Santa Fe Baseline Report 2015 - Introduction Early Childhood 2015 09 24

Santa Fe Community
Baseline Report 2015
A Joint Release by the Santa Fe Birth to Career Collaboration (SF B2C) and
the City of Santa Fe Mayors Children, Youth, and Families Community Cabinet
Sponsored by the Daniels Fund, the McCune Charitable Foundation, and the Santa Fe Community Foundation
DRAFT RELEASE
Early Childhood
Table of Contents
1.
Executive Summary
2.
Introduction
v What is Collective Impact?

v About Santa Fe Birth to Career Collaboration (SF B2C)
v About Mayors Children, Youth and Families Community Cabinet

v Birth to Career Success Outcomes and Indicators
3.
4.
Baseline: How Are We Doing?

v
Early Childhood Success
K-12 Success & Youth Resiliency
Post Secondary Success
Career Success
Prevention & Re-engagement of Disconnected Youth
What Next? Collaborative Strategies and Action Plans
5. Appendix
Santa Fe Community Baseline Report 2015 DRAFT 2015 September
THANK YOU
The Santa Fe Community Baseline Report 2015 was

made possible by the support and dedication of the many
partner organizations, sponsors, and contributors.
(List of acknowledgement
coming soon with the full report release)
Santa Fe Community Baseline Report 2015 DRAFT 2015 09 11 jl
What Is Collective Impact?
DISORDER &
CONFUSION
INDIVIDUAL IMPACT
in isola3on
COORDINATED IMPACT
with alignment
COLLECTIVE IMPACT
with collabora3ve ac3on
According to the Stanford Social Innovation Review article (Winter 2011) that first
articulated the concept, Collective Impact refers to the commitment of a group of
actors from different sectors to a common agenda for solving a specific problem. It is
based on the belief that large-scale social change requires broad cross-sector
coordination supported by a centralized infrastructure and structured process rather
than the isolated intervention of individual organizations or programs.
The five conditions of Collective Impact include:
Common agenda: coming together to collectively define the problem and create
a shared vision to solve it
Shared Measurement: agreeing to track progress in the same way, which allows
for continuous improvement
Mutually reinforcing activities: coordinating collective efforts to maximize the
end result
Continuous communication: building trust and relationships among all
participants, and
Backbone: having a team dedicated to orchestrating the work of the group
..Substan,ally greater progress

could be made in allevia,ng many of
our most serious and complex social
problems if nonprots, governments,
businesses, and the public were
brought together around a common
agenda to create collec,ve impact.

from Collec,ve Impact, Stanford Social Innova,on
Review, Winter 2011. By John Kania and Mark Kramer
Source: Collective Impact Forum website
Note: IllustraHon adapted from the discussion of EducaHon CollecHve Impact iniHaHve in Portland, OR (All Hands Raised) in the James Irvine FoundaHon New Leadership Network website
( hWp://irvinenewleadershipnetwork.org/portlandiniHaHves/)
Source: CollecHve Impact Forum; CollecHve Impact, Stanford Social InnovaHon Review, Winter 2011. By John Kania and Mark Kramer

About Santa Fe Birth to

Career Collaboration

Purpose
Partners
Santa Fe Birth to Career Collaboration (SF B2C) is a collective impact effort

among committed leaders and stakeholders to achieve birth to career success for
all Santa Fe children, families, and communities by aligning our strategies,
actions, and resources to improve outcomes.
The initial leadership and working team in launching SF B2C included:
Shared Vision
v Santa Fe Community College
v Santa Fe Community Foundation

v United Way of Santa Fe County
v Santa Fe Public Schools
The shared vision for SF B2C isBirth to Career Successfor all Santa Fe
children, families and communitiesby achieving:
v City of Santa Fe (including Youth and Families Services and Economic

Development Division)
v Successful Transitionsacross the birth to career continuum for all children /

students by ensuring readiness, support and completion across stages
v Santa Fe Baby Fund

v Communities in Schools-NM
v Wellbeing for vulnerable children and families by providing coordinated, twogenerational wraparound support to help them thrive and succeed in school
v Equity in opportunities for children and families by addressing critical resource
gaps in high poverty, high risk schools and communities
Investing in Systems for Collective Impact

SF B2C invests in building systems to enable and sustain the collective impacts
over the long-term in Santa Fe. These efforts currently include:
v Supporting Collaborative Working Groups on focused outcomes
v Developing a Data, Resource and Collaboration Hub to facilitate sharing of
information to guide decisions and actions, and
v Regular convening and engagement of community leadership and
stakeholders for continuous communications and learning
Santa Fe Community Foundation currently provides backbone support for the
collaboration.
Opportunity Places: Place-based Approach

Priority Opportunity Places have been identified where there are critical gaps in
resources and achievement. These include three neighborhoods encompassing
13 census tracts Airport, Agua Fria and Midtown Triangle and 11 schools.
The Santa Fe Early Learning Campus at Agua Fria, 1Santa Fe (formerly
Southside Quality of Life) initiative, and Communities in Schools are key partners
in this.
v UNM Center for Education Policy Research (Technical Assistance)

SF B2C is also currently supporting the Mayors Children, Youth and
Families Community Cabinet along with several other existing
collaborations to ensure that we are working toward collective impact for the
community in a mutually reinforcing way.
Current Collaborative Working Groups (CWG) supported by the SFB2C
include:
v Early Childhood Steering Committee
v 1Santa Fe (formerly Southside Quality of Life) Initiative
v Collaborative Teachers Institute
v Building Green Bridges
v Extended Learning for Santa Fe Public Schools
v Safety + Success Santa Fe
v Bridging the Disconnected
v Santa Fe Educators Learning Community (not a formal CWG)
SF B2C seeks to broaden the community engagement and partnership with
cross-sector stakeholders over the next year.
For more information about SF B2C, visit www.santafeb2c.org.
5
About Santa Fe Mayor s Children, Youth

and Families Community Cabinet

Vision
Improve the wellbeing for babies, children, youth and families within our Santa Fe
community
Mission
The mission of the Children, Youth and Families Community Cabinet is to create
a cross-sector collaborative governance that:
v is child-centered and family-focused;
v aligns education;
v aligns appropriate funding and programming;
v improves coordination of programs and services; and
v develops and implements educational and workforce training initiatives that
supports economic development.
Strategies to Achieve the Mission and Vision:

