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This report:

  1. Describes the Tribal Home Visiting Program, grantees, and family and community contexts that influence implementation of the program;
  2. Highlights the expanded reach and availability of home visiting services in tribal communities as a function of the Tribal Home Visiting Program;
  3. Tells the story of program implementation across funding years, highlighting successes and areas of improvement;
  4. Describes technical assistance and systems of support provided to grantees;
  5. Summarizes grantee performance measurement and grantee performance in legislatively mandated benchmark areas; and
  6. Suggests recommendations for improving program reach, supports, and requirements.

This report summarizes the experiences and insights of the first two cohorts of Tribal Home Visiting Program grantees. It provides (1) the methods by which information for the report was collected and synthesized; (2) a description of the 19 grantees; (3) detailed information on the Tribal home visiting approach; and (4) examples of how Tribal Home Visiting Programs have supported improvements in local early childhood systems. The last section of the report highlights key findings, lessons learned, and other insights that can help inform future efforts in Tribal home visiting.

This brief—based on interviews with eight Tribal MIECHV grantees1 —will (1) discuss the importance of cultural enrichments of evidence-based home visiting models; (2) highlight three different approaches Tribal MIECHV grantees have pursued to shape programs to best reflect their communities; and (3) offer guidance for programs that are searching for a way to best fit home visiting within the cultural context of their communities. The brief discusses ways that grantees have approached cultural enrichment in the first 5 years of the Tribal MIECHV program.

This issue brief summarizes the experiences and wisdom of seven Tribal Maternal, Infant, and Early Childhood Home Visiting (Tribal MIECHV, or Tribal Home Visiting) grantees serving urban Indians.1 It reviews the history of AIAN relocation to urban areas and provides examples of some of the challenges and innovations for meeting the needs of AIAN families in urban areas. These include: (1) helping families ease feelings of isolation by supporting connections to peers and elders; (2) empowering families by leveraging tribal diversity; (3) being flexible in responding to family mobility; and (4) supporting families to access safety-net supports.

This issue brief offers examples of promising strategies implemented by Tribal MIECHV grantees that keep home visiting focused on the curriculum while also empowering families to address their needs.

This report describes how Tribal Home Visiting Program grantees serve tribal communities that range from rural reservations, to urban areas, to remote Alaska villages. Grantees represent the rich diversity of AIAN populations, their unique cultural contexts, and varied geographic locations and service areas. This report reflects information about the Tribal Home Visiting Program as it has been implemented with FY 2010-2015 funds.

The stories in this collection illustrate the positive impact of home visiting programs provided to American Indian and Alaska Native families by tribal entities across the country. The stories were collected through interviews with families and staff from 14 Tribal MIECHV programs. Home visiting programs focus on helping people be the best parents they can be. Home visitors provide information on prenatal and child development. They offer guidance on parenting skills and strategies. They connect families with the resources they need for food, housing, health, and safety. Home visitors often serve as “first responders” in helping parents identify delays in development and other issues that need to be addressed.

This issue brief—based on interviews with eight Tribal Maternal, Infant, Early Childhood Home Visiting (Tribal MIECHV) grantees1— focuses on the ways in which home visiting programs can promote the development of early language and literacy skills, which are important aspects of child development. The brief starts with a short overview of early child development to illustrate how language, literacy, and culture are nested within overall development. It reviews why early language and literacy is important and the need for home visiting programs to be intentional in helping families support children’s language and literacy development. The brief shares examples of how Tribal MIECHV grantees are helping families build upon everyday activities from storytelling to singing, talking, reading, and other strategies. It also highlights
how some grantees are tapping into community resources to extend language and literacy offerings.

This summary provides cumulative information obtained from state ACF-696 financial reports submitted for the Grant Year (GY) 2016 CCDF award showing cumulative expenditures through September 30, 2018. The GY 2016 state reports detail expenditures from each of the CCDF funding streams (Mandatory, Matching, and Discretionary), as well as funds transferred from the Temporary Assistance for Needy Families (TANF) program to CCDF. Included are expenditures for administration, direct and non-direct services, and congressionally mandated quality activities and activities to improve the quality of care for infants and toddlers.

Priorities Report: 2019

November 26, 2019

BACKGROUND 

The Child Care and Development Fund (CCDF) program help low-income families with children under the age of 13 pay for child care services. CCDF is a block grant program administered by states, territories, and tribes that provides child care subsidies through vouchers or certificates to low-income families, and grants and contracts with providers in some states. CCDF supports access to child care services for low-income families, so parents can work, attend school, or enroll in training. Additionally, CCDF promotes the healthy development of children by improving the quality of early learning and afterschool experiences for both subsidized and unsubsidized children. Within the federal regulations, state lead agencies decide how to administer the CCDF subsidy programs. States determine payment rates for child care providers, copayment amounts for families, specific eligibility requirements, and have some flexibilities on how to prioritize CCDF services. CCDF administrative data, including monthly case-level data reported on the ACF-801, provides information about the characteristics (including income) of families receiving a child care subsidy. Fiscal year 2017 ACF-801 CCDF administrative data (most recent year available) indicates that approximately 1.32 million children and 796,000 families per month received CCDF child care assistance in fiscal year 2017. The CCDF subsidy program emphasizes parental choice; therefore, children are cared for in a wide variety of settings. Nationally, in fiscal year 2017: (1) 75 percent of children receiving subsidies were cared for in center-based care; (2) 21 percent of children receiving CCDF assistance were cared for in family child care homes; (3) 3 percent of children were cared for in the child’s own home; and (4) the data was not reported or was invalid for the remaining 1 percent. For many parents, affordable child care and school-age care are critical to maintaining stable jobs. According to an analysis of Bureau of Labor Statistics employment data, in 2018, at least one parent was employed in 91 percent of families with children under the age of 18, and 72 percent of women with children were working or looking for work1.

1 Table 4. Families with own children: Employment status of parents by age of youngest child and family type, 2017-2018 annual averages. https://www.bls.gov/news.release/famee.t04.htm