P-50323 ORALHLTH CITY OF AVONDALE.PDF
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P-50323 C-86-19- -L-00 CARE1ST AVONDALE RESOURCE CENTER LICENSE AGREEMENT This Revocable License Agreement (this “Agreement”) is made as of the last date set forth below, by and between the City of Avondale, an Arizona municipal corporation, (“Grantor”) and Maricopa County, a political subdivision of the State of Arizona (the “County”) for the benefit of its Department of Public Health, Office of Oral Health. RECITALS: A. Grantor is the owner of that certain real property located at street address 328 West Western Avenue, Avondale, AZ 85323, commonly known as the Care1st Avondale Resource Center (the “Resource Center”). B. County desires to occupy and use office space in the Resource Center and Grantor has agreed to grant County a temporary non-exclusive revocable license over a portion of the Resource Center for purposes of providing services to the community, as detailed in the Scope of Work, attached hereto as Exhibit “A” and incorporated herein by reference (the “Services”). NOW, THEREFORE, in consideration of the premises and promises contained herein, and other good and valuable consideration, the receipt and sufficiency of which are hereby acknowledged, the parties agree as follows: AGREEMENTS: 1. Accuracy of the Recitals. The parties hereby acknowledge the accuracy of the Recitals and are hereby incorporated herein. 2. Grant of License. Grantor hereby grants and conveys to County a temporary non- exclusive revocable license over and on a certain portion of the Resource Center as described and depicted in Exhibit “B” attached hereto and incorporated herein by reference (the “License Area”) for the performance of the Services. At Grantor’s sole and absolute discretion, County’s License Area may be relocated with 15 days written notice to another area within the Resource Center, as long as the new location is equal or superior to the License Area. This Agreement may be terminated by either party with or without cause by providing 30 days written notice to the non-terminating party. 2.1 The Public Health Director of Maricopa County, or their designee, is hereby given the authority to execute an Exhibit “D”, attached hereto and made a part hereof, to change the schedule by written mutual agreement of both parties. 3. County Obligations. County shall use the Resource Center and the License Area in accordance with the (i) Resource Center Rules and Regulations, attached hereto as part of Exhibit “C.1” and incorporated herein by reference, (ii) Room Use Policy, attached hereto as part of Exhibit “C.2” and incorporated herein by reference and the (iii) Standard of Practice SFY2019, attached hereto as part of Exhibit “C.3” and incorporated herein by reference. 4. Utilities and Resources. Grantor will provide County, at no additional cost to County, access to internet, printing, copying and faxing services, subject to guidelines set the by Resource Center Coordinator. Grantor will provide and cover the cost of all utilities for the Resource Center, at Grantor’s sole cost and expense. 3031300.4 5. Independent Contractor. County hereby acknowledges and agrees this is a revocable license to use the License Area and the Resource Center to provide the Services to the community and for all purposes County is an independent governmental agency and shall not be deemed an employee or agent of the Grantor. County specifically acknowledges that it controls the manner and means by which the Services are provided and accomplished. County hereby agrees to hold itself out as an independent governmental agency and hereby waives any rights to claim that it is an employee or agent of the Grantor under either the common law agency test, the economic realities test or any other legal test. 6. Indemnification. To the fullest extent permitted by law, and except for the gross negligence or willful misconduct of Grantor or County, each party shall indemnify, defend and hold harmless the other party, and all of each party’s officers, employees and agents, from and against any and all damages, claims, losses, liabilities, actions or expenses (including, but not limited to attorneys’ fees, expert witness fees, court costs and the cost of appellate proceedings) (collectively “Claims”) relating to or arising from (i) use of the Premises by Grantor or the County or their respective agents, contractors, employees or invitees; or (ii) the breach of this Agreement by Grantor or County. Each party’s’ duty to defend, hold harmless and indemnify each other pursuant to this section shall arise in connection with any claim, damage, loss or expense that is attributable to bodily injury, sickness, disease, including death, or to injury to, impairment, or destruction of property, including but not limited to personal property belonging to either party’s employees, arising from or related to this Agreement, including claims resulting in whole or in part from the acts, errors, mistakes, omissions, work or services of Grantor or the County or anyone for whose acts either party may be legally liable. Grantor and the County’s obligations under this section shall survive the expiration or earlier termination of this Agreement. Except as otherwise provided in this Agreement, the County shall not be responsible for damage to property or injuries or death to persons that may arise from, or be attributable or incident to, the condition or state or repair of the Premises. 7. Insurance. Grantor acknowledges that County is self-insured. County shall provide a certificate of insurance upon request. 8. Conflict of Interest. This Agreement may be canceled by the County pursuant to Ariz. Rev. Stat. § 38-511. 9. No Assignment. County shall have no right or authority to assign, in whole or in part, any of its rights or obligations under this Agreement or any portion of this Agreement to any third party without the prior written consent of the Grantor. 10. Entire Agreement. This instrument contains the entire agreement between the parties relating to the use of the License Area by the County for the purposes set forth herein. Any oral representations or modifications concerning this Agreement shall be of no force or effect, except for subsequent modification in writing, signed by persons duly authorized to bind each party. 11. Counterparts. This document may be executed in one or more counterparts, each of which in the aggregate will constitute one and the same document. 12. Severability. The provisions of this Agreement are severable to the extent that any provision or application held to be invalid by a court of competent jurisdiction shall not affect any other provision or application of this Agreement which may remain in effect without the invalid provision or application. 3031300.4 2 13. Notices. Any notice or other communication required or permitted to be given under this Agreement shall be in writing and shall be deemed to have been duly given if (i) delivered to the party at the address set forth below, (ii) deposited in the U.S. Mail, registered or certified, return receipt requested, to the address set forth below or (iii) given to a recognized and reputable overnight delivery service, to the address set forth below: If to Grantor: City of Avondale 11465 West Civic Center Drive Avondale, Arizona 85323 Attn: Charles Montoya, City Manager If to County: Maricopa County Public Health Office of Oral Health Attn: Director 1645 E. Roosevelt Street Phoenix, AZ 85006 With a copy to: Maricopa County Real Estate Dept. Attn: Director 2801 W. Durango Street Phoenix, AZ 85009 or at such other address, and to the attention of such other person or officer, as any party may designate in writing by notice duly given pursuant to this Section. Notices shall be deemed received (i) when delivered to the party, (ii) five business days after being placed in the U.S. Mail, day after being given to a recognized overnight delivery service, with the person giving the notice paying all required charges and instructing the delivery service to deliver on the following business day. If a copy of a notice is also given to a party’s counsel or other recipient, the provisions above governing the date on which a notice is deemed to have been received by a party shall mean and refer to the date on which the party, and not its counsel or other recipient to which a copy of the notice may be sent, is deemed to have received the notice. 