Opportunity to Strengthen Your System of Care for CYSHCN: Action Learning Collaborative


AMCHP, in partnership with the National Academy for State Health Policy (NASHP) and with support from the Lucile Packard Foundation for Children’s Health, is excited to announce a Request for Applications for state teams interested in receiving peer-to-peer technical assistance in adopting the National Standards for Systems of Care for Children and Youth with Special Health Care Needs (the Standards) to improve their state system of care for this population of children.

This is an eight-month TA opportunity for five selected states beginning in February 2017 with a kickoff webinar and consisting of a face-to-face meeting in spring 2017 in Washington, D.C. and ongoing technical assistance calls through the remaining months. For questions about this RFA, contact Kate Taft at ktaft@amchp.org. To download a blank application form, click here. Applications must be submitted electronically by Jan. 23, 2017 to Cori Floyd at cfloyd@amchp.org.


In the United States, about 11.2 million children have special health care needs.CYSHCN Fact Sheet.PNG Children and youth with special health care needs (CYSHCN) are a diverse group of children, ranging from children with chronic conditions to those with more medically complex health issues, to children with behavioral or emotional conditions. The Maternal and Child Health Bureau defines CYSHCN as children from birth to age 21 who have or are at increased risk for a chronic physical, developmental, behavioral or emotional condition and who also require health and related services of a type or amount beyond that required by children generally.

As a national advocate for family health, AMCHP ensures these children receive high quality, family-centered, integrated health services by partnering with national and state agencies and organizations, such as state Title V CYSHCN Programs.

State Title V CYSHCN programs have decades of experience in creating and sustaining systems of care for CYSHCN and their families. State CYSHCN programs ensure family-centered, community-based, coordinated care for children with chronic conditions and disabilities.

With support from several sponsors, including the Maternal and Child Health Bureau (MCHB) and the Lucile Packard Foundation for Children’s Health, AMCHP assists families and state Title V CYSHCN programs with the following:

  • Policy and legislative analysis
  • Research
  • Coordination of national meetings
  • Publications

To access a fact sheet on general CYSHCN informationclick here.

To access an overview of Models of Care for CYSHCNclick here.

To learn about Health Reform related to CYSHCNclick here.

Focus Areas

The CYSHCN program at AMCHP covers a range of focus areas through our partnerships with state and national organizations.

To learn more about each focus area, click on the subjects below or click here.

Guide to Trend Mapping 

A trend map is a visual depiction of relevant trends influencing the system around a given topic. Developing a trend map can help a group deepen their understanding of an issue through exploring related history, identifying key external factors, and tracking shifts in social and cultural norms.

This guide will walk you through a feasibility assessment as well as how to prepare for and facilitate a trend mapping activity.

View the System Tools Matrix to help determine when trend mapping is the right tool.

Source: FSG

Available at: http://www.fsg.org/tools-and-resources/guide-trend-mapping

Effects of early childhood education and care on child development


This report considers international research on the impact of early childhood education and care (ECEC) provision upon children’s development and, while not exhaustive, is an extremely comprehensive review, using studies reported from a wide range of sources including journals, books, government reports and diverse organisation reports.

Early research was primarily concerned with whether children attending non-parental care developed differently from those not receiving such care. Later work recognised that childcare is not unitary and that the quality or characteristics of experience matters. Further research drew attention to the importance of the interaction between home and out of home experience. High quality childcare has been associated with benefits for children’s development, with the strongest effects for children from disadvantaged backgrounds. There is also evidence that negative effects can sometimes occur. The results of studies partly depend upon the context and ECEC systems in place in different countries, but there is sufficient commonality of findings to indicate that many results are not culture-specific.

While the research on pre-school education (three+ years) is fairly consistent, the research evidence on the effects of childcare (birth to three years) has been equivocal with some negative effects, some null effects and some positive effects. Discrepant results may relate to age of starting and also differences in the quality of childcare. In addition childcare effects are moderated by family background with negative, neutral and positive effects occur depending on the relative balance of quality of care at home and in childcare. Recent largescale studies find effects related to both quantity and quality of childcare. The effect sizes for childcare factors are about half those for family factors. The analysis strategy of most studies attributes variance to childcare factors only after family factors has been considered, and, where the two covary, this will produce conservative estimates of childcare effects.

