to understand the need for GSC Large geographic area makes it difficult for members to travel, snowy/cold weather deters members from attending meetings, GSC members prefer to have team meetings and GSC meetings on the same day Increase our efforts to communicate benefits to members and to increase their level of engagement.
B. C.
What do we want to see change or happen? What is already in place to address this issue?
D. What are the gaps in services or barriers to services that need to be addressed? E. Are there Access Issues that need to be addressed by our workgroup related to this priority (i.e. rural communities, waiting lists, knowledge of services, available providers that take Medicaid or uninsured, demographic pockets of need) F. What system changes could help achieve impact discussed in B?
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Strategy 1: Explain benefits to members and welcome membership on GSC. Brief Description: Many of the GSC membership benefits are not always obvious. Members who are more engaged are often more likely to experience the benefits of membership and to value their involvement in GSC work. We will increase our efforts to communicate benefits to members and to increase their level of engagement. We also will provide opportunities for member engagement through events, trainings, and other networking activities. Action Steps Subtasks Performance Indicator Responsible party Timeframe Status 1. Distribute benefit 4. Develop a list of member benefits based on GSC and 1. List of member GSC Director and Quarterly information in at least four member input. benefits created Executive starting after venues (facebook, emails, 5. Develop or incorporate into existing materials the 2. List is present in Committee January 2014 brochures, new member benefits of GSC new membership folder. new member folders, etc). 6. Distribute benefits information to GSC members and PC materials. members. 3. Distribute 7. Incorporate round table sharing (if networking has been benefits identified as a benefit) with the introduction of One of information. the benefits of coming together is the opportunity to share lessons learned, state or regional issues of concern, promote upcoming activities, or share success stories. 2. At least bi-annually make 3. Create a membership matrix which identifies ways that 1. Membership GSC Director, Bi-Annually contact with each GSC a member can be involved in the GSC efforts. matrix created Parent Liaison, starting after member about benefits 4. Member involvement for each member is tracked and 2. Member GSC Co-chairs January 2014 and appreciation for their monitored. involvement participation. 5. Each member will be contacted personally at some point marked on in the year to thank them for their involvement, educate matrix. them about other opportunities for involvement, and to 3. Each member will discuss what they feel have been successes and be contacted challenges related to their involvement in GSC work. personally 3. Updating membership 1. Based on Matrix above, recruit members to be involved 1. Based on annual GSC Director and January 2014, list annually. in GSC committees and other efforts. update, the Parent Liaison 2015, 2016 2. Update the list of member involvement annually. membership matrix shows increased engagement.
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Priority Issues: Outcome Based Approaches
* Incorporated throughout team action agendas Goal: Each team will have at least one objective that measures outcomes of children and families and aligns with Office of Great Start priorities.
Objective Measure 1. Teams each have at least one outcome based measure incorporated 1. There are 5 outcome based measurements for young children for which baseline into their work plan. Office of Great Start Priorities: Children born and targets are established. healthy; Children healthy, thriving, and developmentally on track from birth to third grade; Children developmentally ready to succeed in school at the time of school entry; Children prepared to succeed in fourth grade and beyond by reading proficiently by the end of third grade. Related Needs/Data: According to the MSU Evaluation, (% respondents reporting that your GSC/GSPC has these conditions in place Quite a Bit to a Great Deal) Only 45% of members rated Improved Outcomes for Children and Families as an accomplishment. A. What factors are causing and or contributing to this condition? B. What do we want to see change or happen? Many of our gauges for success are based on process measure that have shown to be effective in improving services which would likely have an impact on childrens outcomes By ensuring a process which includes outcome measurements we plan to have data that can be used to communicate success and impact on children to decision makers, members, and the community. The GSC already works to create outcomes for young children through common assessments, data-collection, etc. Not all agencies are focusing on outcomes of children and prefer to do what they already do rather than change. Funding for the work of the GSC will be imperative. Knowledge of outcome-based models will be needed.
C.
What is already in place to address this issue?
D. What are the gaps in services or barriers to services that need to be addressed? E. Are there Access Issues that need to be addressed by our workgroup related to this priority (i.e. rural communities, waiting lists, knowledge of services, available providers that take Medicaid or uninsured, demographic pockets of need) F. What system changes could help achieve impact discussed in B?
Establish an outcome based measures for each team to ensure that there are specific targets that are being met with the work that we are trying to accomplish to improve the lives of young children and families.
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Strategy 1: Teams measure outcomes for children and families. Brief Description: Many of the efforts of a collaborative are difficult to measure as outcomes for children. Many of our gauges for success are based on process measure that have shown to be effective in improving services which would likely have an impact on childrens outcomes. Our goal of including some measures of childrens outcomes are important to maintain our members commitment to GSC work and for growth in relationship to community support and funders. By ensuring a process which includes outcome measurements we plan to have data that can be used to communicate success and impact on children to decision makers, members, and the community. Action Steps Subtasks Performance Responsible Timeframe Status Indicator party 1. Ensure that each 1. Review Team workplans for outcomes and measures. 1. Outcomes list Executive January 2014, Team has identified 2. Create a list of the outcomes and measures. includes one for Committee, GSC an outcome based 3. For Teams that do not have the outcomes and each team. Director measure. measures, provide technical assistance to help them identify an outcome based measure. 2. Provide support to 1. Create a matrix for the outcome measures that 1. Matrix is created GSC Director March 2014 teams in collecting includes a column for baseline measurement, target, 2. Matrix columns baseline measures, outcome description/definition, source of data for are completed. setting targets, and measurement, and if applicable evaluation tool. 3. Measurement monitoring progress. 2. Provide assistance to teams in completing the matrix tools are in place. for their outcome measures. 4. Teams have the 3. Identify outcomes for which a measurement tool training needed needs to be created. Identify existing evaluation tools to measure that may be applicable and adopt or modify the tool outcomes. to meet the committee needs. 4. Provide evaluation training as needed to teams. 3. Teams select and 1. Teams collect data according to a planned scheduled. 1. Outcomes GSC Director May 2014, monitor at least one 2. Outcomes matrix is updated annually based on matrix is updated 2015, 2016 critical indicator for information submitted by teams. annually. each team. 3. Outcomes data is incorporated into communication materials.
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FINANCING AND FUND DEVELOPMENT

