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HomeMy WebLinkAboutBOARD STANDING COMMITTEES - 07222024 - Head Start Cte Agenda PktCONTRA COSTA COUNTY AGENDA Head Start Committee Supervisor John Gioia, Chair Supervisor Ken Carlson, Vice Chair 11780 San Pablo Ave., Suite D, El Cerrito | 2255 Contra Costa Blvd., Suite 202, Pleasant Hill | Zoom: https://us06web.zoom.us/j/89752281411? pwd=dKWn0JnQk9BHjwOp3u9aEb2w Acew2r.1 | Call in: 1-669-444-9171 passcode: 386964 9:00 AMMonday, July 22, 2024 1.The public may attend this meeting in person at either above location . The public may also attend this meeting remotely via Zoom or call-in. 2.Agenda Items: Items may be taken out of order based on the business of the day and preference of the Committee. 3.Call to Order 4.Public comment on any item under the jurisdiction of the Committee and not on this agenda (speakers may be limited to two (2) minutes). 5.DISCUSS and ACCEPT the monthly update on the activities and oversight of the County's Head Start Program. 24-2151 Head Start Update_BOS July 2024 1. 2023 Head Start Budget Revision 2. Strategies and Recommendations for Supporting Mental Health Attachments: 6.APPROVE the Minutes of May 20, 2024.24-2152 MeetingMinutes of May 20 2024Attachments: 7.Adjourn Next meeting will be held on September 16, 2024 at 9 am. Page 1 of 2 1 Head Start Committee AGENDA July 22, 2024 General Information: This meeting provides reasonable accommodations for persons with disabilities planning to attend a the meetings. Contact the staff person listed below at least 72 hours before the meeting. Any disclosable public records related to an open session item on a regular meeting agenda and distributed by the County to a majority of members of the Committee less than 96 hours prior to that meeting are available for public inspection at 1025 Escobar St., 4th Floor, Martinez, during normal business hours. Staff reports related to items on the agenda are also accessible on line at www.co.contra-costa.ca.us. HOW TO PROVIDE PUBLIC COMMENT: Persons who wish to address the Committee during public comment on matters within the jurisdiction of the Committee that are not on the agenda, or who wish to comment with respect to an item on the agenda, may comment in person, via Zoom, or via call-in. Those participating in person should offer comments when invited by the Committee Chair. Those participating via Zoom should indicate they wish to speak by using the “raise your hand” feature in the Zoom app. Those calling in should indicate they wish to speak by pushing *9 on their phones. Public comments generally will be limited to two (2) minutes per speaker. In the interest of facilitating the business of the Board Committee, the total amount of time that a member of the public may use in addressing the Board Committee on all agenda items is 10 minutes. Your patience is appreciated. Public comments may also be submitted to Committee staff before the meeting by email or by voicemail. Comments submitted by email or voicemail will be included in the record of the meeting but will not be read or played aloud during the meeting. For Additional Information Contact: Christina Reich Page 2 of 2 2 CONTRA COSTA COUNTY Staff Report 1025 ESCOBAR STREET MARTINEZ, CA 94553 File #:24-2151 Agenda Date:7/22/2024 Agenda #:5. HEAD START COMMITTEE Meeting Date: July 22, 2024 Subject: Head Start Program Update Submitted For: Marla Stuart Department: Employment and Human Services Department Referral No: Referral Name: Presenter: Scott Thompson Contact: Christina Reich, 925-608-8819 Recommendation(s)/Next Step(s): DISCUSS and ACCEPT the Head Start Program Update. CONTRA COSTA COUNTY Printed on 7/17/2024Page 1 of 1 powered by Legistar™3 Marla Stuart, MSW, PhD, EHSD Director and Head Start Executive Director Scott Thompson, Interim Director, Community Services Bureau info@ehsd.cccounty.us | 925-608-4800 Childcare Program Update July 22, 2024 and July 23, 2024 1 4 1.Childcare Center Services 2.Budget 3.Monitoring 4.Region IX Communication 5.Current Events 6.Recommendation 2 Outline 5 3 Childcare Center Services Enrollment and Vacant Slots Attendance Rate Meals and Snacks Served Childcare Vacancies Trend 6 Enrollment and Vacant Slots 4 Enrollment rate goal: 97% 50%52%58%58%60%60%61%62%65%65%66%65%44%51%58%60%62%63%65%67%69%69%71% 7 Attendance Rate 5 8 Meals and Snacks Served 6 Note:DOO = Days of Operation 9 Childcare Vacancies Trend 7 * * Note:Between Nov 23 and Dec 23, one Clerk position was traded for a Division Manager position. As a result, there is one fewer position beginning Dec 23. 