14. To the extent applicable under A.R.S. § 35-393.01, Grantor certifies it is not currently engaged in, and for the duration of this Agreement agrees not to engage in, a boycott of Israel as defined in A.R.S. § 35-393. [Signatures on Following Pages] 3031300.4 3 P-50323 C-86-19- -L-00 IN WITNESS WHEREOF, the parties have executed this instrument as of the date and year of the last signature below. Grantor: County: CITY OF AVONDALE, a municipal corporation MARICOPA COUNTY, a political subdivision of the State of Arizona Charles Montoya, City Manager Bill Gates, Chairman of the Board of Supervisors Date: Attest: Attest: Carmen Martinez, City Clerk Date Clerk of the Board Date Approved as to Form: County Attorney Date 3031300.4 4 P-50323 C-86-19- -L-00 EXHIBIT A TO REVOCABLE LICENSE AGREEMENT Scope of Work Care1st Avondale Resource Center Agency Name: First Teeth First Agency Contact: Jan Kalina Agency Resource Center Contact: 602-506-6890 Agency Mission/Vision: First Teeth First follows the intent of the oral health strategy outlined by First Things First and the mission of Maricopa County’s Department of Public Health. First Teeth First seeks to enhance the oral health status of children birth through age 5. The vision is to reduce the prevalence of early childhood tooth decay and the associated risks for pain and infections that can lead to lifelong complications to health and wellbeing Services to be provided at the Resource Center: Services include: fluoride varnish for children birth through age 5; group and individualized oral health education for families/parents/caregivers; oral health education and basic oral screenings to pregnant women, basic oral screenings for children birth through age 5 Dates/Times of Services to be provided: Mondays, Tuesdays, and Wednesdays 8am-3:30pm Every 3rd Friday of the month 9am to 4 pm First Teeth First reserves the right to discuss changes of the dates and times of services to be provided as needed. Outreach Strategy for agency’s services: While clients are in the reception/waiting area awaiting services, our team will recruit for participation in our program. We will not interfere with appointment times. We participate in community events providing services and promoting our program. We solicit cooperation from preschools, childcare centers, Head Start schools, and other early childhood educational institutions to provide services in the classroom reducing the barrier of access to this preventive service. Cross Referral Strategy: Our team promotes oral health as an integral component of overall health. We promote clients receive routine care from a physician. We promote the use of the services available at the resource center as applicable. Our team distributes brochures for the Care1st Avondale Resource Center at schools, daycare centers, and community events. As a County of First Things First, we strive for overall wellness and development of a child with family support for child’s success. 3031300.4 Outcomes: On average, 12 children and 3 pregnant women receive services each day First Teeth First is present. In 2014-2015, about 31% of kindergarten children in the Southwest Maricopa region, as defined by First Things First, have untreated tooth decay. This is fewer children than when data was collected about 15 years ago. Each year, the number of children serviced at this center grows with an estimated 34% increase this fiscal year over last fiscal year’s participation. A decline in the presence of this disease leads to a child increasing the time spent at school, improved concentration, improved overall health, improved social skills and self-esteem, and less money spent on dental treatment later in life. 3031300.4 P-50323 C-86-19- -L-00 EXHIBIT B (page 1) TO REVOCABLE LICENSE AGREEMENT Resource Center 3031300.4 P-50323 C-86-19- -L-00 EXHIBIT B (page 2) TO REVOCABLE LICENSE AGREEMENT License Area License Area 3031300.4 P-50323 C-86-19- -L-00 EXHIBIT C.1 TO REVOCABLE LICENSE AGREEMENT Resource Center Rules and Regulations 1. Contact Information. County will provide emergency contact information for all staff working at the Resource Center to the Resource Center Coordinator, Family Services Manager and/or authorized designee. 2. Performance Measures. County will submit performance measures to the Resource Center Coordinator in a timely manner on or before the 3rd of every month. 3. Security Clearance. County must obtain a background check for all staff working at the Resource Center and provide evidence of the completed background checks to the City upon request. 4. Staffing. County shall communicate, via email, any changes in County staff or changes in County staff schedule immediately to the Resource Center Coordinator. 5. Equal Opportunity. County will not discriminate on the basis of disability, in admission to, access to, or operation of the services and activities it provides at the Resource Center. County and Grantor will adhere to all requirements of the Americans with Disabilities Act. 6. Child Care Services. If childcare is provided by County any child care providers must adhere to the guidelines in the First Things First, Standards of Practice, attached hereto as part of this Exhibit “C” and incorporated herein by reference. 7. Meetings. County must attend and participate in the First Friday Meetings and Monthly Networking Meeting and Resource Center Retreats facilitated by the Resource Center Coordinator. 8. Marketing. County agrees to promote the additional services provided at the Resource Center. County will refer clients to other agencies in the Resource Center when applicable. Grantor will support and promote County’s services and referrals. 9. Clients. Grantor will provide reception services during regular business hours for County clients. County shall ensure that all clients receiving services at the Resource Center check in at the front desk upon arrival at the Resource Center and check out before departure from the Resource Center. Grantor will maintain the confidentiality of County and its clients, and will disclose confidential information as required by law. 10. Equipment and Services. Grantor will provide County with the following equipment or services at no cost to County: telephone, printing, facsimile, utilities, and internet access. Grantor will not provide warranty coverage for County’s equipment and will not be responsible for the loss or theft of any County equipment locate or used at the Center. 11. Safety Concerns. County shall direct all safety concerns to the Resource Center Coordinator EXHIBIT C.2 TO REVOCABLE LICENSE AGREEMENT Room Use Policy The following rules and procedures shall be followed when using the small annex room or the large annex room at the Care1st Avondale Resource Center (the “Center”) for workshops, groups, or events. 1. Contact the Center coordinator or specialist via email at jgriffin@avondale.org to request use. Request must include primary contact information for the agency. Request shall be made as early as possible to ensure availability. 2. Priority will be given to City of Avondale, current partner organizations, and organizations serving the needs of the Southwest Valley community. 3. On day of usage, please contact the Center front desk staff to gain access to the reserved room. 4. An organization representative must remain in the room with the organization participants at all times. Participants may remain in the room after conclusion of the class, workshop or event. 5. All trash must be disposed of and all furniture must be placed back in its original arrangement after use of the room. 6. Prior approval by the Center coordinator or specialist is required before placing posters, banners or decorations in the room. 7. Upon conclusion of the class, workshop or event, please contact the Center front desk staff to lock and secure the room. County’s participants may not remain in the room after the conclusion of the class, workshop or event, without a County representative present. 8. Agencies must send monthly usage reports to Center coordinator by 5:00 p.m. on the 3rd business day of the month. Reports shall include the following: a. Number of adults attended b. Number of children ages 0-5 attended c. Copies of evaluations (ex. pre/post-test, surveys) 9. Please inform Center coordinator or specialist as soon as possible if the reserved room is no longer needed. 10. Cooking and food preparation is not allowed in the room. Outside prepared food may be brought into the room for classes, workshops or events. 3031300.4 EXHIBIT C.3 TO REVOCABLE LICENSE AGREEMENT FAMILY RESOURCE CENTERS Table of Contents I. INTENT OF STRATEGY .............................................................................................................. 1 II. STRATEGY IMPLEMENTATION STANDARDS ............................................................................ 6 III. OPERATIONAL STANDARDS ................................................................................................... 16 IV. REFERENCES AND RESOURCES .............................................................................................. 