Resources in a rural community are often limited. In 2010 Gogebic-Ontonagon Great Start Collaborative members developed a comprehensive fund development plan. The Great Start Collaborative and its members have identified innovative ways to share resources and provide inkind support. The Great Start Collaborative and Parent Coalition are committed to utilizing the available resources to carry out the strategic plan and where needed obtain additional resources. As members enhance and build upon what has already been established in our community, it is their plan to improve the infrastructure that is already in place. During the strategic planning process, three activities were completed: 1. Identify funding needs of strategic priorities 2. Review and Update Existing Fund Development Plan 3. Identify Action Steps that would strengthen the fund development potential of our collaborative. As a result of planning, the following analysis of the strategic plan and funding needs: Pediatric and Family Health Early Childhood physical health services Funding Needs: Trainings ($2000), Curriculums, Parent Education/Nutrition classes (agencies); inkind, Technical Assistance from existing efforts such as NAPSACC, and GSC budget Social-Emotional Health Increasing awareness and knowledge of what it means to be socially-emotionally healthy Provide support to service providers to promote social-emotional health Funding Needs: Promotional materials may be needed ($500), Minimal; inkind, GSC budget, Early Care and Education Utilization of research based curriculum and assessment tools Collaborating with programs on kindergarten expectations Funding Needs: Trainings ($5000), Curriculum and assessment tools ($500/kit), Promotional materials for kindergarten expectations ($1500), Technical Assistance from Resource Center, and GSC budget Family Support and Parent Leadership Increase family access to programs Transportation barriers Increase families that are linked to the GSC/PC Responsiveness to Parent Needs Parent Participation Funding Needs: Minimal; inkind, GSC budget; Gas cards, Co-location/information stations, Promotion materials ($2000Minimal; inkind, GSC budget Infrastructure System Change* Incorporated throughout team action agendas Membership Outcome-Based Approach* Incorporated throughout team action agendas Funding Needs: Minimal; inkind, GSC budget Strategic Plan (2013-2016)
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2013-2016 Fund Development Plan

Goal: Establish and sustain funding for identified strategic priorities. Strategy: Funds will be raised to support projects related to the strategic plan. Process Objective: Measure: The fund development team will identify specific funding needs using the Financial targets are reached for each fund development activity (levels to be established during year 1). identified strategic priorities and funding needs. Action Steps Performance Indicator Responsible party Timeframe Status 1. Establish What do we want to do? Identify specific Specific funding needs are Fund Development December 31, funding needs for the GOGSC using priorities. (i.e. $500, created. Team 2013 $1000, $5000, etc) 2. Identify Who has the money? by creating a database Database of possible funders is Fund Development March 31, 2014 of possible funders in Gogebic/UP/statewide. created. Team 3. Using #1&2 to create an annual fund development plan with calendar and budget for targeting fund development activities related directly with priorities. 4. Implement the fund development plan. Annual fund development plan is created and updated annually Funding is increased. Fund Development Team Fund Development Team May 1, 2014, January 2015; January 2016 Ongoing
Goal: Funding policies will be formally incorporated into the Gogebic -Ontonagon GSC operating procedures. Strategy: Formally incorporate fund receipt and distribution policies into operating procedures for the GSC. Process Objective: Measure: Create a system for receiving and distributing funds raised by the GSC. Funding policies are included in operating procedures by 5/1/14. Action Steps Performance Indicator Responsible party Timeframe Status Identify policies of the Gogebic-Ontonagon ISD that are Policies are identified and GSC Director May 1, 2014 relevant to the fund development activities of the GSC and incorporated into the incorporate into the GSC Operating Guidelines. Operating Procedures. Determine funds required or identified for fund Policies are identified/ GSC Director May 1, 2015 development and establish the required structure. developed and incorporated into the Operating Procedures. Strategic Plan (2013-2016)
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2013-2016 Fund Development Plan

Goal: Develop an Infrastructure that supports receiving and distributing funds through the GSC. Strategy: Develop Committee to Manage Fund Development Activities Process Objectives: i.e. Policies are in place for receiving funds. 1. * Fund development team is developed to guide the work of the fund development process. 2. * Fund development activities and project table are created. 3. * Funding activities are incorporated in GSC work plan to be submitted to the state. 4. * Policies are in place for receiving funds and tracking received funds. Action Steps 1. Create a fund development team to work on implementation of plan. 2. Complete the fund development activities and project table. 3. Identify how the GSC members can support the fund development activities. 4. Incorporate funding activities into the GSC work plan as submitted to the state. Performance Indicator A finance team is meeting regularly. Activities are identified. Opportunities for support are shared with members. The work plan reflects funding priorities in the strategic plan. Responsible party GSC Director, Fund Development Team GSC Director, Fund Development Team GSC Director GSC Director Timeframe November 1, 2013 September 30, 2014 September 30, 2014 Annually Status Measure (i.e. policies included in operating guidelines) Funding development infrastructure for the GSC is established.
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APPENDIX A: Strategic Planning Process

STRATEGIC PLANNING PROCESS
Gogebic-Ontonagon Great Start Collaborative hired a professional consultant, Kay Balcer of Balcer Consulting & Prevention Services, to prepare the Facilitate a one day retreat, coordinate conference calls/meetings, and Provide Technical Assistance in drafting the plan.
The year-long process involved seven main steps: Step 1: Data & Infrastructure Review Step 2: Establishment of priorities for Core Components (Star Points) and infrastructure Step 3: Evaluation of 2009-2012 plan Step 4: Goal development Step 5: Development of the Action Agenda including objectives to measure progress Step 6: Review and expansion of the current Fund Development Plan Step 7: Review and approval of the Strategic Plan by the Great Start Collaborative Board
Data was collected and compiled by Prepared by Western U.P. Health Department, Ray Sharp, Manager of Community Planning and Preparedness with assistance from Teresa Woods, Community Health Assessment Specialist. The Great Start Collaborative held one strategic planning meeting in December 2012. Additional planning and discussion was carried out through Team meetings and board meetings in November 2012 and January through April 2013. Achievements during the planning process included: The mission/vision was updated Data was reviewed and priorities were set. Teams reviewed priorities and held additional discussion. The 2010 Action Agenda and compared it to the new priorities. The past action agenda items were scored by their relationship to the new priorities and data, whether they should be included in the new action agenda, or if they should be closed and no longer included. With assistance from the consultant, the director and teams developed goals, strategies, objectives/measures, and action steps. Infrastructure goals and fund development plans were developed.
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Gogebic-Ontonagon Great Start Collaborative Strategic Planning Timeline Updated 11-21-2012

August 29, 2012 September Email/Calls September 28, 2012 October 2012 November 16th, GSC Board Planning Conference Call Approve dates for retreat, check references, finalize contract Data Presentation by Data Consultant; Approve Timeline & Proposal at GSC Board Meeting Convene a Planning Team to Review the Progress on the Current Plan (Rubric added to dropbox) Director Led Activities/ Potential Tele-Conference call at 1:15
Timeline (one slide) Review of Mission/Vision (Slide) Review of Infrastructure Report and selection of Infrastructure Priorities (Information in Dropbox) Preparation for retreat (Review the agenda for December 7th, Brainstorm priorities based on needs data shared in September; complete online survey with ratings and comment for extra possible priorities)
December 7
9:00 to 3:00 EST Board Members GSC Meeting- Strategic Planning Session Led by Kay Balcer, Balcer Consulting & Prevention Services
9:00-9:45
9:45-10:00 10:00-10:30 10:30-10:45 10:45-11:45 11:45-Noon Noon-12:30 12:30-3:00