10 State Childcare Budget Early Head Start / Head Start Budget Credit Card Expenditures 2023 Budget Revision 8 Budget 11 State Childcare Budget 9 12 Early Head Start / Head Start Budget 10 13 Credit Card Expenditures 11 14 2023 Budget Revision 12 We are requesting use of the unobligated funds in Construction and Other to support program needs for Personnel, Benefits and Contractual costs. 15 Monthly Monitoring Reports Unusual Incidents Trend Unusual Incidents 13 Monitoring 16 Daily Classroom Health & Safety Checklist 14 * * Note:Revised monitoring tools were implemented effective Nov 7, 2023 17 Daily Playground Safety Checklist 15 * 18 Facility Safety Checklist 16* Note:Revised monitoring tools were implemented effective Nov 7, 2023; went from daily to weekly * 19 Monthly Playground Safety Checklist 17 * * Note:Revised monitoring tools were implemented effective Nov 7, 2023 20 Child Transition Safety & Monitoring 18 Tool Revision- Other health and safety monitoring continued * Note:Revised monitoring tools were implemented effective Nov 7, 2023 * No non- compliances recorded 21 Unusual Incidents Trend 19 22 Unusual Incidents May 2024 20 Reportable incidents as defined by the Office of Head Start (OHS) OHS considers a “significant incident” to be any incident that results in serious injury or harm to a child, violates Head Start standards of conduct at 45 CFR §1302.90(c), or results in a child being left alone, unsupervised, or released to an unauthorized adult. A program must report all significant incidents affecting the health and safety of children with 7 days. California Department of Social Services Community Care Licensing Citations Type A:An immediate risk to the health, safety or personal rights of children in care. Type B: If not corrected right away, may be a risk to the health, safety, and personal rights of the children in care. Reportable Health & Safety Unusual Incidents-May 2024 1.Minor Child Injury-No action from CCL 2.Parent Concern-CCL visit; No Citation Issued 3.Minor Child Injury-No action from CCL 4.Multiple Cases of Lice-No action from CCL 5.Parent Concern-No action from CCL 6.Minor Child Injury-No action from CCL 7.Staff Concern-No action from CCL 8.Minor Child Injury-No action from CCL 23 Region IX Communications 21 Head Start Grant Extension Supporting Mental Health 24 Head Start Grant Extension 22 Notice of Award Issuance Date: June 14, 2024 Previous Grant End Date:June 30, 2024 New Grant End Date:July 31, 2024 Approved Budget: $39,790,148 New Reporting Deadlines: Annual and Final Federal Financial Reports due October 30, 2024 25 Supporting Mental Health 23 Issuance Date:May 9, 2024 Subject: Strategies and Recommendations for Supporting Mental Health Guidance:Using a continuum of mental health supports ensures every child and family receives the appropriate level of care. This continuum includes: •Mental health promotion •Prevention services and supports •Access to mental health treatment 26 Current Events 24 June 2024 27 June 2024 Events The Life of a Little Plastic Bottle 25 25 28 Recommendation 26 CONSIDER accepting monthly update on the activities and oversight of the County's Head Start Program and APPROVE the 2023 Head Start Budget Revision as recommended by the Employment and Human Services Director, and provide guidance. 29 Attachment 1 Contra Costa County Employment and Human Services Department, Community Services Bureau Page 1 of 3 2023 Budget Revision – Head Start Program REQUEST FOR BUDGET REVISION OF 2023 UNOBLIGATED FUNDS HEAD START PROGRAM - GRANT NO. 09CH010862-5 Community Services Bureau (CSB) is submitting this request for a budget revision of existing federal funding from Administration for Children and Families (ACF), Office of Head Start 2023 unobligated funds. CSB is requesting use of the unobligated funds in Construction and Other to support program needs for Personnel, Benefits and Contractual costs. These planned uses of unobligated funds are necessary to meet program requirements, to ensure successful implementation of the HS Program and to comply with federal rating requirements. The table below identifies the intended uses of these unobligated HS funds. DESCRIPTION AMOUNT a. PERSONNEL $ 876,417 b. FRINGE BENEFITS $ 1,522,730 c. TRAVEL $ -0- d. EQUIPMENT $ -0- e. SUPPLIES $ -0- f. CONTRACTUAL $ 561,046 g. CONSTRUCTION $ -500,000 h. OTHER $ -2,467,393 j. INDIRECT COSTS $ -0- I. TOTAL BUDGET REVISION $ -0- (6a) PERSONNEL $ 876,417 Permanent Salaries $571,085 The eight (8) month 2023 budget extension will leave a budget shortfall in permanent salaries. This increase will bridge the gap and allow the program to have sufficient funding for all staff for the remainder of the 2023 contract period. 