17 I. INTENT OF STRATEGY All Arizona’s families with young children can benefit from information about child development, increased support in developing parenting skills, and access to resources. Data collected by First Things First (FTF) in statewide and regional needs and assets reports and through the findings from the 2012 Family and Community Survey show that when survey respondents were asked at what age an infant or young child begins to sense and react to their surroundings, less than half of Arizona families (47%) acknowledged that babies sense and react to their surroundings in the first month of life and, over half (53%) still believe that children do not take in and react to their environment until two months of age or later. However, promisingly, 80 percent of Arizona families acknowledge that they can significantly impact a child’s brain development at or before birth. Arizona’s young children are more likely than their national peers to be born into challenging situations such as poverty and being raised by single parents, teenage parents or grandparents. They also are less likely to receive the supports that can help mitigate the effects of poverty on their overall well-being (Building Bright Futures, 2015). The intent of a Family Resource Center is to increase families’ access to concrete supports and services in times of need; improve knowledge of parenting and child development; foster parental resilience; successfully connect families to supports in the community; and promote social and emotional competence in children. Working with families who have a wide spectrum of needs, from those in crisis to those who are thriving, avoids the stigma associated with traditional social services systems (Warren-Adamson, 2006). Approved March 2017 Family Resource Centers are a promising approach for addressing issues such as: family stability, family isolation, family health, child abuse and neglect, substance abuse, family violence, and educational outcomes and work toward creating environments that help increase protective factors, such as developing community connections, improving access to resources, reducing social isolation, improving parenting skills, and stabilizing families (The California Family Resource Center Learning Circle, 2000). Knowledge of positive parenting practices and child development including “accurate information about raising young children and appropriate expectations for their behavior” has been cited by the Doris Duke Strengthening Families Initiative as one of five key protective factors that improve child outcomes and reduce the incidence of child abuse and neglect (Center for the Study of Social Policy, 2008). The strengths- based approach is essential to Family Resource Centers, which builds on families’ potential and abilities to thrive while simultaneously developing their skills and capacity to access and utilize resources on their own. Family Resource Centers also bring together services and activities that provide information and education for families to promote positive changes in behavior and strengthen families. This increases the capacity of families to be strong, healthy and involved members of dynamic communities. Services are designed with the flexibility to respond to the wide spectrum of needs of the community and reach diverse families, while working collaboratively with key community partners to convene resources and activities into an integrated service delivery system that is accessible and responsive. Core Components of the Family Resource Centers Strategy Family Resource Centers serve as safe, accessible community hubs and provide flexible, family- focused, and culturally responsive information, resources, and services covering a wide range of topics. Staff are available to help families access resources and services at the Family Resource Center and in the local community, as well as offer referrals to programs and services designed to meet their diverse needs. Referrals to Services Information and Resources Parenting Activities First Things First | Standards of Practice | Family Resource Centers SFY19 Page 2 of 19 FAMILY-CENTERED PRACTICE Families play a critical role in their children’s healthy development, learning and future success in school. Parenting Education services are grounded in approaches that highlight the importance of building relationships with families to support family well- being; nurture strong relationships between families and their children; and provide opportunities for ongoing learning and development for all family members. The Principles of Family Support Practice, the Protective Factors Framework and the Two- Generational Approach are the foundations of quality family support programs and promote positive and enduring change for children and families. Principles of Family Support Practice Family Support America developed the Guidelines for Family Support Practice. The Principles, developed from these guidelines, are used as a resource for practitioners to create a shared definition of elements required in quality practice in the field of family support. • Staff enhance families’ capacity to support the growth • Staff and families work together in relationships based and development of all family members – adults, on equality and respect. youth and children. • Programs are flexible and continually responsive to • Practitioners work with families to mobilize formal and emerging family and community issues. informal resources to support family development. • Families are resources to their own members, to other • Programs affirm and strengthen families’ cultural, families, to programs, and to communities. racial, and linguistic identities and enhance their ability • Programs are embedded in their communities and to function in a multicultural society. contribute to the community-building process. • Programs advocate with families for services and • Principles of family support are modeled in all program systems that are fair, responsive, and accountable to activities, including planning, governance and the families served. administration. Protective Factors Framework The Center for the Study of Social Policy developed Strengthening Families: A Protective Factors Framework™ to define and promote quality practice for families. The research-based, evidence-informed Protective Factors are characteristics that have been shown to make positive outcomes more likely for young children and their families, and to reduce the likelihood of child abuse and neglect. • Parental Resilience. Families who are resilient are • Knowledge of Parenting and Child Development. more likely to achieve healthy, favorable outcomes. Knowledge of parenting strategies and child • Social Connections. Families’ constructive and development helps families understand what to expect supportive relationships with family members, friends, and how to provide what children need during each neighbors, co-workers, community members and developmental phase. service providers are valuable resources who provide • Social and Emotional Competence of Children. emotional, informational, instrumental and spiritual Research shows a strong link between young support. children’s social-emotional competence and their • Concrete Supports. Concrete support in times of need cognitive development, language skills, mental health helps to ensure families receive the basic necessities and school success. everyone deserves in order to grow. Two-Generational Approach Two-generation approaches provide opportunities for and meet the needs of children and their parents and caregivers together. They build education, economic assets, social capital, and health and wellbeing to create a legacy of economic security that passes from one generation to the next. First Things First | Standards of Practice | Family Resource Centers SFY19 Page 3 of 19 Early Language and Literacy Language and literacy development in early childhood provides the foundation for future literacy success, supports a child’s ability to become a successful independent reader, and provides a foundation for later academic success (Lonigan, Scatschneider, Westberg, with the National Early Literacy Panel, 2008). Children develop important language skills from birth—and early language abilities are directly related to later reading abilities. The key to literacy is a progression of skills that begins with the ability to understand spoken words and decode written words, and culminates in the deep understanding of text and written communication. Reading development involves a range of complex language foundations including awareness of speech sounds, spelling patterns, word meaning, grammar, and patterns of word formation, all of which provide a necessary platform for reading fluency and comprehension (2014 Read On Arizona—A Continuum of Effective Literacy Practices). With only 41% of third graders in Arizona passing the AzMERIT English Language Arts assessment in the 2015/2016 school year, focused efforts to support early literacy and language development are necessary. First Things First (FTF), in partnership with the Arizona Department of Education and Read On Arizona, share a common vision of improving early literacy and language experiences and opportunities for Arizona’s young children. The Arizona State Literacy Plan outlines the developmental trajectory of language and literacy development and the necessary conditions for learning and instruction. Family Resource Centers support and promote meaningful literacy experiences and opportunities across settings and environments so that any parent, caregiver, or family member has