Build a collaborative governance structure of cross-sector leaders to improve
coordination, efficiency, and alignment of resources across local levelsof
government, private sector and community agencies:
v Improve the Citys economy and prospects for competition in the job-market
by investing in the education and skills of children, the citys future workforce;
v Foster public awareness of children, youth and family issues;
v Engage new partners in public efforts to serve children and their families;
v Build long-term commitment to childrens issues in our community; and
v Foster coordination among stakeholders at the local, state, and national level
to inform and empower decision-makers.
Priority Focus Areas

v Early Childhood
v Mentorship,Leadership and Education
Current Cabinet Members

City of Santa Fe
v Mayor Javier Gonzales - Co-Chair
v Councilor Carmichael Dominguez - Co-Chair
v Santa Fe Children & Youth Commission - Chair Joanne Lefrak
v Regional Juvenile Justice Board - Vice Chair Deacon Anthony Trujillo
State Government / Agencies
v NM PED - Secretary Hanna Skandera
v NM PED - Policy Director Matt Pahl
v NM CYFD - Secretary Monique Jacobson
v NM DWS - Secretary Celina Bussey
v NM HSD - Marriza Montoya-Gansel (retired)
Santa Fe County
v County Commissioner - Liz Stefanics
v Santa Fe County - Legislative Liaison Rudy Garcia
v Santa Fe County Community Services Department Director Rachel
O'Connor
Education Institutions
v Santa Fe Community College - President Randy Grissom
v Santa Fe Public Schools Board Member - Susan Duncan
v Santa Fe Public Schools- Superintendent Joel Boyd
Private Sector and Philanthropy
v Santa Fe Chamber of Commerce - Board Chair Carl Luff
v CHRISTUS St. Vincent Regional Medical Center - VP of Mission Kathy
Armijo Etre
v Santa Fe Community Foundation President and CEO Jerry Jones
v Thornburg Foundation -Executive Director Allan Oliver
v Thornburg Foundation - Early Childhood Education Policy Officer
Michael Weinberg
v Brindle Foundation -Foundation Manager Kim Straus
v McCune Charitable Foundation -Executive Director Wendy Lewis
v Re-engagement of Disconnected Youth

v Workforce Development and Career Pathways
What Does Success Look Like?

Birth to Career Success Outcomes
Jointly defined by the Santa Fe Birth to Career Collaboration (SF B2C) & the Mayors Children, Youth and Families Community Cabinet (MCYFCC)
K-12 Success
EARLY CHILDHOOD
Success
& Youth Resiliency
Success
Babies are born healthy
Children are healthy, safe and
nurtured
Children are ready for school
POST-SECONDARY
Students succeed in school

with academic proficiency
Students are positively
engaged in and out of school
in safe environments
Students graduate high school
ready for college, training, or
career
Students and families in need
have access to and receive
support to succeed in school
17 Outcomes
in 5 Major
TransiHon Phases

Students enroll in college or

certificate programs
Students are ready for college
coursework
Students successfully
complete and earn a degree
or certificate
More adults attain a degree or
certificate
Prevention & Re-engagement of

DISCONNECTED YOUTH
CAREER
Success
Young adults enter a career
with skills to succeed, lead,
and contribute to the
economy
More jobs are created,
particularly in mid-high skill
and pay levels with growing
entrepreneurship and
industries
Degree production is aligned
with local workforce and
economic development
strategies
Disadvantaged youth and
adults have access to
opportunities for employment
and economic advancement
At risk students are supported and

incentivized to stay and complete high school
All disconnected youth are re-engaged on a
path to succeed with education and/or
employment opportunities
All youth are safe from violence and crime
7
How Do We Measure Success?

Birth to Career Success Indicators
Jointly defined by the Santa Fe Birth to Career Collaboration (SF B2C) & the Mayors Children, Youth and Families Community Cabinet (MCYFCC)
EARLY CHILDHOOD
Success
% of low birth weight babies
(<5.5lbs.)
% of pregnant women
receiving prenatal care in first
trimester
#, % of children ages 0-4
meeting social, emotional,
cognitive, language & physical
developmental milestones
ASQ (DDA*)
Substantiated child abuse and
neglect cases per 1,000 for
children under 5
#, % of 4 year olds attending
PreK or Head Start
% children who are ready for
kindergarten (DDA*)
K-12 Success
POST-SECONDARY
CAREER
Success
Success
& Youth Resiliency

% of students meeting
academic proficiency in
reading & math
(3rd, 8th & 11th grade
milestones)
Attendance rate
High school graduation rate
% of children under 18 living
below federal poverty line
% of students reporting
caring adult and peer
relationships
(DDA*)
25 Indicators
% of recent high school

graduates or equivalent
enrolling in college or certificate
programs (DDA*)
% of high school graduates
enrolled in / tested into remedial
classes
# of SFCC students graduating
(or transferring to 4-year
program) in 150% normal time
# of degree / certificate
productions (total / in strategic
industries)
Educational attainment of
adults 25 years or older
% of college or certificate
graduates acquiring jobs within
6 months of graduation
(DDA* for non-Santa Fe
Community College-SFCC
students)
Average wages
Net job flow and jobs created
(total / in strategic industries)
(DDA*)
Per capita income
Median household income
%, # of population living in
poverty (by educational level)
Prevention & Re-engagement of

DISCONNECTED YOUTH
Indicators
Dropout rate
%, # of disconnected youth 16-24 and # re-engaged (DDA*)
- 16-18 re-engaged to school for high school diploma
- 19-24 re-engaged to education, job and/or training
Youth arrest rate (DDA*)
*Data Development Agenda (DDA) is identified when data on a key indicator is not readily available and needs to be developed through a new process.
Where Do We Focus to Achieve Impact?