30 Attachment 1 Contra Costa County Employment and Human Services Department, Community Services Bureau Page 2 of 3 2023 Budget Revision – Head Start Program Temporary Salaries $305,332 Additional funds are needed in temporary salaries to cover costs for substitute teachers, student interns, account clerks and on policy council translator. (6b) FRINGE BENEFITS $ 1,522,730 Regular Personnel Fringe Benefit $1,484,838 Percentage of fringe benefits based on the County Budget is as follows: Fringe Benefits % Regular HS Staff Social Security (FICA), State 11.37% $252,167 Disability, Unemployment(FUTA) 0.17% 3,770 Stat and Workers Comp 1.41% 31,271 Health/Dental/Life Insurance 26.68% 591,717 Retirement 25.70% 569,984 Other (Supplemental) 1.62% 35,929 Total Fringe Benefits 66.95% $1,484,838 County temporary positions (non-permanent) $37,892 Fringe Benefits % Temporary Staff Social Security (FICA), State 7.94% $24,243 Disability, Unemployment(FUTA) 0.8% 2,443 Stat and Workers Comp 3.67% 11,2056 Total Fringe Benefits 12.41% $37,892 (6c) TRAVEL $ -0- (6d) EQUIPMENT $ -0- (6e) SUPPLIES $ -0- 31 Attachment 1 Contra Costa County Employment and Human Services Department, Community Services Bureau Page 3 of 3 2023 Budget Revision – Head Start Program (6f) CONTRACTUAL $ 561,046 OneSolution Technology $151,530 This contract increase will fund custom database enhancement to support program needs including improvements for collecting and reporting of Child Outcomes and Family Outcomes data. Other Contracts $409,516 CSB requires additional contractual funds to continue funding partners through August 2024. (6f) CONSTRUCTION $-500,000 Major renovation projects will not be completed by the end of the contract and unobligated funds have been re-budgeted to the contractual budget. (6h) OTHER $-2,467,393 Unobligated funds from the following categories will be re-budgeted to Personnel, Benefits and Contractual costs. Bldg. Maintenance/Repair & Other Occupancy -$966,348 Incidental Alterations/Renovations -$450,000 Staff Trainings/Dev. Conf. Registrations/Memberships -$100,000 Mental Health, Disabilities, Health and Safety Trainings/Wellness -$100,000 Comprehensive Services with State Child Development Program -$751,045 FEDERAL 2023 HEAD START BUDGET REVISION REQUEST $-0- NON FEDERAL MATCH $-0- 32 1 /8 Strategies and Recommendations for Supporting Mental Health eclkc.ohs.acf.hhs.gov/policy/im/acf-ohs-im-24-01 Strategies and Recommendations for Supporting Mental Health ACF-OHS-IM-24-01 U.S. Department of Health and Human Services ACF Administration for Children and Families 1. Log Number: ACF-OHS-IM-24-01 2. Issuance Date: 05/09/2024 3. Originating Office: Office of Head Start 4. Key Words: Mental Health; Behavioral Health; Social and Emotional Development Information Memorandum To: All Head Start grant recipients Subject: Strategies and Recommendations for Supporting Mental Health Information: PURPOSE: This Information Memorandum (IM) highlights the Head Start Program Performance Standards and related strategies for integrating mental health supports across all Head Start programs. BACKGROUND: Head Start programs, including preschool programs, Early Head Start programs, Migrant and Seasonal programs, and American Indian and Alaska Native programs, have a long history of providing comprehensive services alongside early education services. They support a program-wide culture that promotes children’s mental health and social and emotional well-being. Children’s mental health is 33 2 /8 foundational for family well-being, children’s overall healthy development, and long-term success.1 In recent years, Head Start programs have called for guidance on how to be more intentional in integrating mental health supports into programs. These calls stem from a reported rise in behavioral and developmental concerns, higher rates of staff turnover, and limited availability of specialized mental health services. This IM provides evidence-informed mental health strategies and associated resources that can help address these challenges as part of a renewed effort across federal early childhood funding agencies to integrate mental health supports into programs. To integrate mental health supports effectively into Head Start programs, it is important to first understand and destigmatize what is meant by “mental health.” Young children’s mental health, often referred to as early childhood mental health (ECMH), is not mental illness. Rather, it is the same as social and emotional development and well-being. It is a child’s capacity to express and regulate emotions, form trusting relationships, explore, and learn — all in the cultural context of family and community. ECMH approaches should support every child’s development of social and emotional skills, in addition to providing specialized supports for the up to 20 percent of children under the age of 5 who experience social and emotional difficulties.2 Strengthening the focus on