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Provider Programatic Policies and Procedures
All Pennsylvania Family Support Program Grantees (Subreceipients if receiving Federal funding) are required to adhere to the terms and conditions of their contractual (grant) agreement(s) with the Office of Child Development and Early Learning (OCDEL).
As part of the contract, OCDEL provides assurances that the programs remain in compliance with state and federal program and fiscal requirements. The following webpage outlines policies and procedures around program requirements. The webpage also serves to provide examples as a guideline for all OCDEL Family Support Programs.
Fiscal policies, guidance and examples are available on the Fiscal Guide.
Please note that Federally provided guidance may also refer to the local Family Support Programs as Local Implementing Agencies (LIAs)
Reporting Templates & Monitoring Tool
This section has current downloadable reporting templates that have not yet been added as reports submitted through the Family Support Data System.
This includes the monitoring tool used by the Family Support Consultants for the Family Support and Family Center grants.
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| 175 downloads | 2.1 | 11-10-2022 12:47 | Download | |
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| 168 downloads | 3.0 | 01-18-2024 15:39 | Download | |
| 178 downloads | 1.0 | 12-12-2022 8:03 | Download | |
| 186 downloads | 1.1 | 11-11-2022 10:27 | Download | |
Family Support Programs - Enrollment Improvement Plan - 11-10-2022 - Family Support Programs - Enrollment Improvement Plan - 11-10-2022.docx
Family Support Programs Communicating and Acknowledging OCDEL - Family Support Programs Communicating and Acknowledging OCDEL.pdfCommunicating and Acknowledging the
Office of Child Development and Early Learning (OCDEL) and Children’s Trust Fund (CTF) When Applicable
Please download the document below which references when to include the OCDEL Logo, CTF Logo, and applicable funding statement(s). This is not required for non-OCDEL or non-CTF supported or sponsored events or media. Programs should continue to use their own logos and identity OCDEL or CTF as the funder(s) when and where appropriate to do so.
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OCDEL Logos
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OCDEL 2016rgb - OCDEL 2016rgb.jpgChildren’s Trust Fund (CTF) Logos
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The Office of Child Development and Early Learning (OCDEL)
Conceived in 2007, OCDEL has focused on creating opportunities for the Commonwealth’s youngest children to develop and learn to their fullest potential. This goal is accomplished through a framework of supports and systems that help ensure that children and their families have access to high quality services. Pennsylvania’s Department of Human Services (DHS) and Department of Education (PDE) jointly oversee OCDEL.
What are the Bureaus within OCDEL?Bureau of Early Intervention Services and Family Supports (BEIS&FS)
BEIS&FS assures all eligible children from birth to five with developmental delays and disabilities and their families receive services and supports to help them develop and learn to their full potential so they are successful in settings where they would be if they did not have a disability or delay. Programs are provided to at-risk infants and toddlers, or those with disabilities and/or developmental delays, as well as to preschool children three years of age to the age of beginners, who have disabilities and/or developmental delays. The Bureau oversees the Early Intervention (EI) program for eligible infants, toddlers, and children from birth to the age of beginners through their work with local administrators. Additionally, BEIS&FS administers family support programs that strengthen families, reduce risk, and increase early learning opportunities for children. The Bureau also assists families to link with a variety of community services and supports.
Finance, Administration, and Planning (FAP)
Staff oversee budget, data, and research. OCDEL oversees a budget of approximately $1.9 billion dollars in state and federal resources combined to serve children, families, and programs.
Bureau of Policy and Professional Development
Through Pennsylvania’s quality rating improvement system (QRIS), Keystone STARS, the Bureau of Policy and Professional Development develops and implements standards for early learning programs and professionals to improve the quality of early learning for our young children; provides financial supports and technical assistance for programs and professionals. The Bureau is also responsible for establishing and maintaining the rules, regulations, and procedures for the subsidized child care program, Child Care Works. Both programs are managed at the regional level through grantees known as the Early Learning Resource Centers (ELRCs). In addition, the Bureau develops the Pennsylvania Learning Standards for Early Childhood, and provides supports, resources, and professional development that supports Early Learning Standard (ELS) implementation across all OCDEL programs. The Bureau also provides oversight for Infant/Toddler Contracted Slots program, Pennsylvania Pre-K Counts, and the Head Start Supplemental Assistance Program, as well as coordinates professional development across bureaus.