January 2013 February 2013 March-May 2013 July 2013 September 2013
Evolution of an organization and increasing impact Executive Committee Board Members Team Leaders Infrastructure Priorities Prioritization Results and Discussion Writing of Goals for each priority (Given Samples) Break Draft of Action Agenda for 2013-2016 (Action Agenda Worksheets) Sharing of Action Agendas Lunch Fund Development, Sustainability, and how it relates to the new Strategic Planning Priorities
Committees review work to date and tweak objectives samples to measure planned strategies/activities
Board Review and Approval Prepare, Revise, and Approve Written Documents Send Documents to Printer Presentation of Final Documents to GSC Board & Distribution in the Community
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APPENDIX B: Data Report & Priority Scoring Results
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Gogebic and Ontonagon Counties Children and Families Data Report for the Gogebic-Ontonagon Great Start Collaborative Prepared by Western U.P. Health Department Ray Sharp, Manager of Community Planning and Preparedness With Assistance from Teresa Woods, Community Health Assessment Specialist Executive Summary When the first GO-GSC data report and strategic planning was conducted, the United States was beginning to feel the effects of the 2008 financial crisis and the Great Recession of 2009. Predictions made then of future increases in unemployment and child poverty and reduced state tax revenues have by and large come to pass, as this 2012 report demonstrates. More families with young children are in poverty. Health, education and social-support systems are over-burdened and under-funded. Challenges remain as we strive to create an environment where all children are healthy and ready to learn. Service providers will be called upon to continue to do more with less as they prioritize services to vulnerable populations. Major assessment findings include: Ten-year population decreases of 5.4 percent in Gogebic County and 13.3 percent in Ontonagon County from 2000 to 2010, with most of the decreases among children and young adults. Senior citizens now make up about one-quarter of residents. Among households with children under age 6, half of those in Gogebic County and one-third in Ontonagon County are headed by a single parent. Unemployment rates rose steeply across the region in 2009 and crested at about 15 percent in 2010-11. About 30 percent of children in Gogebic County, and 24 percent of Ontonagon Countys children, live in households with incomes below the poverty line. Data for Medicaid, WIC and USDA school meal programs also indicate high percentages of children from low-to-moderate income families. Local pregnant women access prenatal care at similar rates to statewide a bit better in Gogebic County, a bit worse in Ontonagon County. Immunization rates for toddlers have remained marginally better locally than statewide, notable because there have been recent local outbreaks of Pertussis and other vaccine-preventable diseases among school-aged children and adults. Gogebic County had high rates for several risk factors among 2010 births: 17 percent of births were to mothers who had not completed high school; 27 percent of birth mothers reported smoking while pregnant; 52 percent of birth mothers were unmarried; and 11 percent of births were pre-term. There are 146 children (mostly 4-year-olds) in preschool programs in 2012-13, about 73 percent of the two-county population of 4-year-olds.
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Data Analysis and Notes The following notes serve as a guide to understanding the graphs in the 14 page attachment that follows. The numbers and letters refer to the page numbers in the attachment, with A for the upper slides and B for the lower slides. 1A: Title 1B: Population declines continued in Gogebic and Ontonagon counties over the last 10 years, as the stagnant economy, loss of industrial jobs, and an increasing reliance on tourism to generate economic activity led to emigration mostly by young and middle-aged adults seeking opportunity elsewhere, and secondarily, to declining numbers of births due to the losses in residents of childbearing age. 2A: Consequently, G and O counties have more older-adults and less children by percentage than state and national rates. This is especially pronounced in Ontonagon County, where 26 percent of residents are age 65 or older, and less than 4 percent are under age 8, compared with 14 percent and 6 percent, respectively, statewide. 2B: These data are presented for planning purposes. Some households have multiple children under 6, so these numbers do not equal the total population of young children. 3A: Single-parent households as a percent of all households with children have increased locally and nationwide over time, which translates to more children in poverty and more families needing child care. 3B: There are about 1,000 children under age 8 in the two-county region, corresponding to roughly 200 births per year. 4A: Most local children are white, with some Native American children mainly near Watersmeet. 4B: Over the past 3 years, following the 2008-9 national financial crisis and recession, unemployment consistently topped 15 percent in Ontonagon County and 12 percent in Gogebic County, with many more people underemployed or not actively seeking work. 5A: The first chart represents estimates for children in poverty as a percentage of all children per county (based on household income under 100 percent of poverty, or about $21,000 for a family of 4); the second chart is the number of children in households with incomes less than 50% of poverty (ex: family of 4, about $11,000 or less). Note that 30 percent of children age 0-17 in Gogebic County and about 24 percent in Ontonagon County are in poverty; and likely greater percentages among families with young children.
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5B: Local median household incomes lag about one-third behind state and national incomes. 6A: The percentages of children receiving free and or reduced lunches (below 185% of poverty) have risen in recent years as unemployment and families in poverty have increased. Across the G-O ISD, the rate stands at about 60 percent. 6B: Again, an indication of rising child poverty over the past few years. 7A: An indication of poverty among families with infants, rising steadily in Gogebic and fluctuating in Ontonagon in recent years, both averaging higher than the state rate which has also increased. 7B: WIC enrollments in G-O are among the states highest as a percentage of all children 0-4, another indication of low-to-moderate income and also of a strong system of outreach and referral for eligible families. 8A: Slightly more pregnant women in Gogebic County received early prenatal care as recommended. 8B: Ontonagon and Gogebic counties, with 75 percent of toddlers receiving all scheduled immunizations, did slightly better than the state as a whole. 9A: Note that more than half of births in Gogebic County in 2010 were to unmarried women, and that between one-fifth and one-quarter of local pregnant women smoked while pregnant. 9B: The local percentages of births to teens (of all births, how many were to women under 20) hover between 8-12 percent, generally a bit higher in Gogebic County than in Ontonagon County. 10A: Local infant death rates have been fairly low, statistically, when viewed over a long time span, but even 5-year rates are affected quite a bit by a small number of adverse events, given the size of the population. 10B: Providers in the region do a good job of providing blood-lead tests to young children, as recommended by Medicaid and for families living in older (pre-1978 built) housing. 11A and B: Local rates exhibit much variability due to the small population size. There currently appear to be sufficient numbers of foster families in Gogebic County. 12A and B: Licensed child care for infants and toddlers is always in short supply. 13A and B: The GOISD has a strong system of problem ID and referral to Early On and Special Education services, allowing for early interventions and family support. 14A and B: An estimated 73 percent of 4-year-olds attend a structured preschool program.
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Gogebic-Ontonagon Great Start Community Survey Results