the necessary information on how to support their children’s early language and literacy development. The Early Literacy Guide for Families includes messaging around the importance of language development and reading routines. The Building Blocks to Becoming a Reader highlights key literacy development milestones from birth to third grade and what adults can do with children to support language and literacy skills. Strategy specific standards related to early literacy and language have been included and are required with the implementation of this strategy. Coordination and Collaboration Arizona’s early childhood development and health system works to promote and establish a seamless, coordinated and comprehensive array of services that can meet the multiple and changing needs of young children and families. Organizations and individuals must work together to establish such a coordinated service network and requires state and regional coordination of both public and private human resources, services, and funding. Agencies that work together and achieve high level coordination and collaboration are often easier for families to access and the services provided are more responsive to the needs of the families. Coordination efforts may also result in increased capacity to deliver services because of the work that organizations do to identify and address gaps in the service delivery continuum. Therefore, by supporting a variety of coordination efforts, a high quality, interconnected, and comprehensive early childhood service delivery system that is timely, culturally responsive, family driven, community based, and directed toward enhancing children’s overall development can be achieved. First Things First | Standards of Practice | Family Resource Centers SFY19 Page 4 of 19 Service Coordination is the process of multiple organizations working across traditional organizational boundaries to access needed resources and to achieve a common goal. At the heart of coordination is the relationship between organizations. (Bolland & Wilson, 1994; Mulford, Rogers, & Whetten, 1982) These relationships often take time to develop and occur along a continuum from networking to collaboration. Key to effective service coordination is the effective engagement of the partners responsible for the provision of services available to families. When partners are engaged and committed to working together it brings about change to build and strengthen capacity, maximize resources and promote systemic policies that support the shared vision for a coordinated, responsive and effective early childhood system. Networking Cooperation Coordination Collaboration Lower Intensity Higher Intensity Networking: Includes the exchange of information for mutual benefit and includes activities that result in bringing individuals or organizations together for relationship building and information sharing. Networking results in increased understanding of the current system of services. There is no effort directed at changing the existing system. Cooperation: Information is exchanged, leading to altering activities and sharing resources for mutual benefit to achieve a common purpose. Relationships are characterized by short-term, informal relationships that exist without a clearly defined mission, structure, or planning effort. Cooperative partners share information only about the subject at hand. Each organization retains authority and keeps resources separate. Coordination: Coordination involves exchanging information and altering program activities for mutual benefit to achieve a common purpose. There is increased organizational commitment, and this level requires more organizational involvement and a higher level of trust than networking. Coordination involves some planning and division of roles and opens communication channels between organizations. Authority rests with individual organizations, however, risk increases. Resources are made available to participants and rewards are shared. Collaboration: Collaboration includes exchanging information, as well as altering activities, sharing resources, and enhancing each other’s capacity for mutual benefit to achieve a common goal. These relationships are more durable and pervasive. At the collaboration level, participating organizations share risks, responsibilities and rewards. It requires a substantial time commitment, sharing of resources and turf, and a high level of trust. Collaboratives can take significant time and a strong commitment by participants along with resources. Collaboration is a process that leads to reaching goals that cannot be achieved by one single agent and includes jointly developing and agreeing on a set of common goals and directions; sharing responsibility for obtaining those goals; pooling or jointly securing resources; working together to achieve the goals using the expertise and resources of each collaborator; and sharing the risk, the results and the rewards. First Things First | Standards of Practice | Family Resource Centers SFY19 Page 5 of 19 Strategy specific standards related to coordination and collaboration have been included and are required with the implementation of this strategy. II. STRATEGY IMPLEMENTATION STANDARDS 1. Site Standards a. Family Resource Centers must be: i. Accessible to the target population; ii. Visible from the street or have clear street signage to welcome families into the space; and iii. Accessible via walking, public transportation, or driving with adequate parking space for families and community partners. b. Family Resource Centers must provide services year-round (at least 48 weeks per year) and during times that are convenient for families. If the Family Resource Center is not able to be open year-round, services are offered through partnerships with other organization(s) that offer a temporary or shared location where staff are accessible to families in need of support (i.e. recreation center, church, library, health clinic, etc.). Family Resource Centers operate at least 40 hours per week, one evening per week and one weekend day per month. Minimally, at least one location (optimally all locations) must adhere to these standards. c. At each location, employ at least two staff for a total of 80 hours per week to provide services and support to the Family Resource Center. At least two staff are scheduled together on-site during peak hours of operation. Staff may or may not be funded by First Things First. d. Staff are available to greet families in a friendly manner and are readily available to provide information, direct families to and answer questions about resources, and provide referrals to services according to the identified needs of families. e. Maintain a current event calendar that lists the activities located at or sponsored by the Family Resource Center. f. Offer structured opportunities for families to give feedback on a regular basis about services provided. Examples of methods to collect feedback include satisfaction surveys, a suggestion box, focus groups, and parent advisory committees. i. Feedback forms are readily available and visible to families visiting the Family Resource Center and allow families to indicate and prioritize information and activities that are important to them. ii. Feedback is reviewed by staff and decisions are made regarding program implementation based on the feedback. g. On-Site Child Care: Child care is not required to be offered at Family Resource Centers, however best practice is to provide on-site child care for all adult-only activities offered or hosted at Family Resource Centers to remove barriers for families’ participation. A link to the Requirements for On-Site Child Care can be found in the References and Resources section of this document. First Things First | Standards of Practice | Family Resource Centers SFY19 Page 6 of 19 i. For activities involving both adults and children, on-site child care is required for children who are not participating in the adult/child activity. Child care does not have to cover the full number and age ranges of children in attendance. For example, due to staff capacity, there may only be a certain number of slots available, or child care may only be for infants or older children. 