Bureau of Early Learning Resource Center Operations
The Bureau of Early Learning Resource Center Operations provides direct support to ELRCs managing Child Care Works (subsidized childcare program) and Keystone STARS through program coaching and instruction on all fiscal, programmatic, and system requirements.
Bureau of Certification Services
The Bureau of Certification Services has the responsibility to certify (license) all the childcare centers, group childcare homes, and family childcare homes in Pennsylvania. Certification staff work out of five regional offices, with the exception of headquarters staff who work in Harrisburg. The Bureau is responsible for ensuring that all childcare providers are complying with the statutes and regulations for operating a childcare facility. The Bureau investigates complaints of regulatory allegations at a certified childcare program and investigates complaints of illegally operating facilities. The Bureau provides information to childcare providers about the requirements and process for opening a childcare facility.
Who are OCDEL's Partners?
OCDEL contracts with two primary business partners to support OCDEL programs and services:
Early Intervention Technical Assistance (EITA)
EITA provides statewide training and technical assistance on behalf of OCDEL. The primary recipients of EITA training and technical assistance are the local Infant/Toddler and Preschool EI programs that provide supports and services to children birth to school age with developmental delays and/or disabilities and their families. Local agencies that provide Evidence-Based Home Visiting (EBHV) services and Family Centers are also recipients of EITA training, monitoring, and technical assistance. Local agencies provide home visiting and family support services to children birth to school age and their caregivers. EITA is part of the Pennsylvania Training and Technical Assistance Network (PaTTAN). EITA works most closely with BEISFS. EITA is administered through the Tuscarora Intermediate Unit 11.
Pennsylvania Key (PA Key)
The PA Key works with OCDEL to provide statewide leadership in the development of an integrated and coordinated system of program quality improvements and professional development supports for early childhood education programs. The PA Key manages statewide professional development initiatives, coordinates the Early Childhood Mental Health (ECMH) Project, manages Environmental Rating Scale assessments, administers the Head Start State Collaboration office, PA Pre-K Counts, and supporting websites, including the PA Promise for Children and the Early Learning GPS. The PA Key works most closely with the Bureau of Policy and Professional Development at OCDEL. The PA Key is administered through the Berks County Intermediate Unit 14.
OCDEL's Vision, Mission, and Goals
| Vision The Pennsylvania Office of Child Development and Early Learning supports families and their children, from prenatal through school age, by using data, research and stakeholder guidance to assure high quality services. |
| Mission The Office of Child Development and Early Learning (OCDEL) provides families access to high quality services to prepare children for school and life success. |
| Goals Work effectively, collaboratively, creatively, and successfully to ensure that all families have access to high quality programs for their children. Engage Stakeholders in actionable ways that provide guidance on programs and policies. Identify and use key data and research to improve policies and practices. |
A Deeper Look at BEIFS & EITA
What is the Bureau of Early Intervention Services and Family Supports (BEIS&FS)?
The BEIS&FS has an overall responsibility for the management, implementation, and oversight of the statewide EI program for children birth to age of beginners and their families. Pennsylvania’s EI program is implemented through the requirements of federal and state laws and regulations and state policy announcements. The Bureau Director, along with three Division Chiefs, headquarters staff and a staff of EI advisors are responsible for oversight of the local programs.
Each local Infant/Toddler and Preschool EI program is assigned an EI advisor, who serves a primary contact to each local EI program and is responsible for addressing budget questions, monthly review of data, verification/monitoring, validation of compliance reviews, complaints, and quality improvement with each local program.
In addition to supporting Infant/Toddler and Preschool Early Intervention programs, BEISFS also oversees evidence-based home visiting programs and family centers. BEISFS staff are responsible for monitoring and supporting all of the Evidence-Based Home Visiting (EBHV) and Family Support programs across the state of Pennsylvania, such as the Maternal Infant Early Childhood Home Visiting (MIECHV) programs, Family Centers, and more. BEISFS staff provides technical assistance and training to the Local Implementing Agencies (LIAs), lead stakeholder groups and teams, and ensures all state and federal reporting is completed.
What is Early Intervention Technical Assistance (EITA)?
