022522 Eastern Oregon ELHub Work Plan.xlsx

	A	B	C	D	E	F	G	H	I
1	Eastern Oregon Hub Workplan 2022
2	Outcome One: Children arrive ready for Kindergarden
3	ROU Objective	ROU Strategy	Key Activities	Target Population(s)	Outcomes	Partners	Timeline	Funding Stream/Source	Status

4	OBJECTIVE 1 Families are supported and engaged as their child’s first teachers.	Strategy 1.1 Expand parenting education and family supports.	Evidence-based Parent Education Series (Strengthening Families, Parenting Now or Making Parenting a Pleasure, Parenting from the Inside Out, Triple P) Virtual and in-person opportunities (group, workshops and individual sessions) Relief Nursery home visiting Parent Support Activities (Mini Mount, ABC Music & Playgroups/Library Story Times, Parent Cafes, etc.) Workshops - variety of topics Community Events/Family Activities such as Health Fairs, Birthday Parties, Holiday or Seasonal Themed	Children whose families are refugees Children who are Latino, Hispanic, Mexican Children with no *gainfully employed parent in the household	More regional community-based parenting education and family supports are: --Available. --Accessible (e.g., location, time, cost) to families, --Evidence-based, effectively implemented. --Culturally responsive (e.g., in terms of curriculum, practices, staffing, etc.). EOCCO investments in Parent Education and Supports increase OPEC investments in Parent Education and Supports increase Visible, widespread acknowledgement that parents are children’s first teacher measurable through website traffic, parent classes are attended, parent engagement event, parents are accessing and using resources in the community	Building Healthy Families-Parenting Hub Baker Relief Nursery Treasure Valley Children’s Relief Nursery EOCCO	January 2022 - June 2023	Stable, Healthy Attached Families Title IVB2 Hub to invest in 2021 and 2022 with OPEC funding increasing as hub decreases funds Leveraged investments by EOCCO (i.e. training, marketing, supplies, etc.)	ongoing
5		Strategy 1.2 Scale culturally responsive home visiting.	Determine the current number of Home Visitors and HV services in each county Create a system for all families through support and collaboration with home visiting entities (Family Connects). Home Visiting Networks established in each county	Children whose families are refugees Children who are Latino, Hispanic, Mexican Children with no *gainfully employed parent in the household Children 0 - 2 whose families are below 200% Federal Poverty Level and live in geographically isolated and/or frontier areas Children experiencing disabilities and/or chronic health care needs	Increase the number of families participating in Home Visiting. Increase the number of qualified, culturally relevant Home Visitors.	Public Health IRCO Building Healthy Families TFP Head Start and Early Head Start Relief Nurseries And Other Home Visiting Programs	January 2022 - June 2023 Family Connects to launch in Baker & Malheur fall of 2022	Currently funding HFO with HFO funding Family Connects is led and funded through public health Funding support for Baker Relief Nursery, Treasure Valley Children’s Relief Nursery, & BHF HV	Home Visiting ongoing and growing Family Connects on Pause
6	OBJECTIVE 2 Families have access to high-quality (culturally responsive, inclusive, developmentally appropriate) affordable early care and education that meets their needs.	Strategy 2.1 Expand access to, and build the supply of, high-quality (culturally responsive, inclusive, developmentally appropriate) affordable infant-toddler early care and education that meets the needs of families.	Build recruitment & enrollment network in each county Build a baseline of what currently exists in each county. Develop, market, and maintain user-friendly website for parents, caregivers, and community partners. Support and collaborate with CCR in recruiting, retaining, training early childhood educators Infant Toddler training for early educators in each county Create transition template from prenatal to preschool for continuity of care to ensure transitions are successful and parents know what to expect and where to access resources	Children whose families are refugees Children who are Latino, Hispanic, Mexican Children 0 - 2 whose families are below 200% Federal Poverty Level and live in geographically isolated and/or frontier areas See Page 1 for description Children whose families are refugees Children who are Latino, Hispanic, Mexican Children 0 - 2 whose families are below 200% Federal Poverty Level and live in geographically isolated and/or frontier areas	Coordinated Recruitment and Enrollment process in place Increased number of Spark rated programs to 3 or higher and/ or increased number of NAEYC or NAFCC accredited programs and/or increased CLASS/ERS/TPOT/LEAP QIS scores Number of Infant Toddler educators in each county participating in FCCN has increased Number of Infant Toddler slots in registered/licensed programs in each county has increased Template available for multi-year-long transition plan to Kindergarten for parents, schools, early childhood programs (HS, PS, Family CC, PsP, child care centers) and piloted	EOCCR Cradle to Career Partners Oregon Pre-K Early Head Start EOELH Transition Committee	July 2021 - June 2023	Coordinated Enrollment Funds Hub Coordination funds Leverage EOCCR supports and investments KPI	Ongoing Website is in content marketing phase (Jan 2022)