mental health is particularly appropriate given the Head Start program's mission to serve the most vulnerable children and families and break the cycle of poverty. Individuals living in high-poverty neighborhoods often have less access to high-quality resources and supports compared to individuals living in low-poverty neighborhoods, and are more likely to have worse mental health outcomes as a result.3 Furthermore, Black, Indigenous, and People of Color (BIPOC) families4 and families in remote or rural areas have less access to mental health and substance use services.5 BIPOC families, including families in tribal communities, are disproportionately affected by chronic stress resulting from structural racism and historical trauma, which further narrows access to services they can trust.6 Head Start programs play a vital role in addressing ECMH and reducing disparities in ECMH, because they focus on the whole child as well as partner with families and communities. Family-focused efforts in particular ensure children’s mental health continues to be supported in the long-term, after children transition to kindergarten. Many Head Start programs have already adopted diverse strategies to address ECMH. Programs support family well-being and staff-wellness, which ensures caregivers are well equipped to support ECMH. They directly support the child by strengthening relationships with responsive caregivers, such as parents and early childhood staff, which is the foundation of ECMH. They provide stable, nurturing environments in which children can safely learn and practice social and emotional skills, and partner with families to do the same at home. Head Start staff build trusting relationships with families and partner within the community to identify and leverage resources. These steps make it more likely that mental health supports will meet the needs of families and make a difference. GUIDANCE: Although there are many ways mental health can be supported in Head Start programs, it is important for programs to develop a comprehensive, integrated early childhood mental health approach that promotes child and adult mental health, prevents concerns from developing, and supports early identification and referrals for treatment when needed. Using a continuum7 of mental health supports ensures every child and family receives the appropriate level of care. This continuum includes: 1. Mental health promotion – An approach aimed at strengthening positive aspects of mental health and well-being and is focused on setting children and families up for success. 2. Prevention services and supports – An approach aimed at reducing the likelihood of future disorders in the general population or for people who are identified as at risk of a disorder. 34 3 /8 3. Access to mental health treatment – Interventions are delivered to people who continue to be at risk after engaging in prevention services or have been diagnosed with a mental disorder. The Office of Head Start (OHS) continues to strongly encourage grant recipients to use quality improvement funds available to all Head Start, Early Head Start, American Indian and Alaska Native Head Start, Migrant and Seasonal Head Start, and Early Head Start-Child Care Partnership grant recipients to support these strategies and invest in mental health supports across roles and program service areas. Suggestions of allowable uses for quality improvement funds as specified in the Head Start Act can be found in the FY 2023 Head Start Funding Increase Program Instruction. For Head Start State Collaboration Offices and recipients closely working with states, it may be of interest to review related program guidance. Strategies and Recommendations to Support Mental Health These strategies support program quality and describe resources that can help programs comply with applicable Head Start Program Performance Standards. Increase Mental Health Promotion 1. A focus on social determinants of health, or the conditions in which individuals are born, grow, live, work, and age, can lead to better mental health outcomes and prevent future mental illness. To promote social conditions that support family well-being, such as family safety, health, and economic stability, programs are encouraged to develop innovative two-generation approaches that leverage community partnerships and address prevalent needs of children and families (45 CFR §1302.50(a–b)). To achieve this, programs can: Create authentic partnerships with families using the Building Partnerships with Families Series as a guide. Programs can support family mental health and well-being by using the family assessment and partnership process to help families with their biggest life stressors. Update the program’s intake