Priority Outcomes & Indicators for
Mayor s Children, Youth, Families Community Cabinet
( P r e l i m i n a r y To B e D i s c u s s e d a n d R e fi n e d )
W h a t i s O u r G o a l / Ta r g e t ?
4
Priority
Areas
10
Priority
Outcomes
15
Early Childhood
Mentorship, Leadership &

Educa3on
Priority Outcomes:
Priority Outcomes:
Babies are born healthy
Children succeed in school with
Children are ready for school
academic proficiency by 3rd
grade
Students graduate high school
ready for college, training, or
career
Priority Indicators:
Indicators
(<5.5lbs.)
% of pregnant women receiving
prenatal care in first trimester
#, % of 4 year olds attending
PreK or Head Start
% children who are ready for
kindergarten (DDA*)
% of students meeting
academic proficiency in reading
& math (in 3rd /4th grade)
Attendance rate
High school graduation rate
% of students reporting caring
adult and peer relationships
(DDA*)
Opportunity Youth
(PrevenHon & Re-engagement of

Disconnected Youth)
Priority Outcomes:
At risk students are
supported and incentivized
to stay and complete high
school
All disconnected youth are
re-engaged on a path to
succeed with education
and/or employment
opportunities
All youth are safe from
violence and crime
Dropout rate
%, # of disconnected youth
16-24 and # re-engaged
(DDA*)
- 16-18 re-engaged to
school for HS diploma
- 19-24 re-engaged to
education, job and/or
training
Youth arrest rate (DDA*)
Workforce Development
& Career Pathways
Priority Outcomes:
All youth complete postsecondary education or
training
Young adults enter careers
with skills to succeed, lead,
and contribute to economy
% of recent high school
graduates or equivalent
enrolling in college or
certificate program (DDA*)
# of degree / certificate
productions (total / in strategic
industries)
% of college or certificate
graduates acquiring jobs
within 6 months of graduation
(DDA*)
Educational attainment of
adults 25 years or older (High
School, Associate, Bachelor)
9

There can be no keener revela,on of a societys soul
than the way in which it treats its children

Nelson Mandela

10
Early Childhood Success - Summary

How are the youngest children in Santa Fe doing? Are they receiving
the nurturing and stimulating support they require to thrive? The
current reality tells a mixed story.
Growing awareness of the importance of early childhood development for
success later in life has brought more services to Santa Fes youngest
children and their families, including greater access to high quality PreK as
well as several promising collaborations and programs (See Bright Spots on
page 18). But significant work remains when it comes to improving birth
outcomes and ensuring that children are ready for kindergarten.
Outcome: Babies Are Born Healthy.
Indicator: Low Birth Weight Babies. Santa Fe has a higher rate of

low birth weight babies compared to state and national averages. In
2013, 9.9% or 129 babies were born at low birth weight in Santa Fe.
Indicator: Women Receiving Prenatal Care in First Trimester.

Santa Fe Countys rate of early prenatal care exceeds that of the state
by over 10 percentage points. However, this recent trend is worsening.
Approximately 25% or 328 pregnant mothers in Santa Fe did not receive
prenatal care during the first trimester in 2013.
Outcome: Children Are Ready for School
Indicator: % of 4 Year Olds Attending PreK or Head Start. Through

rapid expansion in PreK capacity over the past few years, approximately
half or 733 four-year olds are currently attending publicly-funded NM PreK
or Head Start programs in Santa Fe.
Indicator: % of Children Who Are Ready for Kindergarten

(Proxy Indicator: % Meeting DIBELS Benchmarks). According to
DIBELS First Sound Fluency assessment, only about 54% of students
entering Kindergarten in Santa Fe currently meet the early literacy
benchmark. State PreK results using Early Learning Guidelines show a
more promising picture for students who participate in the program. 76%
of the Santa Fe County PreK students met the literacy benchmark by the
end of the PreK program in 2014-2015. The NM Public Education
Department (PED) is in the process of implementing a Kindergarten
Observation Tool (KOT) as a Kindergarten Entrance Assessment (KEA)
that will be a more robust replacement for DIBELS.
Learn more details about how we are doing on these Early Childhood Outcomes and
Indicators in the following pages.
Outcome: Children Healthy, Safe & Nurtured
Indicator: Children Ages 0-4 Meeting Social, Emotional, Cognitive,

Language and Physical Development Milestones.
We do not know if children ages 0 to 4 in Santa Fe are meeting their
developmental milestones. We do know that about 25% are screened
through early childhood programs using ASQ-3 or a similar tool.
However, there is limited tracking and reporting of data on these
screening results and referral follow-ups (with the exception of CYFDfunded Home Visiting programs and within federal Head Start.)
Indicator: Substantiated Child Abuse and Neglect Cases per 1,000

for Children Under 5. Santa Fes rate of substantiated child abuse and
neglect is lower than the New Mexico statewide average. However, in
the past year, the rate has increased substantially. There were
approximately 20 per 1,000 children or158 total substantiated child
abuse and neglect cases in 2015.
www.santafeyearodhebaby.com
11
Early Childhood Report Card
1,310 7,532
Children Under 5
2013
Live Births per Year

2013
Trend from
previous year
Status
Better than State
& Similar or Better
than Nation
31%
Children Under 5
Living In Poverty; 2013
Similar or Better
than State but
Worse than Nation
Outcome:
Babies Are
Born Healthy
Children
Healthy, Safe
& Nurtured
74.8%
? / DDA
Children Are
Ready for
School
Children Ages 0-4 Meeting Social,

Emotional, Cognitive, Language and
Physical Development Milestones
Substantiated Child Abuse and Neglect
Cases per 1,000 for Children Under 5
49%
% of 4 Year Olds Attending PreK or
2014
54%
2014
No/Minimal
Change
Worsened
? / DDA: Data Development Agenda
Where Is Santa Fe Now?