EITA provides statewide training and technical assistance on behalf of BEISFS. The primary recipients of EITA training and technical assistance are Infant/Toddler and Preschool EI programs who provide supports and services to children birth to school age with developmental delays or disabilities and their families and Pennsylvania’s Family Support programs. EITA has consultants who provide EI and Family Support programs technical assistance.
Family members are welcome at training and technical assistance events and may also be part of the training team. Through the Parents as Partners in Professional Development (P3D) initiative, EITA provides supports to family leaders to participate in, co-develop, and provide an authentic family voice to all statewide training initiatives. For more information about how P3D supports Family Leaders, visit the Families page of the EITA Portal.
EITA also provides both statewide and regional training initiatives that are developed through the analysis of statewide data, including program verification results, state and federal requirements, and relevant research. Statewide initiatives are planned in collaboration with BEISFS and other OCDEL staff. Statewide professional development trainings are provided across the Commonwealth when it is necessary to ensure a consistent message from OCDEL.
Each EI program is assigned an EITA Consultant that will support them. In some instances, it is possible that a program will work with a second EITA Consultant depending on any awards/grants the program has applied for as each consultant is assigned to different statewide initiative teams.
Trainings Available from the Family Support Consultants
Available Trainings from the Family Support Consultant
Parent CafésParent Café Training Institutes (PCTI’s) & Parent Café Training Institutes Online (PCTI-O’s)
In 2007, the Be Strong Parent Café process was created and developed by Strengthening Families Illinois to educate family members/family leaders on the five research-based Strengthening Families™ Protective Factors that keep children safe and families strong. The purpose of Be Strong Parent Cafés is to provide an environment in which parents and family members can build protective factors through individual deep self-reflection and peer-to-peer learning. The model is based on the principles of adult learning and family support and builds family member leadership. Through the efforts of the PA Strengthening Families Leadership Team with funding support from the Office of Child Development and Early Learning (OCDEL) and facilitated by the Center for Schools and Communities, Pennsylvania has offered the Be Strong Parent Café Training Institutes (PCTI) since 2016 and began offering the Be Strong Parent Café’ Training Institute Online (PCTI-O) in 2020 to encourage more communities to use this forum to engage family members in person and online.
The PCTI and the PCTI-O are both experiential and highly interactive institutes that prepares a team of family leaders and family support providers, educators and other professionals to convene and implement parent cafés in-person or online and serve as café leaders and table/room hosts. Participants gain an understanding and have the opportunity to discuss and reflect on the Strengthening Families™ Protective Factors.
The PCTI and PCTI-O are designed for team participation. Each team must have at least four members and may include family members and staff. All team members must participate in each day of the course in order to be certified to host café’s. The PCTI is a full two-day course in person created to host in-person café’s and the PCTI-O is a full three-day course online created to host online café’s. Each team will participate in follow-up implementation support from certified instructor technical assistants. To learn more about the Be Strong Parent Café model and to begin the planning process for attending the institute, please contact your Family Support Consultant or Center For Schools & Communities at PA-StrengtheningFamilies@csc.csiu.org.
Be Strong Online Vitality Café Crossover Training
The purpose of the Be Strong Online Vitality Café Crossover Training is to provide an environment in which parents and family members can reflect on their well-being through 6 Vitality Domains through individual deep self-reflection and peer-to-peer learning in order to make changes to improve their lives. The model is based on the principles of adult learning and family support and builds family member leadership. The Be Strong Online Vitality Café Crossover Training is an experiential and highly interactive crossover training that prepares a team of family leaders and family support providers, educators and other professionals to convene and implement Vitality Cafes online and serve as café leaders and room hosts. Vitality conversations transform well-being from a personal struggle to a community-based journey.
The Be Strong Online Vitality Café Crossover Training shares the same anatomy as the Be Strong Parent Cafémodel, therefore teams must be trained in the Be Strong Parent Café model by attending a Parent Café Training Institute Online (PCTI-O) or Taking Your Cafes Online Training prior to attending a Be Strong Online Vitality Café Crossover Training. Through the efforts of the PA Strengthening Families Leadership Team with funding support from the Office of Child Development and Early Learning (OCDEL) and facilitated by the Center for Schools and Communities, Pennsylvania will offer the Be Strong Online Vitality Café’ Crossover Training to teams that have previously been trained in the Be Strong Parent Café model. To learn more about the Be Strong Online Vitality Crossover Training and to begin the planning process for attending a training, please contact your Family Support Consultant or Center For Schools & Communities at PA-StrengtheningFamilies@csc.csiu.org.