process with families to include targeted discussions on mental health, such as the families’ perceptions about mental health and addressing potential stigma. Include information on mental health supports in the program, such as mental health consultation services and resources and supports available in the community. Establish formal and informal check-ins with families with the intent to support family mental health. For example, build in time during parent-teacher conferences to discuss how families are doing, create a drop-box for parents to discreetly communicate their needs to staff, and devote time in every parent meeting to wellness activities. Invite the mental health consultant to introduce themselves at program events, such as an “Open House” to explain the Head Start program’s commitment to supporting mental health. This is an opportunity to familiarize parents with the mental health services available to them, including the role of the mental health consultant and how consultation is used throughout the program. 2. To promote family well-being, programs must collaborate with parents by providing mental health education support services. These services include opportunities for parents to learn about healthy pregnancy and postpartum care that encompasses mental health and substance use treatment options (45 CFR §1302.46(a)). To achieve this, programs can: Offer opportunities for families to connect to talk about their child’s development, how they are coping with potential stressors, and what resources they are using. Create a parent group, either virtually or in person, that serves as a space for parents to express their emotions, thoughts, and feelings. For guidance on facilitating this activity, refer to Leading Online Parent Meetings and Groups. 35 4 /8 Provide training and opportunities for parents to learn about children’s health, well-being, and mental health (i.e., in person trainings, virtual trainings, resources/handouts, etc.), as well as developing safe, stable, and nurturing relationships and environments. For example: 1. Use the mental health consultant to provide group wellness sessions with parents. In these sessions include information on resources in the community and how to access these resources. 2. Invite speakers from mental health and substance use agencies to give talks about mental health and substance use. Regularly check in with families about providing supports for their own mental health and well-being, such as education materials on reducing stress and understanding depression. For pregnant women and expectant families enrolled in Early Head Start services, include a mental wellness check during the newborn visit that a program must provide to each mother and baby within two weeks after the infant’s birth (45 CFR §1302.80(d)). These mental wellness checks are geared towards the parent or family members caring for the child and can be incorporated into a daily health check. Consider incorporating screenings for adult mental health, including depression, and substance use, with appropriate guidance from a mental health professional. 3. To promote staff well-being, programs must make mental health and wellness information available to staff regarding issues that may affect their job performance and must provide staff with regularly scheduled opportunities to learn about mental health, wellness, and health education (45 CFR §1302.93(b)). To achieve this, programs can: Implement identified policies, procedures, and strategies to support staff wellness that are informed by program data, such as those described in ACF-IM-HS-21-05 Supporting the Wellness of All Staff in the Head Start Workforce. It is important to gather feedback from staff on their well-being and job satisfaction, as well as wellness strategies, to determine if refinements or improvements are needed. Provide program leaders with foundational training in supporting workforce mental health such as through the National Child Traumatic Stress Network (NTCSN The NTCSN offers resources and trainings on a wide range of topics, including strategies to prevent, recognize and address secondary traumatic stress, which may be experienced by Head Start staff caring for children affected by trauma. Consider establishing communities of practice or reflective supervision groups that help directors and managers focus on creating safe environments and communications that convey to staff that it is safe to disclose and receive support if and when they experience mental health challenges. Promote employee assistance services and build a culture to address the stigma of seeking help for mental health reasons. Raise employee awareness around free or low-cost mental health supports available, such as benefits included in health insurance plans. 