History

Childhood Comprehensive Systems Plan was created in 2004 through an extensive strategic planning and collaborative building process that engaged numerous early childhood stakeholders from across Kansas. It builds on the extensive work of early childhood professionals, the resulting Kansas School Readiness Initiative, and the early childhood priorities of Governor Sebelius and Kansas Legislators. Currently, the KECCS Plan is in the implementation phase and is continues to receive support through the Maternal and Child Health Bureau.

As part of the KECCS efforts, an environmental scan of services aimed at early childhood (birth to 5) is regularly updated and utilized to inform decision-making and Plan priorities. (The Converging Systems approach to early childhood in Kansas brings together stakeholders and initiatives from child care, health, mental health, education and family support to strengthen the development and implementation of a comprehensive plan.)In addition, population level data is tracked to assess progress. In addition, The Kansas State Department of Education collects data on kindergarten students using the Kansas Early Learning Inventory (KELI) to monitor outcomes of early childhood efforts in the State. Kansas early childhood partners used (and continue to use) a planning process that takes into account our collective vision, that Kansas is the best place to raise a child, as well as the reality of programs, services, and families in the state.



Several key data initiatives have been fundamental to informing our work:

• In fall of 2004, 4,949 surveys were sent to 976 kindergarten classrooms across the state. The response rate was 40% or 1,997 surveys returned. General findings indicate that female students were rated as more ready for school than male students. English Language Learner students were rated as less ready than native speakers except in the area of physical readiness. Low income students and students with an Individualized Education Plan (IEP) were rated as less ready than students of higher socio-economic status or students without IEPs. Baseline data on all school readiness indicators (family, community, and school) were also presented.
• In 2007-2008, the Kansas Health Institute, a long-time partner and leader on the KECCS Plan, invested over half a million dollars to evaluate school readiness in the State. The Kansas Kindergarten Assessment Initiative study, which was conducted by the Kansas Health Institute (KHI), the University of Kansas, and the Kansas State Department of Education (KSDE), provided a comprehensive assessment of school readiness that backs the work on the KECCS Plan and early childhood stakeholders. The study showed that much of the work that’s been done has led to success: children who participated in an early learning program before starting kindergarten did better on all academic assessments than children who did not. Overall, 82 percent of children have the academic and social skills they need at kindergarten entry. However, the study showed that there is still important work to be done: only 44 percent of the most vulnerable children in the State (low-income, English Language Learners, special education needs) have the overall skills they need to do well in school. (The Kansas Kindergarten Assessment Initiative Reportprovides detailed explanation of the process and results of this project.)
• As a part of the current KECCS efforts, leadership and stakeholders began a RBA process to refine KECCS indicators in February 2009. When the process began, there were 44 indicators tracked in the goal areas. Through a facilitated RBA process, stakeholders were asked to select approximately 25 total indicators (3-5 per goal area) that would serve as markers for tracking progress and be used as to guide decision-making and planning. Indicators will be reviewed on a regular basis to make adjustments based on availability of data and relevance of the indicator to Plan priorities. At a September 2009 RBA meeting, a final indicators list was identified.

Indicators selected are as follows:

Goal 1: Health Insurance and Medical Homes
• % of women receiving prenatal care in the 1st trimester
• % of infants born at low birth weight
• % of mothers who breastfeed infants at 6 months
• Number of children ages 2-5 receiving WIC services with BMI at or above the 85th percentile
• % of children fully immunized by age 2
• Number of infant deaths per 1,000 live births (infant mortality)

Goal 2: Mental Health and Social Development
• Decrease in # of children in out-of-home placements (foster care)

Goal 3: Early Care and Education Services
• # of Early Head Start slots available for children birth-3 per 100 children
• # of Head Start slots available for children birth-5 per 100 children
• # of licensed or registered child care facilities and homes (total and by type, not including Head Start)
• # of child care slots available for children birth-5 per 100 children in licensed or registered centers or homes (not including Head Start)
• # of programs surveyed that demonstrate compliance with regulatory requirements by fiscal year and program type

Goal 4: Parent Education
• Indicators identified for a data development agenda

Goal 5: Family Supports
• Cost of full-time infant care in a center as percent of median income for single-parent families
• % of live births to mother with HS diploma or more
• # of deaths due to child abuse and neglect
• # of substantiated child abuse reports per county/state
• % of children under age 18 living below poverty level