Working For Kids: Building Skills Training
Working For Kids: Building Skills™ is a full-day training consisting of 5 Modules. The training was created in collaboration with Dr. Judy Cameron. Dr. Cameron is a Professor of Psychiatry at The University of Pittsburgh and the Director of Pitt Science Outreach. Working For Kids: Building Skills™ was developed to teach those who work with young children about how the brain develops and how strong brain development can be fostered effectively through fun and engaging activities—setting children on a lifelong trajectory of success.
The goal of this training is to educate and provide home visitors with the tools to coach families about their child’s brain development and ways to promote healthy brain development. Participants will gain a basic understanding of how the brain develops. They will also be able to describe how stress negatively and positively affects brain development. Finally, participants will engage and reflect on the Brain Architecture Game and be able to describe strategies that support healthy brain development. To learn more about the Working For Kids: Building Skills™ training and to begin the planning process for attending a training, please contact your Family Support Consultant.
Announcements
When it is necessary for OCDEL to communicate information regarding a particular issue or new protocol/procedure for all Family Support Programs, a numbered and dated announcement will be sent electronically to all Family Support Programs.
These announcements are provided as historical references as most of the requirements listed within these Announcements have been moved to have the language included in the Grant Agreement Contracts.
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| Announcements - Family Centers & Promoting Responsible Fatherhood | |||||
| Announcements - MIECHV & OCDEL NFP | |||||
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Communications
Communications from the Office of Child Development and Early Learning may come from a variety of sources. Please expand this section to learn more.
Expand This SectionWritten Communications: May come from anyone within OCDEL, Early Intervention Technical Assistance (EITA) or the PaKey, please ensure that the domains @pa.gov, @pattan.net, and @pakeys.org remain unblocked on your email system or through your service provider. Emails will contain specific information about who to reply to within them. CTF Grantees may also receive communications from the Center for Schools and Communities (@csc.csiu.org), please ensure that their domain remains unblocked on your email system or through your service provider as well.
Family Support Data System Update Communications: Will always be sent from the Family Support Team RA Account, please add RA-PWPAHOMEVISITING@pa.gov to you address books. As of 2023 these messages will be sent using Constant Contact.
Communications: Please sign up for the appropriate communication list(s) here: https://www.pa-home-visiting.org/family-support-communications/
Phone Calls/Virtual Meetings: Family Support Consultants will conduct phone calls or virtual meetings with their assigned Family Support Programs based on a tiered monitoring system, the tiered monitoring system is outlined in the Family Support Monitoring Tool.
During these phone calls, the Family Support Consultant will discuss the following: general reminders, updates, major successes, major concerns, major challenges, CQI questions or concerns, home visit completion, and general questions. The Family Support Consultants will document this areas in their notes and share any relevant information with the appropriate person(s) to follow-up to address any needs.
CQI Calls/Virtual Meetings: All CQI Teams and agencies are entitled to coaching calls to assist them with writing and implementing their PDSA cycles as needed. These calls may be scheduled by emailing a request to the Family Support Program Specialist at OCDEL.
PA Early Ed News: Sponsored by OCDEL, the PA Early Ed News is a monthly e-newsletter to inform early learning professionals, the early childhood community, school district staff, policymakers, community leaders and the public on developments in early childhood education and care in Pennsylvania. The newsletter is free and open to anyone.
When you subscribe to PA Early Ed News, you may also receive special announcements throughout the month from OCDEL, keeping you up-to-date on current information.
The PA Early Ed News is sent via Constant Contact.
Reporting
Family Support Programs are required to submit various reports throughout their contracted grant year(s). Reports are considered required deliverables and are associated with program monitoring and grant compliance. Click here for an overview of http://www.pa-home-visiting.org/data-system-guide/#DueDateQBreakdown.
Due DatesDue Dates: If a report due date falls on a weekend or a holiday it will be due by the next business day.