4. To promote child well-being, a program must ensure staff, consultants, contractors, and volunteers implement positive strategies to support children’s well-being (45 CFR §1302.90(c)(i)). To facilitate implementation of positive strategies, programs can: Train staff, consultants, contractors, and volunteers to have basic knowledge of developmentally appropriate strategies to support positive behaviors. Since developmental expectations and appropriate strategies may differ depending on a child’s age and developmental skills, staff working with preschool-age children, may still benefit from a basic understanding of how to support infants and toddlers. Ensure staff understand that following children’s lead in structured play activities is an impactful way to understand children’s developmental skills, identify and offer positive attention to their strengths, and practice self-regulation skills in a controlled environment. Make sure learning environments are designed to support children’s self-regulation. This could include creating “cozy spaces” that are clearly visible to adult supervision where children can go if they are feeling overwhelmed. Similarly, spaces can be created with activities or sensory 36 5 /8 materials as places to express energy. These types of spaces are designed so that teachers can still observe the child or children who are in them, while also providing them the needed supports to self-regulate. Partner with families to understand the development, communication style, strengths, and temperament of each child in order to establish predictable routines, transition strategies, and developmentally appropriate behavioral expectations for children in the program. Increase Prevention Services and Supports 5. To support children’s ongoing social and emotional development, programs must provide supports for effective classroom management and positive learning environments; supportive teacher practices; and strategies for supporting children with challenging behaviors and other social, emotional, and mental health concerns (45 CFR §1302.45(a)). To achieve this, programs can: Implement an all-hands-on deck approach by creating a multidisciplinary team that works together in your program to support children’s mental health. This team can be comprised of individuals that already work with the child or family across disciplines. The benefit of having a team of professionals with multiple perspectives (i.e., mental health, early childhood, special education, family service, health, nutrition, etc.) is that it ensures the most comprehensive approach to support the needs of a child and family. For example, consider ways to integrate prevention-focused approaches such as the Pyramid Model with mental health supports such as mental health consultation. Seek direct guidance from a mental health or child development professional to ensure that findings from developmental screening and assessment required in 45 CFR §1302.33, including social and emotional screenings, are used when making a referral to determine if the child is eligible for services through IDEA or section 504 of the Rehabilitation Act. While programs wait for an eligibility evaluation and possible services, programs can consider an individualized approach to support positive behaviors and teach new skills. Review your program’s educational curriculum to ensure it offers appropriate social and emotional learning opportunities, including intentionally planned learning experiences to help practice self-regulation skills. If you notice that many children in the group need social and emotional development support, spend some time intentionally embedding more of the experiences and activities from your curriculum that support these skills. Work these activities and supports into your daily routines and revisit them as needed to ensure children are developing skills in this area. Implement a systems-level approach for adult regulation such as the “Tap-In/Tap-Out” system8 when an education staff member is feeling frustrated, overwhelmed, or otherwise dysregulated. This strategy allows for education staff to engage another staff member from a predetermined list to “tap-in” and cover the class. The education staff member can then “tap- out” and engage in strategies for accessing a calm state before returning to the learning environment. 