2. Outreach and Recruitment: Conduct outreach and recruitment activities aligned to the targeted geographic areas and target populations as specified in the contract Scope of Work. a. Develop a written plan to recruit families into the program which includes: i. Specific recruitment activities, frequency and dosage; ii. Approaches to outreach that demonstrate the ability to successfully identify, outreach, and collaborate with other providers, community agencies and organizations that are currently serving and/or have access to the target population to identify and connect with families who are potentially in need of the service (for example; local businesses, grocery stores, laundromats, Women, Infants, and Children [WIC] clinics, local hospitals, health departments, food pantries, etc.); iii. Strategies to target families with young children who may not already be connected to the early childhood or K-12 system. Family Resource Centers co- located in schools and/or faith-based institutions must extend outreach and recruitment activities to families who are not affiliated with their current student body and/or congregation; and iv. Development of materials and activities to engage community partners and leverage outreach opportunities that are reflective of and responsive to the target population (e.g. posters, flyers, brochures, postcards, program newsletters, community events, speaking opportunities, promotional items, digital content such as websites, social media, applications, and text messages, etc.). b. All activities conducted off-site by Family Resource Center staff must include the purpose of recruiting and directing families to the Family Resource Center location(s) and encourage access to additional services and ongoing support. c. Keep a record of recruitment/engagement strategies and referral sources into the program (e.g., staffed event, word of mouth, community partner, medical care provider, government office, etc.). d. Regularly review the success of the recruitment activities and adjust the plan as needed. 3. Early Language and Literacy a. Family Resource Centers promote early literacy by providing resources and engaging in discussion of appropriate methods and practices on early literacy with parents/caregivers of young children informally and in structured settings. b. Establish a family-friendly literacy space that includes wide selection of age-appropriate books about people of varying races, ages, and abilities; places, animals, familiar objects First Things First | Standards of Practice | Family Resource Centers SFY19 Page 7 of 19 and familiar routines; and, a mix of fiction and non-fiction. See the References and Resources section of this document for information on appropriate books. i. Books contain pictures and stories reflective of the local community and the families that typically visit the Family Resource Center(s). ii. Books address issues that families experience (e.g. when a child gets sick, when a loved one or pet dies, etc.). iii. The area is welcoming and has comfortable seating for both young children and adults to encourage interaction. iv. There is a process to rotate the books on a regular basis to allow access to a variety of books and remove and replace damaged books. c. Have the following print materials available to families visiting Family Resource Centers: i. Lists of local library locations and calendars of library events (story times, etc.). ii. The Building Blocks to Becoming a Reader developed by Read On Arizona to increase awareness of early language and literacy development. d. Have a written plan for how early literacy is incorporated into program implementation in a way that will enable families to support their child’s development of listening, speaking, reading and writing skills. e. At least twice per year, offer parenting activities that cover the Early Language and Literacy Core Topic area including information on the Building Blocks (See Table 1). 4. Core Topic Areas: All Family Resource Centers must provide Information and Resources, Referrals to Services, and Parenting Activities addressing the Core Topic Areas of Parenting, Family Stability, Child Development and Early Learning, Health and Safety, Early Language and Literacy, and Specific Populations. Examples of information under each of the Core Topic Areas are provided in Table 1. Table 1. CORE TOPIC AREAS PARENTING Positive Parenting Practices Adult/Child Communication Parent/Child Interaction Developmental Stages and Routines Nurturing Caregiving Behavior Infant/Baby Care Potty Training Discipline versus Punishment Challenging Behavior Community Resources FAMILY STABILITY Basic Needs Community Resources and Referrals Trauma Adult Mental Health Maternal/Paternal Depression Grief and Loss Support Networks Food Security Poverty Women, Infants, and Children Adverse Childhood Experiences (ACEs) Community Resources (e.g. utility assistance, TANF, etc.) CHILD DEVELOPMENT AND EARLY LEARNING Social/Emotional Development Developmental Screening Developmental Milestones Physical Development Early Intervention Services and Red Flags Motor Development Quality Child Care/Quality First Family, Friend, and Neighbor Cognitive Development School Readiness/Kindergarten Readiness Child Care Choosing Childcare or Preschool Language Development Community Resources (e.g. AZ FIND) HEALTH AND SAFETY First Things First | Standards of Practice | Family Resource Centers SFY19 Page 8 of 19 Oral Health Hygiene Behavioral Health Services Safe Home Environments Hearing Screening Breastfeeding Water Safety Vision Screening Physical Activity Shaken Baby Syndrome Nutrition Car Seat Safety Safe Sleep Prenatal Care Health Insurance Enrollment Injury Prevention Well-Child Visits Medical/Dental homes Choking Hazards Child Mental Health Immunizations Community Resources (e.g. car seats, pool safety, etc.) EARLY LANGUAGE AND LITERACY Screen Time Reading Behaviors Community Resources (e.g. Language Development Book Handling libraries, Read On Arizona, Language and Literacy Milestones Talking/Singing/Storytelling/Playing etc.) Pre-literacy skills Vocabulary Reading Routines SPECIFIC POPULATIONS Teen Parents Kinship Care Providers Children with Incarcerated Grandparents Raising Grandkids Foster Care Providers Parents Mothers Military Families LGBTQ Families Fathers Divorce Community Resources 5. Community Information and Resources: Family Resource Centers provide families with access to information and offer a library of print and digital resources and information covering all Core Topic Areas. a. Maintain a library of printed information and resource materials that families can access. Printed materials must address the Core Topic Areas (Table 1). b. Information must be displayed and visible upon entering the Family Resource Center for families to browse and collect based on their needs and interests. c. Have a computer with internet access available to families. Computer use may be facilitated by Family Resource Center staff. d. Maintain a digital library of information from reliable and trusted sources. An electronic or digital library is a collection of electronic information that can include text, visual material, audio material, and/or video material which is stored as electronic media formats (e.g. web links, articles, interactive worksheets/templates, PDFs, recorded webinars, community events calendars, etc.). e. When a resource item is provided to families, instructions and guidance on how the item supports early childhood health and development and ways to continue use at home must be provided. f. Resources and information must be accurate and regularly updated to ensure information is current. g. Basic Needs Assistance: Families are provided with connections to goods and concrete household items to meet their basic living needs. FRCs may distribute the needed items on-site or provide referrals to nearby locations. Examples include food, clothing, diapers, personal care items and furniture. h. Families are provided written contact information on how to contact the Family Resource Center. i. Print materials must be written at no higher than a 5th grade reading level. First Things First | Standards of Practice | Family Resource Centers SFY19 Page 9 of 19 j. Permission for the use of copyright materials must be documented and cited. k. All activities must adhere to the FTF Communications guidelines including branding protocols which can be found in the First Things First Communications Toolkit. 6. Referrals to Services: Family Resource Centers must provide Community Referral Services in response to families’ individual and unique needs. a. Complete an intake form to collect demographic information. b. Maintain a process that captures a record of all referrals to services made on behalf of families. The record of referrals to services includes (at minimum) the: i. Name of the organization or agency; ii. Type of service provided by the agency or organization; iii. Date the referral was made; iv. Name and contact information for the family member receiving the referral; and v. Result of the follow up on all referrals given to families. c. Within 30 days of referring a family to a service, make attempts (no more than three) to contact the family to follow up on the status of the referral. Follow up on referrals can be by phone/text, email, Survey Monkey, mail survey, in person, etc., or through additional questions incorporated into general satisfaction surveys. d. Document all contact efforts and record the outcome of the referral as reported by the family (e.g., service received, service not received or available, service is still pending). Definitions Information includes general print, web-based, and/or multimedia information supplied about an early childhood development, health, or family support topic and can take the form of brochures, flyers, resources lists, newsletters, and