Trend
Women Receiving Prenatal Care in

First Trimester
20
Per 1,000 in 2015
Outcome:
(<5.5 lbs or 2,500 grams)
2013
2013
Outcome:
Low Birth Weight Babies
Worse than State

& Nation
Status
9.9%
Improved
? / DDA
Head Start
% of Children Who Are Ready for

Kindergarten
(Proxy % Meeting DIBELS Benchmarks)
The early childhood outcomes and indicators were adapted from the early work of the Early Childhood Steering Committee and the Early Childhood Indicator Project of the Baby Fund.
12

Outcome:
Babies Are
Born Healthy
Why Is This
Important?
Babies born at low birth weight

are at an increased risk of
infant mortality. Low birth
weight babies require intensive
care at birth, may develop
chronic illnesses, and later
may require special services
due to delayed motor or social
development or learning
disabilities. Health care costs
and length of hospital stay are
higher for low birth weight
infants.
Low birth weight is influenced
by a number of factors:
substance abuse, nutrition,
general health, teen
pregnancy, obstetric
intervention earlier in
pregnancy, older maternal age
at childbearing, and greater
use of fertility therapies that
result in more multiple births.
Indicator:
% of Low Birth Weight Babies
(<5.5 lbs or 2,500 grams)
How Are We Doing?
Worse than State

& Nation
No/Minimal Change
Santa Fe has a higher rate of low birth weight babies

compared to state and national averages.

Santa Fe vs. New Mexico vs. United States
9.9% or 129
of total
1,310 live
Births in Santa Fe in 2013

were low birth weight Babies.
The rate has changed minimally over the past

few years and is higher than the national target
of 7.8% - even after adjusting for multiple births
(typically lower birth weight). See Appendix 1a.
Race/Ethnic breakdown of low birth weight babies

% and Number, 2013*
Percent, %
Number
Race / Ethnic Disparities:

85 Hispanic babies make up the majority
(66%) of the total low birth weight babies in
Santa Fe due to the large number of total
Hispanic births (891 births).
Appendix 1. % of low birth weight babies in

Santa Fe 2010-2014: All vs. Single births
Source: NM-IBIS, New Mexico DOH
*Numbers of births for Blacks and Asians in Santa Fe County are so small that percentage data cannot be considered reliable for identifying problems or trends.
13

Outcome:
Babies Are Born

Healthy
Indicator:
% of Women Receiving Prenatal Care in

First Trimester
How Are We Doing?
Better than State

Similar to Nation
Worsened
from Previous Year
Santa Fe Countys rate of early prenatal care exceeds that of the state by over 10
percentage points. However, the most recent year shows a worsening trend.
The current rate falls short of the national target of 77.9%.
% of Pregnant Women Receiving Prenatal Care:

Santa Fe County vs. New Mexico vs. United States
Approximately
25% or
328
Pregnant mothers in
Santa Fe do not receive
prenatal care in their
First Trimester
Why Is This Important?

Women who receive early and consistent prenatal
care enhance their likelihood of giving birth to a
healthy, full term child. Prenatal care can improve
birth outcomes and prevent medical complications
and their costs associated with premature births,
low birth weight babies, and maternal and infant
morbidity and mortality.
Facts and Factors
Race / Ethnic Disparities:
% receiving prenatal care

in first trimester, 2013
Majority (69%) of the approximately 330

women not receiving prenatal in the first
trimester in Santa Fe were Hispanic followed
by White (25%). Native Americans and Blacks
have lower rates of women receiving prenatal
care in the first trimester, however, the small
sample sizes make it difficult to draw
conclusions.
Estimate # of Mothers NOT

Receiving Early Prenatal Care,
2013
Department of Health Recommended

Prenatal Care Schedule
Go before week 13. Get 13 visits before birth.
Lack of health insurance affects both the
timing and frequency of prenatal care visits,
resulting in poor pregnancy outcomes such as
premature birth, low birth weight, and
complicated delivery.
Availability of family planning services is
another system factor that reduces the risk of
unintended pregnancy. If a pregnancy is
planned, a woman is more likely to seek early
and adequate prenatal care.
Source: https://ibis.health.state.nm.us
14

Outcome:
Babies Are Born

Healthy
Why is this
important?
Formal developmental
screening is primarily used to
identify children who may be
at-risk for delay, in order to
refer the child for further
evaluation, and treatment if
needed. Early identification
and treatment of delays often
result in the child overcoming
delays and achieving normal
development. Developmental
screening is not designed to
be used as a child outcome
measure.
For practitioners of all types,
use of a fairly simple
developmental screening tool
such as the Ages and Stages
Questionnaire (ASQ) helps
them learn about milestones
and stages of child
development. Using such a
tool with parents has the
added benefit of helping
parents understand and
celebrate their childs
development across time.
Indicator:
Children Ages 0-4 Meeting Social, Emotional, Cognitive,

Language and Physical Development Milestones
How Are We Doing?
We do not know. About 1 in 4 children in Santa Fe receive ASQ-3 or

similar developmental screening through Early Childhood Programs.
However, there is limited tracking of data on screening results and
referral follow-ups except through CYFD Home Visiting Program.
Children Ages 0-4 Receiving Developmental Screening

Use of the Ages and Stages Questionnaire (ASQ-3) or Comparable Screening Tools
in Early Childhood Programs in Santa Fe County, 2014-2015
Total # of Children Under 5
in Santa Fe = 7,365
0%
Total # of Children Under 5 Screened = 1,658

(Proxy: slots in programs that provide screening)
Screened
23%
No Data /
Not
Screened
77%
The major providers of early care and education in

Santa Fe County conduct regular developmental
screening and share results with family members
to achieve appropriate referrals for additional
evaluation and treatment. However, strategies and
process for reporting-tracking the results of
developmental screening to state or county
oversight agencies are almost non-existent.
Current CYFD, PED and Head Start policy does
not require reporting (except CYFD Home
Visiting). Lack of data management systems and
capabilities may be additional barriers. Medical
providers do not currently report screening results.
Appendix 3. Programs providing routine

developmental screening of children 0-4
Source: Public Records Request CYFD,

PED, Head Start; Census Population Data
115
Tracking Developmental Screening & Referral