6. Infant and early childhood mental health consultation (IECMHC) is a prevention-based approach. Mental health consultants work with Head Start leaders, staff, and families to support children’s healthy social and emotional development. Grant recipients have shared that it can be challenging to obtain mental health consultants, particularly in rural areas. A few strategies for building mental health consultation access include: Encourage existing staff to use educational benefits, such as tuition and fee support, to work towards mental health consultant qualifications. These and other strategies are described in ACF-IM-HS-22-06 Strategies to Stabilize the Head Start Workforce. Reach out to mental health organizations and other early childhood programs to identify potential partners for mental health consultation services. For example, ask other local Head Start or early childhood programs, home visiting programs, and state or tribal early care and 37 6 /8 education offices how they find mental health consultants. Ask local pediatricians, community health clinics, and hospitals where they refer children and adults for mental health services. After identifying possible partners, reach out to orient them to the role of mental health consultation in Head Start programs and explore potential collaborations. Prioritize finding a mental health professional who is familiar with the families in your program or community. Your Head Start program can help them learn about child development, group care, the culture of your program, relevant HSPPS, and IECMHC. Consider implementing approaches such as telehealth or remote consultation, especially in rural areas, while efforts to build capacity for in-person mental health consultation are underway9. Consult IECMHC.org’s interactive map of consultants. 7. To ensure mental health consultants engage in prevention-focused activities, programs must ensure the mental health consultant assists, at a minimum, with the requirements listed in 45 CFR §1302.45(b). To achieve this, programs can: Provide professional development opportunities for staff during onboarding and periodically after. For example, the Foundations of Infant and Early Childhood Mental Health Consultation iPD Course can ensure that all staff understand that IECMHC is a way to grow the capacity of adults to support the child’s social and emotional well-being, rather than a direct intervention or treatment approach. Use the expertise of the mental health consultant at a programmatic level, in addition to consulting at the level of specific children, families and classrooms. For example, the mental health consultant can help program leaders and staff explore strategies for enhancing systems that support staff well-being. They can also help design program-wide policies and procedures related to mental health supports, such as positive discipline or screening and assessment practices. Access to Mental Health Services 8. Programs must build community partnerships to facilitate access to additional mental health services as needed (45 CFR §§1302.45(a)(4), 1302.53(a)(2), 1302.80(c)). To achieve this, programs can: Consult with your Health Services Advisory Committee on local opportunities and potential partnerships. Identify grant funds available in your local community that are designated to support early childhood mental health. For example: 1. Partner with local Certified Community Behavioral Health Clinics (CCBHCs). CCBHCs are designed to ensure access to coordinated comprehensive behavioral health care. CCBHCs are required to serve anyone who requests care for mental health or substance use, including developmentally appropriate care for children and youth, regardless of their ability to pay, place of residence, or age. 2. Leverage community health workers, family navigators, promotores, and peer specialists to reduce mental health stigma and provide support to families navigating mental health systems and other systems that address social determinants of health. Use resources that offer expertise in culturally grounded mental health practices, such as partnering with tribal healers to connect families to traditional ways of healing. Build partnerships with local colleges and universities that may provide sliding scale mental health services through their mental health training clinics. A sliding scale is a flexible fee structure or payment system that asks a client to pay based on their ability to do so. Facilitate access to community enrichment activities that can both protect and promote child and family mental health (i.e., sporting activities, cultural events, religious organizations, farmers’ markets, and play groups). Assess barriers to obtaining mental health services and provide supports based on this assessment to facilitate access. Examples could include providing transportation from the 38 7 /8 program to clinics or providing families with private spaces equipped with appropriate technology to access tele-mental health services. These evidence-informed mental health strategies can support Head Start programs in