videos. Information is universally provided and many families may gather information just by entering Family Resource Centers and may not necessarily be provided to families based on an identified need. Resources include items and materials that are distributed to families. For example books may be distributed to families to promote early literacy; children’s toothbrushes to promote oral health; magnets with mealtime tips; and household safety items such as outlet covers or cabinet locks. Resources are universally available to families accessing Family Resource Centers and may not necessarily be provided to families based on an identified need. Referral to Services is the process of providing direct assistance to families with the intent of linking families to services based on an identified need and follow up to determine if needs were met. Referrals include services and supports offered by both internal and partner staff at Family Resource Centers and/or to other organizations outside the FRC. A referral to a service involves a meaningful conversation with a family to discuss their concerns or needs. This may involve using guidance prompts such as a list of informing questions to uncover needs or a formal assessment. The result is providing them with the help they need to access a service based on the family’s capacity to navigate the system. Some families may need more help than others, such as in filling out forms, reviewing supporting documents, or making a phone call on behalf of or with a family member. Other families may only need the application itself, a list of supporting documents needed for the service, or the telephone number to call. First Things First | Standards of Practice | Family Resource Centers SFY19 Page 10 of 19 7. Parenting Activities: Parenting Activities are group-based opportunities for families that are designed to increase awareness about the core areas of family support and provide information on the healthy physical, social/emotional, cognitive, and early literacy development of young children. Parenting Activities may be offered by Family Resource Center staff or by inviting other community partners to facilitate Parenting Activities at the Family Resource Center. Parenting Activities must cover one or more of the Core Topic Areas (Table 1), the Protective Factors and Family Support Principles1. a. Workshops are structured, interactive activities designed to inform families who are parenting young children on a parenting topic. The workshop content is selected from the six Core Topic Areas for the purpose of increasing parental knowledge and competencies. Workshops may be offered as a single session or as a series of sessions that are connected. Workshops must be at least one hour in length and have no more than 20 participants. b. Adult/Child Interactions are opportunities for parents, caregivers and children to engage together in developmentally appropriate play and interactions that are designed to support parents and caregivers in learning about their child’s age and stage of development. Adult/child interactions promote children’s healthy social and emotional development and allow families at the same life stage to interact, socialize, and share experiences with each other. The interactions are facilitated by staff who guide and model positive techniques for parents/caregivers to practice with their children. c. Community Support Groups are time-limited, topical groups (purpose-oriented groups with an end date) or ongoing, regular groups (standing meetings, for example every Tuesday from 10-11am). Groups are facilitated by staff for families for the purpose of building a network of community supports and increasing social connections. Families and staff come together to share information, advice, problem-solving strategies relating to parenting, and to encourage families to be advocates for their children. In order to facilitate positive discussion and connections between participants, there must be no more than 12 adults per group. d. Parenting Events are site-based or site-hosted informational, resource-sharing, recreational and/or social events designed to raise families’ awareness about a parenting topic or community resource (e.g. general information fair, open house or site tour, water safety event, oral health event, etc.). Events also may provide opportunities for family members to spend time together during holidays, cultural celebrations, etc. to build community connections and support systems. e. At each Parenting Activity, new families fill out an intake form to collect demographic information (at minimum their name, address and/or zip code, and the number and ages of children). f. Utilize a sign in sheet to capture all families in attendance. g. Activities must have at least three (3) participants. 1 Types, topics and number of Parenting Activities offered are included and established in the First Things First contract. The number of Parenting Activities offered is a Target Service Unit for the Family Resource Centers Strategy. First Things First | Standards of Practice | Family Resource Centers SFY19 h. Staff encourage participants to share information and resources and interact with each other to build positive relationships and community support systems. i. Families are provided with guidance on how the information can be used at home which includes activities and their purpose. Returning families are asked to reflect on their experiences. j. Community resources are shared with families at each Parenting Activity offered. 8. Coordination and Collaboration: Grant partners are to effectively interface, at minimum, with the following entities and/or systems to support coordination and collaboration and reduce duplication of services: a. Cooperation with community service providers: Family Resource Centers coordinate with other organizations supporting families in the community for families to easily access services based on their needs. Staff communicate at least quarterly with partners to build and maintain relationships, exchange information, and discuss referral processes. b. Coordination with the Arizona Early Intervention Program (AzEIP): Part C of the Individuals with Disabilities Education Act (IDEA) provides eligible children and their families’ access to services to enhance the capacity of families and caregivers to support their child’s development. In Arizona, AzEIP is the statewide system of services and supports for families of infants and toddlers, birth to three years of age, with disabilities or delays. The purpose of early intervention is to help families help their children develop to their full potential. Grant partners must coordinate with AzEIP by using AzEIP’s referral processes and forms when there is an identified need for a referral. When a referral is necessary, and with families’ permission, grant partners communicate with AzEIP providers on behalf of families and coordinate AzEIP services as appropriate. Communicate with AzEIP supervisory staff at least quarterly to exchange information and discuss referrals, roles and resources. c. Coordination with child welfare: The child welfare system is a group of services designed to promote the well-being of children by ensuring safety, achieving permanency and stability, and strengthening families to care for their children. An effective relationship with the child welfare entity is important to avoid the duplication of services while ensuring families’ needs are met. Grant partners must communicate with child welfare case managers and supervisors at least quarterly to build and maintain relationships, exchange information, and discuss referrals, roles and resources. Communication can include a training, email or phone contact. More details can be found in the Child Welfare Policy located in the References and Resources section. d. Coordination with Regional Child Abuse Prevention (CAP) Councils: The purpose of the CAP Council is to increase public awareness, educate communities and provide information about the prevention of child abuse and neglect through educational campaigns and events. Grant partners must coordinate with the Regional CAP Council when present in the region. Grant partners must support local educational campaigns and events which includes the sharing and dispersing of messaging, information, and materials created by the CAP Council; participating in CAP events; and may include First Things First | Standards of Practice | Family Resource Centers SFY19 becoming a member of the CAP Council. This includes participating in CAP events, and may include becoming a member of the CAP Council. More information can be found in the References and Resources section of this document. e. Coordination with tribal authority and/or tribal programs: A tribal authority may include a court, council, police department, and or child welfare/social service. Grant partners providing services on tribal lands must coordinate with a local tribal authority and/or program to build and strengthen relationships with the community and to increase knowledge and awareness of services provided to families. Grant partners must communicate regularly to engage with local tribal authorities and/or programs to discuss the work being done with families served on tribal lands as appropriate and with support from the FTF Regional Director. f. Coordination with Parenting Education (PE)/Home Visitation (HV)/Family Support Children with Special Needs(FSCSN)/Parenting Outreach and Awareness (POA), Oral Health (OH), Developmental and Sensory Screening (DSS), Quality First (QF) providers (FTF and non-FTF funded): If there are other services offered in the region and available to families, create a plan and processes for how programs will work together to ensure there is communication and knowledge of services offered throughout the region. Develop and maintain a shared contact list of programs and referral contacts. Convene, at minimum, on a quarterly basis to share program information, referral processes, barriers to accessing services, and other resources and community events. 