1. Are you answering this survey as a... Answer Options % # Parent or Caregiver 19.2% 5 Daycare or Preschool Employee 23.1% 6 Other Service Provider 34.6% 9 Community Member 23.1% 6 Other (specify) Mental Health Worker, crisis pregnancy rep, Early Childhood Specialist Total score 2. Are you answering this survey as a... Answer Options Gogebic County Ontonagon County Both Other (please specify) BHK Early Childhood Specialist Average Importance Very Important More Important Less Important Not at all Important Very High Ability to Change Value Score % 34.6% 23.1% 42.3% # 9 6 11 1 Little or No Ability to Change 0 0 1 1 1 0 0 0 1 0 1 0 2 0 0 0 0 0 0 0 1 2 0 3 3 Low Ability to Change Average Ability to Change
High Ability to Change
Answer Options
Change Score
Social/Emotional Health Provide support to providers to promote social/emotional health Increasing Awareness and Knowledge of what is being socially/emotionally healthy Home visits for families with newborns to offer services, assess how its going. Early identification of autism Child Care & Early Education Collaborating with Head Start and Kindergarten readiness Parent education of childcare options/resources and quality programs Support for ECE teachers/staff on utilizing their programs approved curriculum Encourage/support/educate use of research based curriculum in child care programs Continue IGDIs, expand users Family Support Promoting children/family events Access to transportation/services How to get the best use out of the family kiosks Internet accessibility Parent Leadership Find out parent needs Work on barriers to parent involvement Expand parent coalition Being inclusive to fathers and grandfathers raising children Family structure support Pediatric & Family Health Physical activity calendar to address obesity Increase/improve play spaces Nutrition shop with families Cavity free kids dental access/care Allergies resources for families/kids Access to health insurance and quality providers Nutrition improve school lunches
8.75 8.63 7.75 7.56 8.54 8.48 8.21 8.08 7.57 9.13 7.35 7.30 6.26 9.13 8.83 8.25 8.24 7.81 8.73 7.77 7.63 7.47 7.44 7.43 7.04
16 14 13 7 16 8 9 12 7 16 12 4 6 19 19 11 12 9 13 12 10 10 7 17 9
6 8 8 14 7 8 11 7 10 6 7 8 3 5 5 9 9 14 5 7 6 11 9 4 7
1 2 2 3 1 6 2 4 3 1 4 8 13 0 0 2 3 1 5 4 7 1 7 2 7
1 0 1 0 0 0 2 0 3 0 0 3 1 0 0 2 0 0 1 1 1 2 1 0 0
0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
4.54 4.50 4.38 4.17 4.63 4.09 4.13 4.35 3.79 4.65 4.35 3.57 3.61 4.79 4.79 4.21 4.38 4.33 4.25 4.25 4.04 4.21 3.92 4.65 4.09
11 9 4 2 7 11 8 5 6 14 2 6 0 13 8 10 5 3 14 5 5 3 4 1 2
8 10 9 10 9 10 11 8 10 7 5 7 3 8 10 5 11 8 7 6 8 5 7 4 7
4 4 4 7 6 2 2 7 4 1 9 8 11 1 5 7 6 9 1 8 8 12 9 10 5
1 1 6 3 0 0 2 2 2 1 7 2 7 2 1 1 1 3 1 4 2 1 3 5 6
4.21 4.13 3.38 3.39 3.91 4.39 4.09 3.73 3.78 4.48 3.00 3.74 2.65 4.33 4.04 4.04 3.87 3.48 4.48 3.52 3.58 3.26 3.52 2.78 2.96
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Other Issues
Preparing mothers to be concerning preparations, Family support- improving access to early childhood programs and services, Parenting skills for Dad's & Mom's, Coping skills for grandparents raising kids, & Child Care and Early Education- implement a kindergarten readiness survey.
Priority Issue Social/Emotional Health Provide support to providers to promote social/emotional health Increasing Awareness and Knowledge of what is being socially/emotionally healthy Home visits for families with newborns to offer services, assess how its going. Early identification of autism Child Care & Early Education Collaborating with Head Start and Kindergarten readiness Parent education of childcare options/resources and quality programs Support for ECE teachers/staff on utilizing their programs approved curriculum Encourage/support/educate use of research based curriculum in child care programs Continue IGDIs, expand users Family Support Promoting children/family events Access to transportation/services How to get the best use out of the family kiosks Internet accessibility Parent Leadership Find out parent needs Work on barriers to parent involvement Expand parent coalition Being inclusive to fathers and grandfathers raising children Family structure support Pediatric & Family Health Physical activity calendar to address obesity Increase/improve play spaces Nutrition shop with families Cavity free kids dental access/care Allergies resources for families/kids Access to health insurance and quality providers Nutrition improve school lunches Total score 8.75 8.63 7.75 7.56 8.54 8.48 8.21 8.08 7.57 9.13 7.35 7.30 6.26 9.13 8.83 8.25 8.24 7.81 8.73 7.77 7.63 7.47 7.44 7.43 7.04 Value Score 4.54 4.50 4.38 4.17 4.63 4.09 4.13 4.35 3.79 4.65 4.35 3.57 3.61 4.79 4.79 4.21 4.38 4.33 4.25 4.25 4.04 4.21 3.92 4.65 4.09 Change Score 4.21 4.13 3.38 3.39 3.91 4.39 4.09 3.73 3.78 4.48 3.00 3.74 2.65 4.33 4.04 4.04 3.87 3.48 4.48 3.52 3.58 3.26 3.52 2.78 2.96
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Appendix C: Fund Development Plan Assessment

Fund Development Plan- 2011 Progress Report- February 2013
Fund Development Goals: 1. Establish the infrastructure for Gogebic-Ontonagon Great Start Collaborative to expand fund development efforts. 2. Enhance relationships with prospects and donors so that we can raise sustaining income after time. 3. Increase sustainability of Gogebic-Ontonagon Great Start Collaborative. Strategy: Establish a structure for fund development within the GSC. Activity Create a finance Team to work on implementation of plan. Consider hiring a contractor to help with fund development. Secure Buy-In from all members Identify 501 c 3 organization to act as the fiscal agent for the GSC and establish an agreement. P Create opportunities for membership to become ambassadors of the GSC within the community. NS Strategic Plan (2013-2016) Directly Related No Status1 P N NS Relationship to Priorities2 Directly Related Not Related Directly Related Include Unchanged in next Plan3 Yes No No No No How will we do this? If we have support/trust of members already, do we need to make this another step? The GSC will contact the GOISD to see if they would be willing to act as the fiduciary for possible funding development of the GSC. If yes, then it will be brought to the GSC to be voted on. GSC members will be actively involved in the fund development activities for the GSC. Specific tasks/events/activities will be available throughout the year for member engagement. X X (?) Revise or develop extension Activity4 Do not Include5
Indirectly Related
No
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Create a Case for Statement summarizing- Why would someone want to give us money? Create an annual fund development calendar and budget for targeting fund development activities.
NS
Indirectly Related
No
P Directly Related No Complete and start implementing the fund development plan. P Directly Related Yes Strategy: Increase revenue sources by 25%. (This seems too high because we only need to show an increase.) Activity Relationship to Include Unchanged Revise or Status1 Priorities2 in next Plan3 develop extension Activity4 Train members, volunteers, and We need to decide if this is actually needed? Is staff in fundraising and there a possibility that members would be ambassadorship. asking for funds for us? Or will we pursue other funding avenues- grants, in-kind, local funding NS Indirectly Related No opportunities, etc? Develop processes for tracking Right now we record the name in the leverage donors including donor name, chart, mail a thank you, and the ISD business amounts, type of donation, dept. handles the accounting aspects. We dont acknowledgement, and follow up have very many donors (Resource Center, (leverage chart) NS Indirectly Related No Aspirus, etc) Seek sponsorships for events such Seek sponsorships for events, trainings, as play groups and park play time. P Directly Related No projects, playgroups, etc. Volunteer Policies & Volunteer Manual are created and include volunteer functions, expense Are we going to use this or is it another reimbursement, liability insurance, formality? The ISD has policies about background checks, tracking hours, volunteers that work with children. Should we application & code of ethics, etc. NS Indirectly Related No just use theirs? Strategic Plan (2013-2016)
Discuss with GSC Executive Committee if we really need this? Examples? The GSC will create a more formal plan for what we want to do each year related to fund development. Fund development activities are included in our work plan, but we need to have more activities, tasks, stakeholders, checklists, etc.
Do not Include5
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Utilize funding scenario flow charts Implement policies created as part of the fund development plan.
NS
Indirectly Related
No
NS
Directly Related
No
See below Review the current fund development policies to determine which are needed for our current work plan. Create a process to implement the current policies.
Strategy: Increase community support of Gogebic-Ontonagon Great Start Collaborative Activity Develop a list of target audiences and possible outreach activities Hold 2 events per year to increase visibility of collaborative and include targeted methods of ambassadorship with the events. Submit stories about the success of Gogebic-Ontonagon Great Start Collaborative to local papers 2-3 times each quarter. Institute an awards program with a keynote speaker and testimonials. Ideas included: Business of the year Parent volunteer of the year Advocate of the year Create a public relations/marketing plan for Gogebic-Ontonagon Great Start Collaborative that aligns with the Action Agenda. Strategic Plan (2013-2016) Status C
1
Relationship to Priorities2 Indirectly Related
Include Unchanged in next Plan3 Yes
Revise or develop extension Activity4 This should be linked to the Communications Plan This should be linked to the Communications Plan This should be linked to the Communications Plan
Do not Include5
Indirectly Related
Yes
Indirectly Related
Yes
Indirectly Related
Yes
This should be linked to the Communications Plan
Directly Related
Yes
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APPENDIX D: MSU Feedback Report
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MSU Evaluation Report Summary: Gogebic-Ontonagon GSC