Extenuating Circumstances: If an extenuating circumstance exists that will result in a report being late, an extension can be granted. A request for extension must be submitted at least 48 hours prior to the due date, unless an emergency occurs. All extenuating circumstances and emergencies will be reviewed by the appropriate persons to determine if the report will be considered late
Family Capacity: When the three month enrollment average, for those providing Evidence-based Home Visiting services to families, falls below 90% they may be placed on an Enrollment Improvement Plan, pending a review of any of the extenuating circumstances. This applies if Family Support Programs operate with a Family Capacity.
Family Goal: When a Family Support Program operating with a Family Goal does not reach at least 25% of the goal each quarter they may be placed on an Enrollment Improvement plan, pending a review of any of the extenuating circumstances. This applies if Family Support Programs operate with a Family Goal.
Program Policies and Procedures
Confidentiality Policy
Confidentiality is important to maintain privacy, security and trust in personal and professional relationships. Confidentiality is valued and expected in any situation where sensitive information is accessed or shared.
Expand for More Information on Confidentiality Policies / UploadThe Family Support Program will establish a confidentiality policies as specified in the grant agreement, announcements, and the Policy and Procedure Manual.
Confidentiality is important to maintain privacy, security and trust in personal and professional relationships. Confidentiality is valued and expected in any situation where sensitive information is accessed or shared.
Family Support Programs will write and implement a confidentiality policy which includes the following requirements.
Requirements to be included:
- All client information will be kept in a locked location (i.e. office/file cabinet) / all electronic confidential information should be protected via firewalls, encryption and/or passwords
- Staff list of who will have access to the files
- Procedures for accessing the files
- Procedures for accessing the files in terms of court order, police investigation, and/or medical emergencies
- Procedures for written consent to access, disclose, and share files
- Procedures for the destruction of files after 7 years
- Procedures to train new staff and periodically update current staff on the policy
Information Sharing Requirements:
When the Program receives a request for confidential information about a client, or when the release of confidential information is necessary for the provision of services, prior to releasing such information, the program will:
- Determine if the request is valid;
- Obtain the client’s informed, written authorization to release the information and
- Obtain informed, written authorization from a parent or legal guardian, if the person is a minor or an adult who is incapable of providing authorization to release the information
For more information on confidentiality please reference this historical announcement:
| 382 downloads | 1.0 | 12-09-2016 12:31 | Download |
Upload:
Please upload the document named in the following manner: Agency Name – Confidentiality | in the Family Support Data System.
Example(s):
| 420 downloads | 1.0 | 11-03-2020 13:50 | Download |
| 351 downloads | 1.0 | 11-03-2020 13:50 | Download |
| 307 downloads | 1.0 | 11-03-2020 13:51 | Download |
Coordination with Early Intervention MOA/MOU’s
All OCDEL Family Support and Home Visiting programs are required to coordinate services with Early Intervention agencies to assure support to those children receiving services or children identified after enrollment as needing services. Early Intervention is provided by the county for eligible children birth to three years, and by Mutually Agreed Upon Written Arrangement (MAWA’s) designee to provide Early Intervention for preschool aged until school age.
Coordination is to be documented in a Memorandum of Agreement (MOA). In addition, the program should have policies to support bullets one through six, and supporting documentation.
Expand for More Information on Early Intervention MOA/MOU's / UploadIn order to support the children and clarify expectations, the MOA should address the following minimum requirements:
- Procedures of transitioning of children and families into and out of the program;
- Procedures to refer to Early Intervention in the event that the children’s screenings are below the cut off score;
- Procedures of referral from Early Intervention to the Family Support program;
- Establish a point of contact by each agency for follow up conversations and planning as needed;
- Outline protocols to share information, coordinate services, and/or other topics relevant including the results of the ASQ and ASQ SE screenings if applicable;
- Determine a frequency for the MOA to be reviewed and revised; and
- The MOA is to be signed and dated by an authorized individual from each agency. The signatures can be electronic. Also during the Covid-19 Public Health Emergency an email with both parties accepting the terms of the MOA will be accepted.
For more information on Early Intervention MOA/MOU’s please reference this historical announcement:
| 422 downloads | 1.0 | 12-09-2016 12:32 | Download |
Upload:
Please upload the document named in the following manner:
Agency Name – EI (MOU or MOA) | in the Family Support Data System.