Process for Home Visiting Programs
Las Cumbres
We Do Not Know.
This is a Data
Development
Agenda
UWSFC
33
31
115
104
8
31
Slots- proxy for #s # unduplicated #s agged for

screened children screened addiHonal
evaluaHon
Over 70% of children in

Home Visiting programs
met developmental
milestones (i.e. not
flagged)
5
11
#s referred for
addiHonal
evaluaHon
4
9
#s connected
with services
The
CYFD Home Visiting Program has stringent
policies for tracking developmental screening that
could serve as a model for other programs. Home
visiting is also emerging as an effective family
support service increasing parenting capacities
and supporting appropriate child development
and learning. Home visiting is provided in Santa
Fe County by United Way and Las Cumbres
through CYFD contracts.
Children identified with possible developmental
delay are referred to New Vistas Family Infant
Toddler-FIT program (ages birth-3) or to Santa Fe
Public Schools Child Find (ages 3 and up) for
further evaluation and treatment if needed.
15

Outcome:
Children Are
Healthy, Safe &
Nurtured
Indicator:
Substantiated Child Abuse and Neglect Cases

per 1,000 for Children Under 5
How Are We Doing?
Better than State

(Nation: unknown)
Worsened
from Previous Year
Santa Fes rate of substantiated child abuse and neglect is lower than the statewide
average. However, the rate has increased substantially in the past year.
Substantiated Child Abuse and Neglect Cases

per 1,000 for Children Under 5
20 per 1,000
Substantiated vs. Unsubstantiated Investigations
substantiated child
abuse and neglect
cases in Santa Fe for
children under 5 in
2015
158 total
substantiated
cases in 2015.
Source: CYFD Public Records, 8/5/15
(Additional 275
unsubstantiated
cases)
Substantiated cases rose in Santa Fe

County in 2015 to 158 from 133 two years
ago. The rate per thousand for Santa Fe
County of 20.0 is below the statewide rate of
24.5 in 2015; however both are rising.
Unsubstantiated cases are also of concern,
with many professionals suggesting that these
cases may reflect family problems that have
not fully escalated (Pew Home Visiting Data
Initiative, December 2014).
Some stakeholders indicate potential

opportunity to advocate for significant positive
change with new leadership at New Mexico
Children, Youth and Families Department
(CYFD) showing commitment to tackling Child
Protective Services policies and practices.
Why is this important?
Any instance of child abuse and neglect is too many.

Maltreatment and neglect of infants, toddlers and
young children can have devastating effects on their
development. Recently we have begun to learn so
much more about the effects of trauma on very young
children. The emerging studies about Adverse
Childhood Experiences (or ACEs) bring into focus the
often life-long negative effects of early maltreatment.
16

Outcome:
Indicator:
Children Are
Ready for School
% of 4 Year Olds Attending PreK

or Head Start
Why is this
important?
How Are We Doing?
According to a Pew Center report,

Children who attend high-quality
PreK programs do better in school
from the first day of kindergarten
through their postsecondary
years. Compared with peers who
have not completed PreK, they
have higher achievement test
scores, they repeat grades far
less often, they need less special
education, they graduate from
high school at substantially higher
rates, and they are more likely to
attend college.
About NM PreK: NM PreK is a
voluntary program created by the
Pre-Kindergarten Act of 2005 to
serve Title 1 (low-income) schools
and child care, tribal and Head
Start programs serving children in
Title 1 attendance zones. It is
jointly administered by the Public
Education Department (PED) and
the Children, Youth, and Families
Department (CYFD).
About Head Start: Head Start is
a federally-funded comprehensive
early childhood education
program for children living at or
below Federal Poverty. In Santa
Fe, the Head Start (ages 3-5) and
Early Head Start (prenatal-age 3)
program is provided by
Presbyterian Medical Services.
733
216 (or 14%)

4-year olds in
Head Start
517 (or 34%)

(Head Start data not available
2010-2013)
Improved from
Previous Year
Through rapid expansion in PreK capacity over the past few years,
approximately half or 733 4-year olds are currently attending
publicly-funded NM PreK or Head Start programs in Santa Fe.
Estimated Number of Capacity for 4 Year Olds Attending

PreK* and Head Start** in Santa Fe
591
Similar to State****
4-year olds in
NM Pre-K
(Total estimate of 4-year olds in
Santa Fe = 1,506)***
Source: Pre-K Annual Reports, CYFD Public Records Request, PMS Head Start/Early Head Start, SFPS
PED-funded PreK program slots through

Santa Fe Public Schools (SFPS) more than
tripled over the past two years contributing
to increased rate of 4-year olds attending
PreK and Head Start in Santa Fe. As of the
2014-2015 school year, 67% of the Title 1
designated SFPS elementary schools (12
out of 18; Total elementary schools = 22)
provide PreK programs.
NM PreK and federal Head Start programs
are publicly funded and are free to families.
Being funded at rates far above most
private child care, NM PreK Standards and
Head Start Performance Standards are
also more demanding than basic state child
care licensing requirements. Free tuition
and high standards make PreK and Head
Start primary options for low income
families looking for quality, affordable early
childhood education.
Appendix 4. Increasing Access to Quality,
Affordable Early Childhood Education and
PreK
*PED PreK provided Elementary Schools, 2014-15: Atalaya, Camino Real, Cesar Chavez, Chaparral, Francis X Nava, Kearney, Nina Otero, Pinon, Sweeney, Tesuque,
Turquoise Trail. CYFD PreK Sites 2014-15: Nambe Head Start, UWSFC Childrens Project, SFCC Kids Campus, TLC-The Learning Curve (new 2014-15)
**Head Start: 7 sites around the County for 2013-14 and 2014-15: Flores del Sol, Nambe, Arroyo Seco, La Comunidad, Tierra Contenta, Ramirez Thomas, Sweeney.
***Estimated # of 4 year olds 2013 from 0-4 census data, American Community Survey
Note: In 2013-2014 School Year, approximately 27% of New Mexico and 29% of US 4-year olds attended Pre-K vs. 26% in Santa Fe. Additional 12.9% of NM and 10%
of US 4-year olds attended Head Start programs.
Data Source: NM PreK Annual Reports; PMS Head Start Data Request; National Institute for Early Education Research. Estimated NM cohort of 4-year olds = 28,000.
17

Outcome:
Indicator:
Children Are
% of Children Who Are Ready for
Ready for School Kindergarten
Why is this
important?
(Bernalillo Early Childhood Accountability