Stage: Based on the 2012 evaluation, the Gogebic-Ontonagon GSC/GSPC had the characteristics of a Group C (>stage
4) GSC/GSPC. In 2010, Gogebic-Ontonagon was a Stage 3 GSC/GSPC. 2010: 24 surveys were sent out to a list of GSC/GSPC Members, Outside Community Members, and GSC Workgroup Members provided by the GSC Director and Parent Liaison. 18 surveys were returned for a response rate of 72%. The GSC/GSPC response rate for your county was 79%. 2012 : 39 surveys were sent out to a list of GSC/GSPC Members and Community Partners provided by the GSC Director and Parent Liaison. Your GSC Response Rate was 87.1% and GSPC Response Rate was 81.8%. Overall, the response rate for members and non-members was 79.5%. Statewide, 3106 surveys were sent out, with an overall response rate of 78%.
% respondents reporting that your GSC/GSPC has these conditions in place Quite a Bit to a Great Deal
Accomplishments: Improved Outcomes for Children and Families Improved Early Childhood System Increased Access to Early Childhood Services Sustained and Expanded Public and Private Investment in Early Childhood Increased Coordination and Collaboration across Agencies Expanded Array of Early Childhood Services More Responsive Community Context Comprehensive Early Childhood System Improvements Increased Community Support for Early Childhood Issues Local Providers More Responsive to Parent Concerns More Supportive Local Leaders and Elected Candidates Increased Parent Activity and Voice (Empowered Families as Change Agents) Additional Outcomes: Parents Needs are Met Easier Access to Services 40% 60% 44% 20% 16% 28% -8% 34% 20% 50% Informed Parents 22% 30% Benefits of Participating in GSC/GSPC for Parents 25% 56% 64% 31% Benefits of Participating in GSC for Organizations 20% 74% 40% 54% Red indicates items where the score was lower than the state score and decreased from 2010 to 2012 by at least 5% OR where change or difference from state was greater than 15%. Infrastructure Indicators Difference Change Michigan Benefits for Organizational members Benefits for Parents GSC Leadership GSPC Leadership Parents as Leaders GSC Support Parents Voice Continuous Learning Orientation Increase Increase Increase Same100% NA NA NA Higher Lower Higher Higher Higher Higher Higher
GO GSC 2010
33% 39% 33% 56% 35% 33% 50% 33% 44% 44%
GO GSC 2012
45% 69% 38% 79% 71% 76% 59% 52% 52% 48%
Michigan Change
47% 55% 42% 63% 59% 61% 53% 47% 50% 43% 12% 30% 5% 23% 36% 43% 9% 19% 8% 4%
Difference from Michigan

-2% 14% -4% 16% 12% 15% 6% 5% 2% 5%
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Key Conditions Leveraging Change

Your Strongest Areas: Intentional Systems Change Actions Effective Partnerships Shared Goals
% respondents reporting that your GSC/GSPC has these conditions in place Quite a Bit to a Great Deal
Areas to Target for Improvement: Strong Relational Networks Root Cause Focus Parent Leadership and Voice Local Champions
GO GSC 2010
GO GSC 2012
Michigan Change
Difference from Michigan
Equitable System Pursuits

Equity Orientation: The needs of the most vulnerable and/or underrepresented children and families in a local community are understood and addressed in a systemative and meaningful manner. Input of vulnerable constituents is valued and disparities in outcomes are targeted. Root Cause Focus: Identifying the underlying causes of community problems is a prioirty and the complexity of these causes is recognized. Members understand that the coordinated effort of multiple organizations/agencies is required to target these root causes.
NA NA
76% 70%
53% 70%
NA NA
23% 0%
Systems Change Climate

Strong Relational Networks: Strong relational networks easily exchange referrals, coordinate services and share resources across various agencies in the community. Intentional Systems Change Actions: Active pursuit of system change efforts, such as shifting or adopting new policies, procedures, or programs to reduce barriers and improve the early childhood system.
30% 0%
36% 100%
NA 57%
6% 100%
NA 44%
Readiness for Change

Local Champions: The broader community understands the urgency of the Great Start effort and member organizations are alignined their own strategic plans with Great Start priorities. Community leaders, including those from the business and government sector, act in support of the Great Start effort in the community Interdependent Organizations: Member organizations see the value in the collaborative effort and support other partners at the table. Readiness for Change: Individuals and organizations believe in the need for change and have the capacity to pursue it.
NA 72% 70%
72% 86% 84%
58% 66% 78%
NA 14% 14%
15% 20% 6%
Authentic Leadership & Voice

Parent Leadership & Voice: Parents are effective leaders and competent champions for early childhood and represent a knowledgeable, diverse, and visible parent constituency. Effective Partnerships: Strong, effective ties between the GSC and GSPC, and also with key outside organizations in the community.
44% 73% 80% 68%
72% 97% 93% 75%
54% 79% 75% 72%
28% 23% 13% 8%
18% 18% 18% 4%