intentionally integrating mental health supports across their program. They can address challenges programs face such as behavioral and developmental concerns, staff burnout, and the limited availability of specialized mental health services. The accompanying appendix includes more specific resources to support these recommendations. OHS will continue to work with programs to support the mental health of children, families, and staff in Head Start programs. Please direct any questions about the content of this IM to your OHS regional office. Thank you for all you do on behalf of children and families. Sincerely, / Khari M. Garvin/ Khari M. Garvin Director Office of Head Start See PDF Version of Information Memorandum: Strategies and Recommendations for Supporting Mental Health (211.88 KB) Footnotes 1. https://www.acf.hhs.gov/ecd/policy-guidance/dear-colleague-social-emotional-development-and-mental- health 2. National Research Council and Institute of Medicine Committee. Preventing mental, emotional, and behavioral disorders among young people: progress and possibilities. Washington, DC: National Academies Press; 2009. 3. Brauner, C. B., & Stephens, C. B. (2006). Estimating the prevalence of early childhood serious emotional/behavioral disorders: Challenges and recommendations. Public health reports, 121(3), 303-310. 3. https://www.acf.hhs.gov/ecd/policy-guidance/dear-colleague-social-emotional-development-and-mental- health 4. Rafla-Yuan, E., Moore, S., Carvente-Martinez, H., Yang, P. Balasuriya, L., Jackson, K., McMickens, C., & Ropbles-Ramamurthy, B. (2022). Striving for equity in community mental health: Opportunities and challenges for integrating care for BIPOC youth. Child and Adolescent Psychiatric Clinics of North America, 31(2), 295-312. 5. Morales, D. A., Barksdale, C. L., & Beckel-Mitchener, A. C. (2020). A call to action to address rural mental health disparities. Journal of clinical and translational science, 4(5), 463-467. 6. Winters M-F. Black Fatigue: How Racism Erodes the Mind, Body, and Spirit. 1st ed. Berrett-Koehler Publishers; 2020. Mental-Health-Facts-for-American-Indian-Alaska-Natives.pdf (psychiatry.org) Gone, J. P., & Trimble, J. E. (2012). American Indian and Alaska Native mental health: Diverse perspectives on enduring disparities.Annual review of clinical psychology, 8, 131-160. 39 8 /8 7. Purgato M, Uphoff E, Singh R, Thapa Pachya A, Abdulmalik J, van Ginneken N (2020). Promotion, prevention and treatment interventions for mental health in low- and middle-income countries through a task-shifting approach. Epidemiology and Psychiatric Sciences 29, e150, 1–8. https:// doi.org/10.1017/S204579602000061X 8. Venet, A. S. (2019, September 13). The evolution of a trauma-informed school. Edutopia. 9. Mental Health Services for Children Policy Brief | CSELS | Rural Health | CDC Terry-Leonard et al (2022). Early childhood mental health consultation: Brief report of adaptations in the virtual learning environment.ECMHCvirtualAdaptations_v6.pdf (iecmhc.org) Historical Document 40 CONTRA COSTA COUNTY Staff Report 1025 ESCOBAR STREET MARTINEZ, CA 94553 File #:24-2152 Agenda Date:7/22/2024 Agenda #:6. HEAD START COMMITTEE Meeting Date: July 22, 2024 Subject: APPROVAL of 5/20/24 Minutes of the Head Start Committee Submitted For: Marla Stuart Department: Employment and Human Services Department Referral No: Referral Name: Presenter: Scott Thompson Contact: Christina Reich, 8-8819 Recommendation(s)/Next Step(s): APPROVE the 5/20/24 Minutes of the Head Start Committee. CONTRA COSTA COUNTY Printed on 7/17/2024Page 1 of 1 powered by Legistar™41 Meeting Minutes CONTRA COSTA COUNTY Head Start Committee Supervisor John Gioia, Chair Supervisor Ken Carlson, Vice Chair 9:00 AM11780 San Pablo Ave., Suite D, El Cerrito | 2255 Contra Costa Blvd., Suite 202, Pleasant Hill | Zoom: https://us06web.zoom.us/j/89752281411? pwd=oO7YjWVnMFh5bLpT9wErJInLO5zNc w.L-kq6aPviALVQ-zi | Passcode: 386964 | Or Call: +1 669 444 9171 Monday, May 20, 2024 1.The public may attend this meeting in person at either above location . The public may also attend this meeting remotely via Zoom or call-in. 2.Agenda Items: Items may be taken out of order based on the business of the day and preference of the Committee. 3.Call to Order Supervisor Gioia called the meeting to order at 9am. 4.Public comment on any item under the jurisdiction of the Committee and not on this agenda (speakers may be limited to two (2) minutes). 5.RECEIVE AND DISCUSS the May 2024 Head Start Program Update. Attachments:Head Start Update_BOS May 2024 This Discussion Item was accepted the report. 6.The next meeting is currently scheduled for July 15, 2024. 7.Adjourn For Additional Information Contact: Christina Reich, 925-608-8819 Page 1 of 1 42