Partnership, part of Mission: Graduate).
It is important to remember the

entire ecology involved in school
readiness and advocate for
families to have full access to
needed resources and services,
while keeping the focus on all the
domains of child development.
No/Minimal Change
How Are We Doing? According to DIBELS assessment, only about 54% of students entering
Kindergarten in Santa Fe currently meet the early literacy benchmark. State PreK
results show more promising picture for students who participate in the program.
Children who enter kindergarten

unprepared physically, socially,
emotionally, developmentally,
cognitively typically fall further
and further behind as they move
through the K-12 system, putting
them at higher risks of academic
failure and potentially dropping out
of school. Research has proven
that childrens brains are equipped
for learning from birth, and that the
first three years may be the most
important time for setting in place a
childs joy of learning. But the
burden cannot be carried by
children. School readiness is
often described by the equation:
Ready Communities + Ready
Families + Ready Services +
Ready Schools =
Ready Children
Similar to State*
Proxy Indicator for Kindergarten Readiness:

DIBELS vs. State PreK Results
DIBELS
% of Students Meeting Benchmark
Beginning, Kindergarten Year
State PreK results

% of Students Accomplishes + Exceeds Expectation
End of Year, PreK programs
First Sound Fluency
NM =
51%
48%
Source: Public Records Request to PED;

NM Formative Assessment System database
Literacy
NM =
77%
Overall 6 Domains
78%
Source: Public Records Request to PED

and CYFD; PreK Annual Report 2013-2014
The NM Public Education Department (PED) is in the process of implementing

a Kindergarten Observation Tool (KOT) as a Kindergarten Entrance
Assessment (KEA). It is to be used in 50% of the Districts including Santa Fe
Public Schools, starting fall 2015, and to be fully implemented in fall 2016.
Developed as part of NMs Race To The Top Early Learning Challenge federal
grant, KOT is an authentic observational assessment of the whole child, rating
24 Essential Indicators. The KOT is constructed to reflect the states Early
Learning Guidelines and incorporate Common Core Standards.
The DIBELS (Dynamic Indicators of Basic Early

Literacy Skills) First Sound Fluency evaluates
phonological awareness and is currently being
used as a proxy indicator for kindergarten
readiness in Santa Fe. When measured at the
beginning of the year, only about 54% of all
kindergarten students at SFPS met or exceeded
benchmark in the last two years.
In contrast to DIBELS, the Early Learning
Guidelines (ELGs) used in the PreK Observation
documentation tool measure broader domains of
child development including:
1. Literacy
2. Numeracy and Spatial Relations
3. Scientific Conceptual Understandings
4. Self, Family and Community
5. Physical Development, Health and Well-Being
6. Approaches to Learning
State PreK results using ELGs show a
substantially higher 76% of Santa Fe children
meeting a literacy benchmark by the end of the
program. The results also show an improving trend
over the past year with 8-10 % point gains in both
Literacy and Overall.
Appendix 5. Contrasting DIBELS First Sound
Fluency assessment with PreK Results for
Literacy
18
Bright Spots: Promising Practices and Collaborations in Early Childhood

HOMEVISITING
EARLY LITERACY PROGRAMS
From prevention to intervention and treatment,

there is a continuum of home visiting services in
Santa Fe. Programs target different populations
and services including: first time parents,
substance-addicted prenatal mothers, children
with development delays, infant mental health
and postpartum services.
Establishing a love of reading early in life sets a

foundation for a lifetime. The Books for Babies
program celebrates the importance of reading
to your child everyday, from nearly day one.
The Dolly Parton Imagination Library helps
build a childs own library by sending a book a
month until age 5.
Books and Babies is offered at Santa Fe public
libraries, and Reach Out
and Read provides books
at participating pediatric
clinics.
Partners:
United Way First Born,
Las Cumbres,
New Vistas,
PMS, La Familia Medical Clinic,
Many Mothers
Partners:
SF County Community
Services Division,
United Way, Brindle FoundaHon.
CHRISTUS St Vincent Regional
Medical Center. Libraries
EARLY PRENATAL CARE &

DRUG TREATMENT
The CHRISTUS St Vincent hospital launched its
Healthy Babies campaign to ensure that all
pregnant Moms get early prenatal care.
At La Familia pregnant Moms struggling with
addiction can receive specialized drug
replacement therapy and prenatal care. A public awareness
campaign is underway to get more Moms enrolled.

Partners: CHRISTUS St Vincent Regional Medical
Center, La Familia Medical Center, SF County, SF Baby Fund
SANTA FE EARLY LEARNING

CAMPUS AT AGUA FRIA
The comprehensive campus will welcome
more than 1,000 children and adults through
its doors each year. Teachers and caregivers
will gain useful tools to help families succeed
and each child who completes the program
will be ready to succeed in kindergarten. The
integrated stream of culturally appropriate,
two-generation, wrap-around support services
will be a demonstration model for the entire
state of New Mexico.
Partners:
United Way of Santa Fe County,
Santa Fe Public Schools,
PMS and PMS Head Start,
CHRISTUS St Vincent Regional Medical
Center, Santa Fe Community College,
Santa Fe Community FoundaHon

INCREASING PREK AND PROFESSIONAL DEVELOPMENT

Santa Fe Public Schools recently increased its PreK slots with increased
state funding, ensuring that more children are ready to succeed at the
beginning of kindergarten.
Innovative models of professional development are
working with early care teachers across many
programs in Santa Fe to increase the quality of
learning for children and teachers.
Partners: Santa Fe Public Schools, Santa Fe Community College, CollaboraHve Teachers InsHtute
19
Appendix
20
APPENDIX: Early Childhood Success
Appendix 1. % of low birth weight babies in Santa Fe 2010-2014: All vs.