Source:  Child care Canada

Available at: http://childcarecanada.org/documents/research-policy-practice/15/10/effects-early-childhood-education-and-care-child-developmen

Applications for New Awards; Statewide Longitudinal Data Systems Program


Purpose of Program: The Statewide Longitudinal Data Systems Program awards grants to State educational agencies (SEAs) to design, develop, and implement Statewide longitudinal data systems to efficiently and accurately manage, analyze, disaggregate, and use individual student data. The Department’s long-term goal in operating the program is to help all States create comprehensive P-20W (early learning through workforce) systems that foster the generation and use of accurate and timely data, support analysis and informed decision-making at all levels of the education system, increase the efficiency with which data may be analyzed to support the continuous improvement of education services and outcomes, facilitate research to improve student academic achievement and close achievement gaps, support education accountability systems, and simplify the processes used by SEAs to make education data transparent through Federal and public reporting.

Priorities: Over the past decade, States have made a great deal of progress in developing Statewide longitudinal data systems, most of them with the assistance of SLDS Program funds. This competition will focus on enhancing States’ capacity to use those systems to identify problems and drive improvement efforts. States may apply for funds to address up to two of the priority data use cases described in this section. SEAs may apply for grants selecting up to two of the following data use priorities:

  1. Financial Equity and Return on Investment;
  2. Educator Talent Management;
  3. Early Learning;
  4. College and Career;
  5. Evaluation and Research; or
  6. Instructional Support.

Grants will not be made available to support ongoing maintenance of data systems. Use of data supported by these grants must be in accordance with the Family Educational Rights and Privacy Act, as well as any other applicable Federal and State laws or regulations concerning the confidentiality of individual records.

An SEA may submit only one application under this competition.

Source: Federal Register

Available at: https://www.federalregister.gov/articles/2015/03/12/2015-05682/applications-for-new-awards-statewide-longitudinal-data-systems-program

Improving Systems, Practices and Outcomes for Young Children with Disabilities and their Families


Purpose and Audience: Building and sustaining high-quality early intervention and preschool special education systems is a complex and ongoing process for state agencies. To support states, the Early Childhood Technical Assistance Center (ECTA Center), funded by The Office of Special Education Programs (OSEP), has developed a framework that addresses the question, “What does a state need to put into place in order to encourage/support/require local implementation of evidence-based practices that result in positive outcomes for young children with disabilities and their families?”

The purpose of the ECTA System Framework is to guide state Part C and Section 619 Coordinators and their staff in:

  • evaluating their current systems;
  • identifying potential areas for improvement, and;
  • developing more effective, efficient systems that support implementation of evidence-based practices.

States vary significantly in their Part C and Section 619 service delivery systems and the framework was developed to accommodate this variation. It is intended to enhance the capacity of Part C and Section 619 state staff to:

  • Understand the characteristics of an effective service system;
  • Lead or actively participate in system improvement efforts, including cross-agency work; and
  • Build more effective systems of services and programs that will improve outcomes for young children with disabilities and families served under Part C and Section 619 of the Individuals with Disabilities Education Act (IDEA).

Source: ECTACenter.org : The Early Childhood Technical Assistance Center

Available at: http://ectacenter.org/sysframe/

Lessons in Leadership

This video and guide is part of a new series from the Early Head Start National Resource Center EHS NRC specifically designed to support EHS leaders. The materials in the EHS Resources for Leaders Series are intended to align with materials from the five other Head Start National Centers.

Currently, the series includes:

  • Lessons in Leadership: Lead, Learn, and Pass It On video and guide – a resource for leaders new to operating EHS and Migrant and Seasonal Head Start MSHS programs
  • EHS Leaders Community of Practice – a workspace on the Early Childhood Learning & Knowledge Centers website that has exclusive membership for EHS and MSHS program leaders: directors, managers, policy council members, and anyone else who leads some aspect of a program for infants, toddlers, and expectant families
  • Directors Forum – an electronic bulletin board for all EHS and MSHS directors

To find additional leadership development resources from all the National Centers, please refer to the Lessons in Leadership: Lead, Learn, and Pass It On video guide.

Source: Early Head Start National Resource Center and Early Childhood Learning and Knowledge Center

Improving Systems, Practices and Outcomes for Young Children with Disabilities and their Families

The ECTA Center shared the current status of developing a system framework for Part C and Section 619 systems on December 6, 2013. The framework is being designed to support states in: analyzing the capacity of their current systems; build quality systems that support implementation of effective practices; and, ultimately, improve child and family outcomes.