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Engaged Constituents
Shared Goals: A unified vision shared with the GSC and GSPC, including an aligned understanding of, and agreement upon problems, possible solutions, and overall goals. Active Constituents: Active and involved members making valuable contributions to the GSC/GSPC, including: speaking at meetings, holding an office, or advocating for early childhood in the community.
Red indicates items that scored the lowest on the evaluation.
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APPENDIX E: Operating Guidelines & Documents
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Gogebic-Ontonagon Great Start Collaborative
Operating Guidelines I. Who We Are
The Gogebic-Ontonagon Great Start Collaborative (GOGSC) is the local planning and decision-making body for the Great Start system Michigans comprehensive early childhood system. The Great Start system components are; Pediatric and Family Health, Social-Emotional Health, Family Support, Parenting Leadership, and Child Care and Early Education. II. Vision
A Great Start for every child in Gogebic and Ontonagon Counties; safe, healthy and eager to succeed in school and in life. III. Mission
The Mission of the Gogebic-Ontonagon Great Start Collaborative is to provide a Great Start for all children from prenatal through age 8 by assuring a coordinated system of community resources and supports to assist all families in Gogebic and Ontonagon Counties. IV. Purpose The purpose of the collaborative is to: Provide a Great Start for all children from birth to age 8 by participating in the on-going coordinated system of community resources and supports to assist all Gogebic and Ontonagon County families. Assist the local Great Start Collaborative Coordinator in accomplishing early childhood related tasks, goals and objectives to improve the local system of early childhood related programs and services. Assist in the development and implementation of a local early childhood and parent focused strategic and action plan based on a local needs assessment. Implement recommendations for local systems for on-going improvements. Encourage, facilitate and support parent engagement in participation and leadership roles. Assist in engaging philanthropic, faith-based, public, private and legislative support including fund development, and advocacy.
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V.
Membership A membership list has been developed as part of the grant proposal, and is based on requirements developed by the ECIC as part of the grant approval process. The composition of the Gogebic-Ontonagon Great Start collaborative will represent the diversity of the two counties it serves. At a minimum, the GSC membership must include representatives from the following groups, programs, and organizations. Organizational representatives must be able to make decisions on behalf of the organization. 1. Parents of children (aged 12 or younger) who represent the diversity of the county(ies) constitute at least 20% of the total membership 2. Business leaders, e.g. a president of a local chamber of commerce, a director of workforce development or economic development for the county or counties or a manufacturing association. 3. Philanthropic and/or charitable organizations, e.g. the United Way, a community foundation, a service organization 4. Faith-based organizations 5. Organizations that provide services on behalf of minority populations in the county and/or counties. 6. Intermediate School District 7. Department of Public Health 8. Department of Human Services 9. Community Mental Health 10. Hospital, health care system and/or managed care plan serving the area represented by the GSC 11. Juvenile or family court judge 12. Early On 13. Representatives from home visitation and parenting education programs 14. Head Start/Early Head Start
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15. Great Start Readiness Program that serves the county and/or counties 16. Licensed Child Care Center and/or Home or Group Home 17. Local school district superintendents and elementary principals 18. Elected governmental officials 19. The GSC should include other members as pertinent to the county or counties it serves. B. Other membership requirements: 1. Parents (birth, adoptive, foster, non-custodial or legal guardian) must constitute at least 20 percent of the total membership, be reflective of the demographic makeup of the community, and be parenting children aged 12 or younger. Parent members are to receive within two weeks after the meeting, financial reimbursement for expenses incurred as a member, and access to professional development and mentoring opportunities. Reimbursement is as follows: a. Child care costs @ $3.00 per hour for the first child and $2.00 for each additional child b. Mileage @ current IRS rate c. Honorarium for each meeting @ $25.00 per meeting The members of the collaborative, with the exception of parents, must have sufficient authority to commit funds, staff and other resources on behalf of their organization. The Great Start Collaborative may include other members of the community as deemed necessary to achieve the goals of the Collaborative. Members are selected by an informal process of referral to the Collaborative, followed by a brief interview and orientation with the prospective member to insure they meet requirements, and have sufficient understanding and commitment to the mission of the Collaborative. Referrals can be made by any Collaborative member, the Project Coordinator, or other interested parties. Once selected for membership, the new prospective member shall submit a letter of commitment to the Project Coordinator. Updated membership lists will be provided to members as necessary at regularly scheduled meetings.
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VI. Membership Responsibilities It is crucial to the success of the GOGSC to have an active and engaged membership. The GSC will meet a minimum of six times per year as a full body. When circumstances prevent executive-level members from participation in all required GSC meetings, those
Strategic Plan (2012-2015) 77
members may appoint a high level administrative or managerial staff person to deliberate and make decisions in their absence, as long as the appointing executive attends at least two meetings per year. It is expected that high-level administrative or managerial staff who are appointed to serve in the absence of the executive, will report to the executive on the business of the GSC on a regular and ongoing basis. The membership provides overall direction in the governance and operations of the collaborative, appoints committees to undertake specific functions of the collaborative, and assures accountability for commitments made within the collaborative and the community.
Membership duties include but are not limited to: A. A commitment to attend all meetings either in person, or via telephone or videoteleconferencing. Appoint committees, and/or teams for specific tasks Provide direction, resources and support for committees and teams. Cooperate with providing necessary statistical and other needed information for the completion of the community needs assessment and strategic plan. Review progress, and ensure coordination throughout the assessment and strategic planning process. Assure accountability for commitments made within the Collaborative and the community. Keep the Collaborative Coordinator informed of any changes in membership, contact information, or availability of time and resources. Participate in and/or provide for professional development and mentoring opportunities. Make a good faith effort to contribute toward fulfilling the mission and purposes of the Gogebic-Ontonagon Great Start Collaborative.
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VII. Meetings A. Members of the GOGSC, in corporation with the Collaborative Coordinator, will determine by majority the frequency, location and time of meetings for a minimum of 6 meetings per year. Members will receive notification of meetings at least two weeks before the scheduled meeting via e-mail. Members without e-mail access will receive a copy through the U.S. mail. Participation in a meeting via teleconferencing or video-teleconferencing constitutes presence at a meeting. Business decisions regarding the Collaborative will be made by majority vote of those present at the Collaborative meeting. In order to meet the attendance criteria, it is crucial that members attend scheduled meetings. If a member is not available for a scheduled meeting, the member shall contact the Collaborative Coordinator in advance and if possible arrange for an authorized designee to attend the meeting. To remain on the GOGSC a member or their designee must attend at least four (4) of the scheduled meetings within the year. The absence of any members for three (3) consecutive regularly scheduled meetings in the calendar year without justification can be cause for removal from the GOGSC. Nothing in these guidelines would prevent the GOGSC from reinstating an individual or agency/organization membership based upon a review and recommendation from the Executive Committee.
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VIII. Executive Committee A. Membership The Executive Committee shall consist of the officers of its Collaborative and shall be democratically elected by the members. The EC shall consist of the following members: 1. Chair (Co-Chair) 2. Vice Chair (Co-Chair) 3. Recording Secretary
4. GSC Coordinator (ex officio) 5. Parent Liaison (ex officio) The chair and the vice chair shall be representatives from different organizations. B. Duties of the Officers 1. Chairperson a. b. c. d. 2. Preside over and prepare agendas in consultation with the GOGSC for all monthly meetings Follow by consensus simple parliamentary procedures Provide a collaborative leadership style Recommend members to committees and workgroups as necessary
Vice-Chairperson a. b. c. d. Preside over meetings in the absence of the Chair Fulfill the duties of the Chair in the event the Chair is unable to do so for any reason. Serve out the term of the Chair in the event that he/she is unable to complete the term of office Notify the Coordinator in advance in the event that neither the Chair or Vice- Chair will be present and able to preside at a scheduled meeting
3.
Recording Secretary a. b. c. d. Attend all Gogebic-Ontonagon Great Start Collaborative meetings. Take detailed minutes of the meetings Consult with and provide copies of minutes to the Coordinator within one week following the meeting Appoint a designee if unable to attend a scheduled meeting, and notify the Coordinator in advance
C.
Participation The Executive Committee will meet a minimum of six (6) times per year and members are required to attend four (4) of the scheduled meetings per year. Attendance may be in the form of participation through interactive television, conference calling, web conferencing or other technology method, when available.
D.
Vacancies
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If an officer has three (3) or more unexcused absences per year from meetings, their membership will be reviewed by the EC and they may be replaced by the general membership at the next meeting. E. Committees Committees shall be recommended by the Executive Committee. F. Term Officers and the Executive Committee members will serve for a one year term and will be eligible to serve no more than three consecutive terms. The EC shall be elected by a majority of the Collaborative Board, and terms of office will be January 1st to December 31st . Members will be asked whether they would like to continue in their position at the end of each year. If a member wishes to step-down a GOGSC member will be elected in their place.
IX. Standing Committees The GOGSC will be undertaking specific tasks, and will accomplish the detailed work of these tasks and processes via the use of committees and teams. Meetings will be held as appropriate to complete needed tasks. The standing committees for the initial year of the project are as follows: A. Executive Committee: Responsible for administrative oversight of the GSC/PC. B. Pediatric and Family Health Team: Responsible for updating, revising, and implementing the Pediatric-Family Health of section of the Action Agenda. GOGSC will choose annual priorities to focus the teams efforts. C. Child Care and Early Education Team: Responsible for updating, revising, and implementing the Early Care and Education section of the Action Agenda. GOGSC will choose annual priorities to focus the teams efforts. D. Family Support Team: Responsible for updating, revising, and implementing the Family Support and Parenting Leadership sections of the Action Agenda. GOGSC will choose annual priorities to focus the teams efforts.
E.
Social-Emotional Health Team: Responsible for updating, revising, and implementing the Social-Emotional Health of section of the Action Agenda. GOGSC will choose annual priorities to focus the teams efforts.
Each standing committee will form a leadership structure parallel to the GOGSC, and make verbal/written progress reports to the Collaborative at the regularly scheduled meetings. The GOGSC and/or standing committees may form other sub-committees and/or workgroups as needed to fulfill specific tasks. The sub-committees and/or workgroups will make written progress reports to the designated standing committee or to the GOGSC. X. Voting A. The preferred decision making process of the GOGSC shall be Consensus. Consensus is defined as: A decision which the majority (50%) of the present members of the group can support even if the decision is not every members preference. If consensus cannot be obtained, the decision will be discussed at the next meeting. For voting purposes, a quorum shall consist of a simple majority of those members or approved designees in attendance including a minimum of one parent representative. Each member or designee shall have one vote. The voting will be reached by multiple methods depending on the circumstances of the vote. Examples include, but are not limited to: verbal, show of hands, and paper ballots. The GOGSC will use the one designated member, one vote rule as a guideline for voting purposes. Each required member for the GOGSC will receive a vote in the capacity that they represent. A GOGSC member who is unable to attend may have an official designee as their representative by notifying the chairperson before the day of the meeting. Although GOGSC partners may have an agency guest attend meetings, it is only one designated person who is able to vote on their agencies behalf. When roll call voting is required or requested, the names and votes of members and designees shall be recorded in the minutes. Members or designees shall abstain from voting when the question to be voted on directly or indirectly provides the members organization with funding or services through a contractual relationship. Members are expected to report any other issues that may constitute a conflict of interest. The membership will then determine through the rules above if a conflict does exist, and if so, the member will abstain from voting on the issue. Members will also excuse themselves from discussion regarding issues with which the conflict of interest exists.
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XI. Conflict Resolution Communications between members of the GOGSC shall be mutually respectful reflecting the shared vision and spirit of cooperation. In the event that a conflict should arise, it shall be handled in a respectful and discreet manner. A. Should a member have an issue or conflict that they are not able to address at a scheduled meeting, they may contact the Collaborative Coordinator for resolution or referral to the Executive Committee. In the event that a member has a conflict or issue regarding the Collaborative Coordinator, they may contact the Executive Committee directly. In the event that none of these procedures resolves the conflict or issue, the GOGSC Executive Committee may authorize the use of an outside mediator.
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XI. Procedures and Amendments A. Amendments These operational guidelines may be amended by a majority vote of the members of the GOGSC as appointed. At least one week prior to voting, GOGSC members will receive written or e-mail notification of the proposed amendment and the meeting at which it will be considered. B. Funding Decisions 1. A prioritized list of needs will be developed and used for future funding decisions. Members will vote on the priority list of needs to be addressed at a regularly rescheduled GOGSC meeting. The prioritized list will be reviewed at least annually by the GOGSC through presentation by the Executive Committee. Whenever possible, all members will be notified when grant funds are available. This could be accomplished via e-mail, faxing, special meetings and regularly scheduled meetings. When funds become available, the Executive Committee will meet to determine if the goals of the new funding fit with the GOGSC strategic plan. The Executive Committee will present their recommendations to the GOGSC membership. The membership will vote on the recommendations at the next scheduled meeting, or a special meeting will be called for this purpose.
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2.
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Gogebic-Ontonagon Great Start Collaborative Agreement

