2. DCFS School Readiness Planning Initiative Insure that all young children in the system start school ready to learn –Physically –Socially –Emotionally –Cognitively

3. School Readiness Developmental Tasks Follow directions Get along with other children Be away from parents for a few hours at a time Show an interest in the world and how things work Ask an adult for help Say and write the alphabet Use words to express feelings and thoughts Go to the bathroom independently

4. Quality Preschool - A Priority for Our Kids Brain Research – early years critical to healthy development and school success Impact of trauma and / or disruption is magnified in young children; 0 – 6 year olds most ‘at-risk’ Our kids are developmentally behind Our kids need to feel like ‘normal kids’ – playing, make friends, get positive attention from caring adults in a safe environment

5. Risks to Long Term Success Developmental Outcomes Emotional stability and mental health Social ability to connect with others Basic physical health Cognitive abilities Early detection and resolution of problems Long Term School Success School achievement Special education Drop out rates

6. Children in the Child Welfare System Trauma, chronic stress. child abuse and neglect all impede cognitive and emotional development 80% of all children in the child welfare system are at risk for medical and developmental problems related to maternal substance abuse More than half suffer from physical health problems Over half have developmental delays Many experience multiple placements and moves that compromise social and emotional development »National Center for Children in Poverty

7. Step One: Enroll all wards and children of wards in quality preschool Head Start State Pre- Kindergarten NAEYC Accredited Child Care Center

8. Quality Preschool Contributes to School Readiness for Our Kids Social and emotional development curriculum Experience in a school environment Staff who have worked with children experiencing stress or difficulties at home Mental health consultants

9. Quality Preschool Helps Foster Parents A welcoming environment for parents at all times Help and support with children’s behavior and parenting Services for families in times of need Screenings, medical treatments and therapies on site Supervised visits with biological parents Opportunities for parents to meet other parents and get involved

10. FY 06 Directions Preschool will be part of all young wards educational plans Increase capacity of local child care centers to work with children in the system including transitions Increase family support and mental health consultation services at local preschools

12. Strengthening Families through Early Care and Education Illinois Brings together 21 partner organizations and state agencies from the child welfare, child abuse prevention, family support and early childhood fields as well as parents and community leaders Works with early childhood centers so they work better with families – including foster families Builds relationships between child welfare agencies and child care centers

13. 5 SFI Pilot Areas Lawndale / Pilsen / Little Village in Chicago Kane County Southern 7 + 4 (counties) Peoria South Suburban Cook County

14. DCFS Priorities All children in the system ready for school Enhance quality of early care and education programs to do trauma-informed work Integrate child abuse prevention efforts Strengthen working relationships between caseworkers & early childhood programs DCFS Staff & contract child welfare agencies see early care and education as part of healthy child development plan

15. How We Can Work Together Volunteers to provide input and feedback on materials and strategies for foster parents and caseworkers Help us learn more from foster parents Promote value of early care and education among all foster parents caring for young children Foster parent participation in SFI pilot communities Maintain ongoing communication about the initiative

16. “Remediating the effects of abuse and neglect experienced during early childhood at later ages requires much more intensive, long-term, and costly treatment than early responses … The best time to address these important issues is during early childhood, and the children who enter the child welfare system in the early years are those most in need of this early response.” -- Linda McCart and Charles Bruner “Child Welfare and School Readiness Making the Link for Vulnerable Children”

17. Contact: Lina Cramer Strengthening Families Illinois Linacr@aol.com 847-475-2215