7		Strategy 2.2 Expand access to, and build the supply of, high-quality (culturally responsive, inclusive, developmentally appropriate) affordable preschool that meets the needs of families.	Build recruitment & enrollment network in each county Support and collaborate with CCR in recruiting, retaining, training early childhood educators Preschool age training for early educators in each county Create transition template	Children whose families are refugees Children who are Latino, Hispanic, Mexican Children experiencing disabilities and/or chronic health care needs	Coordinated Recruitment and Enrollment process All federal and state slots are filled. Increased number of Spark rated programs to 3 or higher and/ or increased number of NAEYC or NAFCC accredited programs and/or increased CLASS/ERS/TPOT/LEAP QIS scores Number of Preschool educators in each county participating in FCCN has increased Number of Preschool slots in registered/licensed programs in each county has increased Template available for year-round transition plan to Kindergarten for parents, schools, early childhood programs (HS, PS, Family CC, PsP, child care centers) and piloted	EOCCR Head Start programs Preschool Promise programs Cradle to Career Partners EOELH Transition Committee	July 2021 - June 2023	Coordinated Enrollment Funds Hub Coordination funds Leverage EOCCR supports and investments KPI	Ongoing Website is in content marketing phase (Jan 2022)
8	OBJECTIVE 3 The early care and education workforce is diverse, culturally responsive, high quality and well compensated.	Strategy 3.1 Improve professional learning opportunities for the full diversity of the early care and education workforce.	Support and collaborate with CCR in recruiting, retaining, training early childhood educators Incentivize ORO Incentivize advancement in Spark rating Scholarship AEYC membership Develop High School CDA Programs	Children whose families are refugees Children who are Latino, Hispanic, Mexican Children experiencing disabilities and/or chronic health care needs	Career development pathway for both pre-service and in-service individuals is in place Increase number of students enrolled in High School CDA programs Increased number of early educators hold a membership in EO Chapter of Oregon Association for the Education of Young Children Increase in the number of ECE professionals in ORO	Local High Schools Early Childhood Programs Governor’s Office Regional Solutions (CCrowell) EOCCR TVCC BMCC EO Univ. EO Workforce Board	July 2021 - June 2023	Hub Coordination Funds KPI Collaborate with CCR professional development	Initial phase
9		Strategy 3.3 Compensate and recognize early childhood educators as professionals.	Develop and execute ECE campaign Advocate for increased funding for compensation parity for qualified early educators through awareness campaign Incentivize ORO Incentivize advancement in Spark rating Partner with Business community to investment in early childhood education Create list of ways businesses can invest in early childhood	Children whose families are refugees Children who are Latino, Hispanic, Mexican Children with no *gainfully employed parent in the household Children 0 - 2 whose families are below 200% Federal Poverty Level and live in geographically isolated and/or frontier areas Children experiencing disabilities and/or chronic health care needs Families who are not income-eligible for other publicly-funded ECE options in their community. Families that fall between the 131-200% FPL	Number of skilled early educators at Step 7.5 and higher on ORO has increased Number of Spark rated programs advancing to 4 and 5 stars increased Local Businesses have invested in early childhood increased and measured by: --Number of businesses that are aware of the need for quality ECE --Number of activities businesses are involved in local communities --Funds invested in local ECE	Cradle to Career Partners Local Businesses and Chambers of Commerce EO AEYC EOCCR	January 2022 - June 2023	EO Hub Coordination/Community funds for incentives for enrollment into Oregon Registry, membership in professional ECE organization (i.e. NAEYC), and Spark rating advancement KPI	Initial phase of planning
10	OBJECTIVE 4 Early childhood physical and social emotional health promotion and prevention is increased.	Strategy 4.1 Ensure prenatal-to-age-five health care services are comprehensive, accessible, high quality, and culturally and linguistically responsive.	Beginning January 2022, collaborate with EOCCO to dig deep to understand and address the gaps in social-emotional health services for children from birth to age 5 in their communities, including analyzing current services and working with local providers and early educators to create community-specific action plans by the end of the first year.	Children whose families are refugees Children who are Latino, Hispanic, Mexican Children 0 - 2 whose families are below 200% Federal Poverty Level and live in geographically isolated and/or frontier areas Children experiencing disabilities and/or chronic health care needs	EOCCO and EOELH collaborates on new early childhood metric, Health Aspects of Kindergarten Readiness Measure: System-Level Social-Emotional Health Metric Regional assessment of behavioral health supports for 0-5 conducted Identified resources and gaps	EOCCO Community Behavioral Health EI/ECSE School Counselors	January 2022 - December 2022	Hub coordination funds to pay for travel to participate in EOCCO meetings	Initial phase
11	OBJECTIVE 6 Children and families experience supportive transitions and continuity of services across early care and education and K-12 settings.	Strategy 6.1 Establish shared professional culture and practice among early care and education and K-3 that supports all domains, including social-emotional learning.	EOELH Transistion Committee is made up of board members and representatives from ECE and K-3 professionals. This committee meets to learn together, create transition plans, identify PD needs, and develop relationships.	Children whose families are refugees Children who are Latino, Hispanic, Mexican Children 0 - 2 whose families are below 200% Federal Poverty Level and live in geographically isolated and/or frontier areas Children experiencing disabilities and/or chronic health care needs	A transition plan that is ongoing and updated; professional development events attended by ECE and K-3 educators; Transition Committee meets regularly	EOELH Board Members ECE professionals K-3 educators/administrators	Began in 2021 and ongoing	Hub coordination & community funds KPI EOCCR Leveraged funds by other programs	Early formation in 2021 with EOELH board members
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