I, and/or my organization, understand the purpose of the Gogebic-Ontonagon Great Start Collaborative (GOGSC) is to provide a Great Start for all children from prenatal through age 8 by assuring a coordinated system of community resources and supports to assist all families in Gogebic and Ontonagon Counties. Resulting in all children beginning kindergarten safe, healthy, and ready to succeed in school and life. GOGSC is a partnership of local stakeholders and parents building a comprehensive early childhood system for our communities, looking at all the factors that influence a childs readiness for school and life, including: Pediatric and Family Health Social-Emotional Health Family Support Child Care and Early Education Parenting Leadership
This Collaborative Agreement between _______________________________________________

(Print Agency or Parent Name)
and the
Gogebic-Ontonagon Great Start Collaborative

is an assurance, by the above named, to acknowledge and support systemic change through the partnership of Gogebic-Ontonagon early childhood resources.
Membership Responsibilities: It is crucial to the success of the GOGSC to have an active and engaged membership. We have a list of required members that need to attend meetings. The GSC will meet a minimum of four (4) times per year as a full body. When circumstances prevent executive-level members from participation in all required GSC meetings, those members may appoint a high-level administrative or managerial staff person to deliberate and make decisions in their absence. Please review the Operating Guidelines for other membership responsibilities.
_______________________________________________
(Signature)
____________________
(Date)
_______________________________________________
GOGSC Representative (Signature)
____________________
(Date)
Mail or Fax this Memorandum of Commitment to: Great Start Collaborative Mail: P.O. Box 218, Bergland, MI 49910 Fax: (906)575-3373
Gogebic-Ontonagon Great Start Collaborative Organizational Chart