Single births
Year
All live births
Single births Only
2013
9.9%
8.7%
2012
10.2%
8.0%
2011
10.0%
8.6%
2010
9.3%
8.1%
(excluding
mul3ples)
21
Appendix 2. Programs providing routine developmental screening of children 0-4

Home Visiting funded by CYFD is the gold standard for documentation of developmental screening activities and resultsdata system reflects the numbers
eligible for the required screening every 6 months, and requires entering of numbers screened, numbers of screened that are flagged, numbers of flagged then
referred, and numbers of referred who report connecting with services. Program quarterly reports track status.
PreK Standards require developmental screening be completed for each child prior to the third month of enrollment. State standards allow a choice of tools.
Results are to be shared with parents, and referral information shared with parents (if flagged). Children flagged for additional evaluation are generally referred to
Child Find (IDEA Part B) c/o Santa Fe Public Schools. Screening completion is monitored by the assigned PreK Consultants. There is currently no formal recording
or reporting of screening results, although the PreK program at United Way of Santa Fe County documents this information into their data system and it could be
reported.
Head Start/Early Head Start Performance Standards require developmental screening within 45 days of enrollment, and annually. The federal standards allow a
choice of tools; Head Start/Early Head Start in Santa Fe County is operated by PMS and the Ages and Stages Questionnaire is used. Health Coordinators monitor
the screening and referrals. There is currently no formal recording or reporting of screening results to state or county entities. However, PMS is in the process of
implementing a comprehensive data management system and expects to have developmental screening results documented by fall 2015.
NM FOCUS Tiered Quality Rating Improvement System for early care and education programs. FOCUS criteria were adopted in 2012 to replace AIM HIGH quality
rating. The new FOCUS criteria for Star 3, 4, 5 require that programs complete developmental screening for all children within 4 months of enrollment and regularly
thereafter, using a choice of tools (eg, ASQ), and that results be shared with families. Ongoing monitoring may be provided by the assigned FOCUS Consultants.
There is currently no formal recording or reporting of screening results.
FOCUS Star 5 via Accreditation by the National Association for the Education of Young Children (NAEYC). Four Santa Fe County Licensed child care
centers hold NAEYC Accreditation and FOCUS Star 5 rating. NAEYC accreditation requires developmental screening; criteria are monitored by the NAEYC
Commission on Accreditation. There is currently no formal recording or reporting of screening results to state or county entities.
Medical providers: Many Pediatricians and Family Practice doctors follow the American Academy of Pediatrics guidelines that recommend developmental
surveillance at every visit, and formal developmental screening at 9, 18, and 24 or 30 months, and ages 3, 4, and 5, with appropriate referrals as indicated.
Currently there is no formal recording or reporting of screening results by medical providers.
The state team for the Department of Health Early Childhood Comprehensive Systems (ECCS) planning and implementation is addressing statewide access to
developmental screening for all young children, as is the Act Early campaign at UNM Center for Development and Disability. DOH personnel have become
interested in a statewide Registry for developmental screening, similar to the existing immunization Registry.
This is an important data development agenda because medical providers are thought to be a major provider of developmental screening of young children.
Medicaid regulations pay for Early Periodic Screening, Diagnosis and Treatment (EPSDT) services
IDEA Parts B and C: Children identified as needing further evaluation and possible early intervention treatment have access to services required by the Individuals
with Disabilities Education Act (IDEA), provided in New Mexico for children 0-3 by the Department of Health Part C Family Infant Toddler (FIT) program, contracted
in Santa Fe County to New Vistas; and provided to children ages 3 and up through Part B Child Find services through the Santa Fe Public Schools exceptional
student education program.
22
Appendix 3. Increasing access to quality, affordable early childhood education and

Prek: what does it look like now?
Paying for Early Childhood Programs Birth-5
Quality Indicators in PreK and Early Childhood Programs
Public vs Private. Child care/early learning programs are mostly provided by the
private child care industry, minimally regulated by child care licensing standards
via CYFD. Parents must pay for these services. Child care, especially infant care, in
Santa Fe County, NM and naHonally can be costly.
Child care assistance (subsidy or nancial aid) is available through federal and
state funds for low-income working families, providing parHal coverage of child
care costs. Parents prove eligibility (under 150% FPL currently in NM) and select
their choice of program that accepts subsidy.
Publicly-funded programs: State PreK and federal Head Start provide free
programs for eligible low-income families and follow stringent quality standards.
Barriers and Opportuni3es for Expanding PreK Enrollment

Extended Day PreK: In 2014-15 the state began piloHng an extended day of 5 to
7 hours for PreK, in addiHon to the ongoing 3-hour day program. Many families
express problems with a 3-hour day due to full-day child care and transportaHon
needs.
Early PreK for 3 year olds is currently being piloted by CYFD.
Eligibility Criteria for PreK: Current eligibility requirements make it impossible to
serve ALL 4 year olds. State PreK legislaHon species Title 1 schools and
surrounding communiHes; Head Start serves families at or below Federal Poverty
Level. The legislature could potenHally revisit its eligibility policies for PreK to allow
universal PreK.
ArHcle 23. 32A-23-5 PreK services may be provided by public schools or
eligible providers on a per-child reimbursement rate in communi,es with
public elementary schools that are designated as Title 1 schools.
Skilled early childhood workforce: Current licensing requires only a 45-contact
hour entry level course. Wages for child care teachers are near minimum wage
with few benets. The early childhood workforce needs to be professionalized via
educaHon and equitable pay. TEACH scholarships for college coursework and
wages incenHves, promoted by the NM AssociaHon for the EducaHon of Young
Children (NMAEYC), are criHcal supports that merit expansion.
PreK uses the NM Early Learning Guidelines for AuthenHc ObservaHon,