9. Child Welfare Policy: Grant partners implementing the Family Resource Centers strategy must adhere to the FTF Child Welfare Policy. A link to the policy can be found in the References and Resources section. 10. Family Resource Center Staff Standards a. Staff reflect the cultural and ethnic experiences and languages of the targeted population with whom they work with and integrate their expertise into the entire program. b. Efforts are made to hire staff from the community and staff have extensive knowledge of community resources. c. Staff receive initial orientation and training prior to serving families. At minimum, orientation must include introduction to the: Program policies and procedures; and FTF Family Resource Centers Standards of Practice. d. Staff receives at least twelve hours annually of professional development relevant to the strategy implementation. Training may be provided through formal training or informally within the organization. i. Within six months of hire, staff receive professional development on the Principles of Family Support, the Protective Factors Framework, and the Two-Generational Approach. ii. Within six months of hire and every two years thereafter, staff receive training on mandated reporting. First Things First | Standards of Practice | Family Resource Centers SFY19 iii. Two of the twelve hours must cover culturally responsive service delivery (i.e. race, ethnicity, class, gender, local community, religion, and family structures, as well as support to understand and reflect on staff’s own culture and potential bias). e. Staff receive professional development on how to implement literacy-related program activities and how they can promote early literacy in their role with families. i. Staff view the Read On Arizona “How to use the Continuum” webinar. Track and document completion for all staff. The webinar is located here: http://readonarizona.org/resources/continuum/ f. Staff are provided annual professional development on the FTF Family Resource Centers Standards of Practice and other applicable Standards of Practice as appropriate. g. Staff are knowledgeable about other FTF-supported programs in the region(s) such as Home Visitation, Parenting Education and Quality First. h. Staff and supervisors (including direct service staff, volunteers and sub-Grant Partner or partner personnel implementing the strategy) must receive one-time professional development through the Arizona Department of Education on the: i. Introduction to the Arizona Infant and Toddler Developmental Guidelines; and ii. Introduction to the Arizona Early Learning Standards i. The Arizona Early Childhood Workforce Registry (Registry): The Registry is a component of the newly developed Arizona Early Childhood Career and Professional Network. The Network is a comprehensive system designed to meet the professional development needs of Arizona’s early childhood professionals working with or on behalf of children birth-8 years of age. A link to the Registry can be found in References and Resources. i. Staff employed at the grant partner/administrative home and any sub-Grant Partner who are working directly with or on behalf of young children as a part of the implementation of this strategy must create an account in the Registry and submit transcripts, complete the employment history, and have a complete personal profile. As new employees are hired, lead grant partners must verify completed profiles with 6 months of hire date. j. To assist in the protection of the target population being served, the grant partner must ensure that employees, contractors and volunteers have a valid fingerprint clearance card, if required by law, issued pursuant to A.R.S. Title 41, Chapter 12, Article 3.1. Grant partners working on tribal lands must also obtain additional clearance if required by tribal law. If not required to have a fingerprint clearance card, the grant partner must ensure staff and supervisors (including direct service staff, volunteers and sub-grantee or partner personnel implementing the strategy) pass a Federal (FBI) Criminal History Background Check that includes fingerprinting. k. All staff must meet the qualifications for their position. For staff hired after July 1, 2018, a hiring exemption must be submitted to First Things First if programs are unable to hire staff that meet the qualifications. Staff implementing the strategy who have been hired prior to July 1 2018 do not need to submit hiring exemptions to FTF. First Things First | Standards of Practice | Family Resource Centers SFY19 11. Information, Resource and Referral Staff Standards a. Staff must meet standards 10a-10k. b. Staff are required to have a minimum of a high school diploma (associates degree preferred) and at least two (2) years’ experience in related work with families. c. Staff must have knowledge of the surrounding community and the available resources families need to support children’s health and development (all domains of child development; health services; food/clothing or supplies; developmental screening and referrals; early literacy; early intervention; quality child care; respite and crisis care; transportation; housing; child protection; and adult education). 12. Standards for Staff Delivering Workshops (does not include staff facilitating adult/child interactions, community support groups, or parenting events). a. Staff must meet standards 10a-10k. b. At least one staff facilitating a workshop has a minimum of a bachelor’s degree in social work, child development, family studies, or a related field and at least two years’ experience working with children and families OR Must be trained on the workshop topic and has at least one year of experience delivering information on the topic to the target audience. External partners delivering workshops are not required to adhere to standards 10a-10h. c. At least one Family Resource Center staff must be on-site during all activities offered at the Family Resource Center to assist and support the facilitation of the activity and build relationships and rapport with families in attendance. 13. Supervisory Staff Standards a. Supervisory staff must meet standards 10a-10k. b. Supervisory staff have a minimum of a bachelor’s degree in early childhood development, education, family studies, social work, nursing or a closely related field and have at least two years of program management experience overseeing programs serving families with young children. c. Assess and document Family Resource Center staff’s skills, knowledge, and abilities prior to independent work with families. d. Supervisory staff must observe staff delivering services at least annually to help identify coaching and mentoring opportunities. e. Reflective supervision is “the process of examining, with someone else, the thoughts, feelings, actions, and reactions evoked in the course of working closely with young children and their families.” Eggbeer, L. et al (2008). Although formal training is not required, First Things First grant partners shall implement the principles of reflective supervision including: i. Regularly scheduled, consistent meeting time in a confidential location free of interruptions. Information, Resource and Referral Staff: At minimum, a monthly meeting. Parenting Activities Staff: At minimum, an every-other-week meeting. First Things First | Standards of Practice | Family Resource Centers SFY19 Supervisory Staff: At minimum, an every-other-week meeting. ii. Supervisors work with staff to prepare and implement written individual professional development plans. They are a critical component of reflective supervision that includes identified areas for growth and opportunities for professional development. Plans are updated at least annually. III. OPERATIONAL STANDARDS 1. Mandated Reporting a. Arizona law (ARS §13-3620.A) requires early childhood program staff who suspect that a child has received non-accidental injury or has been neglected, to report their concerns to the Arizona Department of Child Safety or local law enforcement. All staff, grant partners, consultants and participants of this strategy must receive training and adhere to these requirements. The FTF Suspected Child Maltreatment Mandated Reporting Policy can be found in the list of References and Resources. 