1. CORE PROBLEM SOLVING GROUP:
Updated 3/2013
Executive Committee: EXECUTIVE COMMITTEE *Chair *Vice-Chair *Recording Secretary *GSC Coordinator (ex officio)
2. TASK FORCES:
Acronym 0-3 ASQ B-6 CD CMHCM CRC
Acronyms
3.
DAP DHS Early On EBLC ECE (or & EC) FEEDBACK: INPUT ECIC EHS ELL or ESL ESA FAP COALITION FIP GPGS GSC GSCPC GSRP--competitive COMMUNICATIONS
PARENT
4.
& OUTREACH: GSRP--state aid

HS HV ISD
Name Zero to Three Ages & Stages Questionnaire Birth to Six Teams: Child Development GREAT START Pediatric and Central Resource Center Family Health Team COLLABORATIVE Community Mental Health for Central Social-Emotional Michigan Health Team Developmentally Appropriate Practice Family Support Team Department of Human Services Child Care and Early On Michigan Early Education Early Beginnings Literacy Coalition Early Childhood Education Early Childhood Investment Corporation Early Head Start English Language Learners OR English as a second language COMMUNITY Midland County Educational Service Agency Food Assistance Program EVENTS AND Family Independence Program Great Parents, Great Start Great Start Collaborative Great Start Collaborative Parent Coalition Great Start School Readiness Program-Competitive Great Start Readiness Program -- State Aid Head Start Home Visit Intermediate School District
COMMUNITY AWARENESS COMMUNITY ENGAGEMENT
WEBSITE
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Appendix F: Early Childhood Acronyms

Acronyms used to abbreviate; formed from the initial letter or letters of each of the successive parts or major parts of a compound term. The use of acronyms is widely discouraged; however, it is incumbent upon the audience to promote their elimination for the understanding and inclusion of all participants. The following partial list of acronyms may be helpful: ACMH - Association for Childrens Mental Health AED - Academy for Educational Development ASQ Ages and Stages Questionnaire AT - Assistive Technology AYP - Adequate Yearly Progress 4C - Child Care Coordinating Council CMH- Community Mental Health CTF- Childrens Trust Fund DHS - Department of Human Services ECE - Early Care and Education ECIC- Early Childhood Investment Corporation EI - Early Intervention EO - Early On ISD- Intermediate School District GOISD Gogebic-Ontonagon Intermediate School District GOCAA- Gogebic-Ontonagon Community Action Agency GLCYD - Great Lakes Center for Youth Development GPGS - Great Parents, Great Start GSC/GOGSC- Great Start Collaborative/Gogebic-Ontonagon Great Start Collaborative GSRP - Great Start Readiness Program (formerly MSRP) GSTQUPRCC- Great Start to Quality UP Resource Center HHS - U.S. Department of Health and Human Services HSCB- Human Services Collaborating Board HIPAA - Health Insurance Portability and Accountability Act IDEA - Individuals with Disabilities Education Act
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IDEIA - Individuals with Disabilities Education Improvement Act IFSP Individualized Family Service Plan IEP Individualized Education Program LICC- Local Interagency Coordinating Council LVD- Lac Vieux Desert MDCH - Michigan Department of Community Health MDE - Michigan Department of Education MHSA - Michigan Head Start Association MiAEYC - Michigan Association for the Education of Young Children MSUE- Michigan State University Extension NAEYC - National Association for the Education of Young Children NCLB - No Child Left Behind NICHY - National Dissemination Center for Children with Disabilities OSE-EIS - Michigan Department of Education: Office of Special Education and Early Intervention Programs OSEP - United States Department of Education: Office of Special Education Programs PC- Parent Coalition PL- Parent Liaison PQA Program Quality Assessment QRIS Quality Rating and Improvement System R.E.A.D.Y. - Read, Educate And Develop Youth REMC 1- Regional Education Media Center RFP - Request for Proposals SF/SC Strong Families/Safe Children T & TA - Training and Technical Assistance TA & D - Technical Assistance and Dissemination TANF Temporary Assistance to Needy Families UPECC- Upper Peninsula Early Childhood Conference UPCC- Upper Peninsula Childrens Coalition WIC- Women Infants Children: Food resource for families in need
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GOGSC Counties Strategic Plan 2013-2016

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GOGSC Counties Strategic Plan 2013-2016

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Great Start Collaborative Gogebic-Ontonagon Counties

2013-2016 Strategic Plan

Approved by GOGSC September 2013

Strategic Plan (2013-2016)

LETTER TO THE COMMUNITY

Strategic Plan (2013-2016)

Great Start Collaborative Members

Strategic Plan (2013-2016)

Strategic Plan (2013-2016)

Strategic Plan (2013-2016)

Why is a Great Start is so important?

The Human Brain At Birth At 6 years old At 14 years old

Strategic Plan (2013-2016)

A comprehensive approach to providing services to children is critical.

Optimal Learning Period 0 24 months 0 -24 months 0 24 months 4 8 months 0 36 months

Next Best 2 5 years 2 5 years 2 5 years 8 months 5 years 8 months 5 years

Brain Development1 and the effects of extreme stimulation neglect

Neglected At Risk Child

Strategic Plan (2013-2016)

Strategic Plan (2013-2016)

Coffman, 2007; Foster-Fishman, et al., 2007

Strategic Plan (2013-2016)

2013-2016 Strategic Plan

Data report is included as Appendix B.

Strategic Plan (2013-2016)

2013-2016 Strategic Plan

Social / Emotional Health

Child Care & Early Education

Family Support and Parenting Leadership

Strategic Plan (2013-2016)

2013-2016 Strategic Plan

Strategic Plan (2013-2016)

2013-2016 Strategic Plan

Strategic Plan (2013-2016)

Strategic Plan (2013-2016)

2013-2016 Status Report

Strategic Plan (2013-2016)

2013-2016 Status Report

Strategic Plan (2013-2016)

2013-2016 Status Report

Strategic Plan (2013-2016)

2013-2016 Status Report

Percent of Children 0-18 Insured by Medicaid: 50.7% (2009), 41.9%(2000)

Strategic Plan (2013-2016)

2013-2016 Status Report

Rates and Numbers of Children Ages 0-5 In Foster Care

2007 * (0) 19.4 (15) 3.5 (8) * (1) * (1)

2008 20.4 (11) 28.4 (22) 2.6 (6) * (0) * (1)

2009 29.6 (16) 10.1 (8) 2.5 (6) * (0) * (2)

2010 22.6 (12) * (4) 6.5 (16) * (0) * (0)

8.2 (6,431) 8.6 (6,630) 9 (6,820) 7.9 (5,943) 8.1 (6,027)

Child Care & Early Education

Strategic Plan (2013-2016)

2013-2016 Status Report

# Group Homes (max 12 children) 4 4

# Family Homes (max 6 children) 6 0

Percentage of All 4 Year Olds Served in GSRP

Strategic Plan (2013-2016)

2013-2016 Status Report

Confirmed Victims of Abuse and/or Neglect, Ages 0-5

2006 2007 2008 2009 2010

Gogebic County 19.3 28.1 19.6 17.9 18.6

Ontonagon County 14.0 11.1 20.9 20.3 50.5

Michigan 11.4 11.9 12.0 21.9 22.4