DocumentaHon and Curriculum Planning, along with Parent Conferences (3 Hmes
per year) to ensure child progress. PreK lead teachers must have or be working
towards a Bachelors degree in early childhood, and Assistants an Associate
degree. (Current state licensing requires only 45-contact hour entry level training)
Rigorous federal Head Start Performance Standards encompass child
development; child health, safety and nutriHon; and family and community
partnerships.
Both PreK and Head Start require 1 teacher for every 10 4-year-old children (state
licensing allows 20)
In addiHon to PreK state standards and Head Start federal Performance Standards,
New Mexico has a robust Star Ra3ng program for child care/early learning
programs. 5 Star Ra3ng is a Hered Quality Ra3ng Improvement System- a way of
measuring quality child care/early learning services and providing incenHves to
private child care businesses.
- Previously under AIM HIGH: Star 2 = basic state licensing. Stars 3, 4, 5 =
program meets mulHple quality indicators.
- A revised star raHng system, FOCUS, with paramount focus on childrens
learning, is being phased in to eventually replace AIM HIGH. FOCUS raHngs
indicate progressively higher achievement of quality standards in the areas of
1) AuthenHc child assessment and curriculum planning, 2) Safety and health
promoHon, 3) Family engagement, 4) Comprehensive program assessment
and CQI, and 5) Early childhood educator qualicaHons.
Star RaHng is an important guide to quality. However it is voluntary and is not yet
universally implemented across the private child care market (except Star 2 basic
licensing). Not all programs choose to parHcipate, though parents may rely on Star
raHng in their search for high quality care. Based on Star raHng, programs receive
higher child care assistance (subsidy) rates from CYFD to incent high quality
programs to serve subsidized families, and to help programs aord to provide high
quality services.
Accredita3on by CYFD-approved enHHes is an alternate path to 5 Star raHng.
Several Santa Fe County programs are accredited by the NaHonal AssociaHon for
the EducaHon of Young Children (NAEYC), arguably the highest quality designaHon
possible.
23
Appendix 4. Contrasting DIBELS first sound fluency assessment with Prek results
for literacy
DIBELS Next beginning of Kindergarten year
assessment
Assessed beginning of Kindergarten year, with follow-on assessments

in the middle and end of year
In measuring First Sound Fluency, Administrator presents one word
at a time (30 words); child is to produce the sound the word begins
with. Example: Mouse. What sound does mouse begin with? Correct
response: /m/
Composite Score includes Letter Naming Fluency (not reported in this
Baseline Report). Administrator presents a page of upper and lower
case letters arranged in random order and the student is asked to
name as many letters as they can in 1 minute
Source: https://dibels.uoregon.edu/assessment/dibels/index
State PreK Literacy assessment at end of year
Teacher documents multiple observations of the child at play/learning

and matches to the 5-point rubric, for multiple indicators.
Rubric:
1. Not Yet Demonstrating
2. First Steps
3. Making Progress
4. Accomplishing
5. Exceeds Expectations
Literacy Essential Indicator assessed at end of year uses the

following outcomes and indicators
v Outcome: Child demonstrates development and expansion
of listening skills
(State PreK Literacy assessment at end of year - continued)

Indicators:
Listens with understanding to directions and conversations
Hears and discriminates the sounds of language in words to
develop phonological awareness
Recognizes rhyming sounds in spoken language
Knows and applies letter-sound correspondence and beginningsound recognition
v Outcome: Child communicates experiences, ideas, and feelings
through speaking
Indicators:
Converses effectively in his/her home language, English, or
sign language for a variety of purposes relating to real
experiences and different audiences
v Outcome: Child engages in activities that promote the
acquisition of emergent reading skills
Indicators:
Demonstrates an interest and enjoyment in books, listening to
stories read aloud, and/or looking at books using illustrations or
familiar text
Demonstrates comprehension of a story read aloud by asking
relevant questions or making pertinent comments
Progresses in understanding and using concepts of print
v Outcome: Child engages in activities that promote the
acquisition of emergent writing skills
Indicator:
Increasingly attempts to represent meaningful words and print
in the environment using the early stages of writing
Source:
https://www.newmexicoprek.org/Docs/PreKMaterials2011_2012/
FY12_NM_PreK_Early_Learning_Guidelines_webversion_20110830.pdf
24

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Santa Fe Community

Baseline Report 2015

v What is Collective Impact?

v About Mayors Children, Youth and Families Community Cabinet

Baseline: How Are We Doing?

Early Childhood Success

K-12 Success & Youth Resiliency

Post Secondary Success

Prevention & Re-engagement of Disconnected Youth

What Next? Collaborative Strategies and Action Plans

Santa Fe Community Baseline Report 2015 DRAFT 2015 September

The Santa Fe Community Baseline Report 2015 was

Santa Fe Community Baseline Report 2015 DRAFT 2015 09 11 jl

What Is Collective Impact?

with collabora3ve ac3on

..Substan,ally greater progress

Review, Winter 2011. By John Kania and Mark Kramer

Source: Collective Impact Forum website

Santa Fe Community Baseline Report 2015 DRAFT 2015 September

About Santa Fe Birth to

Santa Fe Birth to Career Collaboration (SF B2C) is a collective impact effort

The initial leadership and working team in launching SF B2C included:

v Santa Fe Community College

v Santa Fe Community Foundation

v City of Santa Fe (including Youth and Families Services and Economic

v Successful Transitionsacross the birth to career continuum for all children /

v Santa Fe Baby Fund

Investing in Systems for Collective Impact

Opportunity Places: Place-based Approach

v UNM Center for Education Policy Research (Technical Assistance)

About Santa Fe Mayor s Children, Youth

Strategies to Achieve the Mission and Vision:

Priority Focus Areas

Current Cabinet Members

v Re-engagement of Disconnected Youth

Santa Fe Community Baseline Report 2015 DRAFT 2015 September

What Does Success Look Like?

& Youth Resiliency

Students succeed in school

Students enroll in college or

Prevention & Re-engagement of

At risk students are supported and

How Do We Measure Success?

& Youth Resiliency

% of recent high school

Prevention & Re-engagement of

Santa Fe Community Baseline Report 2015 DRAFT 2015 September

Where Do We Focus to Achieve Impact?

Mentorship, Leadership &

Santa Fe Community Baseline Report 2015 DRAFT 2015 September

(PrevenHon & Re-engagement of

Early Childhood Success

Early Childhood Success - Summary

Outcome: Babies Are Born Healthy.

Indicator: Low Birth Weight Babies. Santa Fe has a higher rate of

Indicator: Women Receiving Prenatal Care in First Trimester.

Outcome: Children Are Ready for School

Indicator: % of 4 Year Olds Attending PreK or Head Start. Through

Indicator: % of Children Who Are Ready for Kindergarten

Outcome: Children Healthy, Safe & Nurtured

Indicator: Children Ages 0-4 Meeting Social, Emotional, Cognitive,

Indicator: Substantiated Child Abuse and Neglect Cases per 1,000