2. Policy and Procedure Manual: The process of developing written guidelines is the strategic link between the FTF Standards of Practice and day-to-day operations of the program. A well developed and highly utilized set of policies and procedures builds infrastructure and capacity and supports continuous quality improvements of programs and services for children and families. FTF requires Grant Partners to have a written document that is accessible to all employees and contract staff members that provides staff with direction, consistency and set expectations for service delivery (e.g., Standard Operating Procedures, Implementation Guide, Policies and Procedures Manual) including the following: a. The written document must be updated annually and be read and reviewed by all employees and contract staff members. b. The document must contain policies that align with the FTF Standards of Practice and provide a framework for overall program implementation. c. The policies must have procedures that describe how program implementation aligns to the Standards of Practice, including staff specific roles, responsibilities and timelines. 3. Cultural Responsiveness: First Things First embraces cultural responsiveness as an intentional life long journey that holistically explores, honors, and values the diversity of the human experience. Grant partners implementing this strategy are required to have a written policy and procedures for the organization and/or program that describes how culturally responsive practices are infused into service delivery. The written policy must describe how: a. Programs and services are congruent with the needs of diverse children and families. b. Programs and services are responsive to the impact of regional and cultural factors such as histories, traditions, values, family systems and structures, social class, and religious and spiritual beliefs. c. The environment is conducive to and inclusive of all children and families and respects families’ composition, gender, racial, ethnic, cultural, and linguistic backgrounds. First Things First | Standards of Practice | Family Resource Centers SFY19 d. Cultural knowledge and prior experiences are used to ensure services are responsive and adaptive. 4. Inclusive Services: First Things First fosters the vision that children and adults of all abilities have access to all programs and services. Inclusion in early childhood programs can lead to a lifetime of inclusion for a child. Grant partners implementing this strategy must have a written policy and procedures for the organization and/or program that addresses the following: a. Programs must create an environment conducive to and inclusive of the unique needs of all children and adults. b. Programs must adjust their services to support meeting the needs of children and adults with all degrees of ability. c. Adherence to the federal Americans with Disabilities Act. 5. Continuous Quality Improvement: a. Adopt a process of continuous self-monitoring, reflection, and quality assurance to improve program practices that are articulated in a written policy that is reviewed and updated regularly. In the written policy, the following should be addressed: i. How data is used to assess the progress and outcomes of program implementation; and ii. How data collection is used to improve staff performance. b. Develop evaluative and monitoring processes that are collaborative, ongoing and that include input from providers, program administrators and staff, families, and community members. 6. Food Service: If providing food to program participants, grant partners must adhere to the FTF Food Service Policy. A link to the policy can be found in References and Resources. IV. REFERENCES AND RESOURCES 1. Americans with Disabilities Act: https://www.ada.gov/ 2. Book Resources: Infants and toddlers: http://families.naeyc.org/learning-and-development/reading- writing/great-books-read-infants-and-toddlers Young readers: http://www.ala.org/alsc/awardsgrants/notalists/ncb Social-emotional topics: http://csefel.vanderbilt.edu/documents/booklist.pdf 3. Arizona Early Childhood Career and Professional Development Network Website: http://azearlychildhood.org 4. Arizona Department of Education Trainings: https://ems.azed.gov/Home/Calendar 5. AZ Find: http://www.azed.gov/special-education/az-find/ 6. Benedetti, G. (2012). Innovations in the Field of Child Abuse and Neglect Prevention: A Review of the Literature. Chicago, IL: Chapin Hall at the University of Chicago First Things First | Standards of Practice | Family Resource Centers SFY19 7. Building Bright Futures. 2013. FTF Statewide Needs and Assets Report. Retrieved from: http://www.azftf.gov/publications/Documents/Building%20Bright%20Futures%20- %20Statewide%20Needs%20and%20Assets%20Report%202013.pdf 8. Building Bright Futures. 2015. FTF Statewide Needs and Assets Report. Retrieved from: http://www.firstthingsfirst.org/Publications/FTF_Building_Bright_Futures_2015.pdf 9. The California Family Resource Center Learning Circle (2000). Family Resource Centers: Vehicles for Change. Retrieved from: http://shcowell.org/wp- content/uploads/2015/12/Vehicles-for-Change.pdf 10. Center for the Study of Social Policy. (2013). Strengthening Families: A Protective Factors Framework. http://www.cssp.org/reform/strengthening-families/2013/SF_All-5-Protective- Factors.pdf. 11. Community Alliance for Culturally and Linguistically Appropriate Services Webinars: http://allianceforclas.org/tools-and-resources/webinars/ 12. Eggbeer, L., Mann, T., and Seibel, N. (2008). Reflective supervision: Past, present, and future. Zero to Three 28: 5–9. 13. Family Resource Coalition. (1996). Guidelines for Family Support Practice. (Chicago, IL). 14. First Things First Food Service Policy: http://www.firstthingsfirst.org/grants/strategy-toolkit 15. First Things First Child Welfare Policy: http://www.firstthingsfirst.org/grants/strategy-toolkit 16. First Things First Mandated Reporting Policy: http://www.firstthingsfirst.org/grants/strategy-toolkit 17. First Things First Requirements for On-Site Child Care: http://www.firstthingsfirst.org/grants/strategy-toolkit 18. Linda Ballasy, Mark Fulop, and Michael Garringer. (2007). Generic Mentoring Program Policy and Procedure Manual CUSTOMIZABLE TEMPLATE VERSION. Retrieved from: http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&v ed=0CB4QFjAA&url=http%3A%2F%2Feducationnorthwest.org%2Fsites%2Fdefault%2Ffiles% 2Fpolicy- template.doc&ei=X6FwVf68FJLkoASytoPADw&usg=AFQjCNEU9H9CjdFp0GSiVvpW6nSQQVcJ Gw 19. Lonigan, C.J., Schatschneider, C., Westberg, L., with the National Early Literacy Panel (2008). Identification of children’s skills and abilities linked to later outcomes in reading, writing, and spelling. In Developing Early Literacy: Report of the National Early Literacy Panel (pp. 55- 106). Retrieved from https://lincs.ed.gov/publications/pdf/NELPReport09.pdf 20. Pampel, F., Beach-Quick, K., Howey, V., McChesney, B. Key Components of Family Resource Centers: A Review of the Literature. Submitted to the Colorado Family Resource Center Association (2013). 21. Professor Michael Griffin. How to Write a Policy Manual. Retrieved from: http://www.templatezone.com/download-free-ebook/office-policy-manual-reference- guide.pdf 22. Read On Arizona. (2014). Building Blocks to Becoming a Reader. http://readonarizona.org/wp-content/themes/read-on/PDF/continuum-bb-chart.pdf First Things First | Standards of Practice | Family Resource Centers SFY19 23. Read On Arizona. (2014). Developing a Thriving Reader from the Early Years: A Continuum of Effective Literacy Practices. http://readonarizona.org/wp-content/themes/read- on/PDF/continuum-project-web.pdf 24. Read On Arizona (2014). Early Literacy Guide for Families. http://www.readonarizona.org/wp-content/uploads/2016/06/Read-On-Arizona-Early- Literacy-Guide-06-2016f.pdf 25. Regional Child Abuse Prevention Councils: CAP Councils: https://dcs.az.gov/services/prevention-and-family-support/regional-child-abuse- prevention-councils 26. The Two-Generational Approach: http://ascend.aspeninstitute.org/pages/the-two- generation-approach 27. Warren-Adamson, C. (2006). Research review: Family centres: A review of the literature. Child and Family Social Work, 11, 171-182. First Things First | Standards of Practice | Family Resource Centers SFY19 P-50323 C-86-19- -L-00 Exhibit “D” Change of Schedule The Resource Center schedule is changed as follows: WIC Site Address Time (Weekly Basis)____________________ Grantor: County: ______________________________________ ____________________________________ Name Date Director, Maricopa County Public Health Department or Designee ____________________________________ ____________________________________ Printed Name Date First Things First | Standards of Practice | Family Resource Centers SFY19