Presentation File: Developing a Framework to Build High Quality Part C and Section 619 Systems
Handout: Introduction to the ECTA System Framework
Draft Components: Governance and Finance

Source: The Early Childhood Technical Assistance Center

Available at: http://www.ectacenter.org/sysframe/

Linking Depressed Mothers to Effective Services and Supports: A Policy and Systems Agenda to Enhance Children’s Development and Prevent Child Abuse and Neglect: Summary of the May 2013 Culminating Roundtable


Untreated maternal depression can have lasting consequences on children’s development and may harm their physical and mental health. While depression is one of the most treatable mental illnesses, far too few mothers, particularly low-income mothers, ever receive treatment or support. In Spring 2013, researchers at the Urban Institute convened a group of state and federal policymakers, researchers, policy experts, advocates, philanthropic funders, and practitioners to address this issue and identify promising opportunities for systems and policy change. What emerged were recommendations and practical next steps across and within systems for enhancing services to prevent, identify, and treat low-income mothers with depression.

Source: Urban Institute

Available at: http://www.urban.org/publications/412933.html

Build Initiative > Home

The Build Initiative has redesigned their website!

The BUILD Initiative works with early childhood leaders within states and nationally to better prepare young children to thrive and succeed. We support state leaders from both the private and public sectors as they work to set policy, offer services and advocate for children from birth to age five.

Specifically, the BUILD Initiative helps state leaders develop an early childhood system – programs, services and policies tailored to the needs of the state’s unique young child population. This work focuses on connecting programs and services that may have functioned in isolation, been redundant, lacked resources to meet critical needs and/or operated at cross-purposes.

With BUILD support, states also:

  • Reform existing statewide systems.
  • Strengthen local programs.
  • Test new models.
  • Pilot national projects.
  • Strengthen their commitment to diversity, equity, and cultural and linguistic inclusion.

Using this systems approach, states can more effectively prepare young children to succeed by helping their families access:

  • High quality early learning
  • Family and parenting support
  • Early intervention for children with special needs and
  • Comprehensive health, mental health and nutritional services

Source: The Build Initiative

Available at: www.buildinitiative.org

ECTACenter.org : System Framework for Part C & Section 619


The ECTA Center is developing a system framework for high quality, effective, and efficient Part C and Section 619 programs as one of its initial knowledge development activities over the first two years of its cooperative agreement with OSEP. The work will involve collaboration with national, regional, and state partners.

Six Partner States (DE, ID, MN, NJ, PA, WV) representing Part C and Section 619 will ensure that the framework is reflective of (and applicable to) the diversity of state systems (e.g. Lead Agency, eligibility criteria) and useful to Part C and Section 619 programs.

The Center has also formed a Technical Work Group (TWG) made up of national TA providers, researchers, and consultants with expertise in the field to help guide the development process.

The framework will be designed to guide state-level Part C and Section 619 coordinators and staff in evaluating their current Part C and Section 619 systems, identifying areas for improvement, and providing direction on building a more effective system that requires, supports, and encourages implementation of effective practices.

The framework and corresponding self-assessment will be:

  • Evidence based;
  • Useful to Part C and Section 619 programs, including resources and exemplars to illustrate ways state can meet quality;
  • Responsive to the variation that exists across states; designed in a way that recognizes that states can reach quality in different ways;
  • Related to critical areas of Part C and Section 619;
  • Consistent with IDEA requirements;
  • Consistent with recommended early childhood practices (e.g. DEC, DAP);
  • Consistent with best practices from implementation science;
  • Developed through an iterative validation process where consensus is built across national and state experts in the field; and
  • Comprised of key components of an effective Part C and Section 619 system such as governance structure, funding and finance, personnel, and data systems that are defined and include sub-components and quality indicators scaled to measure the extent to which a component is in place and of high quality.

The framework and corresponding self-assessment will be tools for states to self-assess (and plan for improvement) on the extent to which they are implementing IDEA and supporting local implementation of effective practices.

The ECTA Center will provide general, targeted and intensive TA related to using the framework, self-assessment and resources to help all states improve the effectiveness and efficiency of their systems.

Source: The ECTA Center

Available at: http://ectacenter.org/topics/sysframe/sysframe.asp