Example(s):
| 377 downloads | 1.0 | 03-17-2021 7:01 | Download |
| 405 downloads | 1.0 | 03-17-2021 7:02 | Download |
Local Community Collaboration
Family Support Programs must document partnerships with entities in the community that provide resources or supports that participants may need. Documentation of the referrals may include formal referral agreements such as interagency agreements, letters of commitment or support. Organizational policies and procedures must include how families are referred to the program and to other services including contact information. Family Support Programs will report on informal and formal referral partnerships within the “Quarterly Program Narrative Report”. In addition, Family Support programs are to keep written documentation to show evidence of community collaboration.
Expand for More Information on Local Community Collaboration / UploadFamily Support Programs should consider the following types of organizations when developing referral partnerships:
- Other home visiting programs
- Child Welfare
- Health care providers
- Domestic Violence
- Social Services
- Housing
- Mental Health
- Community Action Agencies
- Education
- Employment organizations
- Child Care and Child Development
Requirements to be included:
Family Support Programs should:
- Participate in existing local collaborative groups to coordinate home visiting and other early childhood initiatives, if available
- Work with the groups above to develop shared resources and referral strategies between local home visiting agencies and other community service providers to allow for early access to services by families
- Actively work with other local community agencies and refer those needing services, if at capacity, to other agencies that will meet their needs
- Establish a point of contact by each agency for follow up conversations and planning as needed
- Establish and review policies for community collaboration
- Outline protocols to share information and coordinate services as appropriate
- Determine if an MOU is necessary. If so, follow the requirements below.
Memorandum of Agreement/ Understanding
A memorandum of agreement (MOA/U) is a written document describing a cooperative relationship between two parties wishing to work together on a project or to meet an agreed upon objective. An MOA/U serves as a legal document and describes the terms and details of the partnership agreement. An MOA/U is more formal than a verbal agreement, but less formal than a contract.
The components of an MOA/U include:
- Name of parties involved
- Brief description of the scope of work
- Financial obligations of each party, if applicable
- Dates agreement is in effect
- Key contacts for each party involved
- The MOA/U should be signed by an authorized individual from each agency.
For more information on Community Collaboration please reference this historical announcement:
| 291 downloads | 1.0 | 12-09-2016 12:32 | Download |
Upload:
Please upload the document named in the following manner:
Agency Name – Community Collaboration – MOU or MOA | in the Family Support Data System.
Example(s):
| 330 downloads | 1.0 | 04-07-2021 13:12 | Download |
| 290 downloads | 1.0 | 04-07-2021 13:12 | Download |
| 324 downloads | 1.0 | 04-07-2021 13:13 | Download |
| 267 downloads | 1.0 | 04-07-2021 13:14 | Download |
Community Collaboration - Example 4 - collaboration meetings 15-16.docTransition Plans
The Family Support Program shall develop written transition plans with each child or caregiver served through Evidence-based Home Visiting. Transition planning must occur at least six (6) months prior to the date program model services will end for the child and family. Transition planning for children entering Kindergarten should begin a year prior to the transition. *Grantees are excluded from this requirement if their services are not intended to last longer than a six-month period
Expand for More Information on Transition PlansRequirements to be included:
Written transition plans shall, at a minimum:
- Include the family in the development of the transition plan;
- Make families aware of timelines for program registration, and policies and practices related to transition for children receiving Early Intervention services;
- Provide specific information to families about what they can expect at the next step within early care, community, and school settings;
- Support and encourage families for whom a more challenging transition is anticipated with more specific resources to assist in preparation of the transition;
- Allow for collaboration with receiving program or classroom to share information on curriculum, instructional strategies used in the program, and transition supports provided; and
- Set clear written expectations and provide staff an understanding of their role in supporting transitioning adults and children into, within, and out of the program.
Written transition plans shall include:
- review of options available to the family within the community they live;
- Review of any critical deadlines for registration;
- Support in obtaining and completing applications for targeted programs;
- Discussion regarding consent to exchange information with the program the family is seeking to enroll the child;
- Review of the child’s current health status and the need to obtain immunizations or a physical in order to enroll in the next setting;
- Set expectations of what the parent will be responsible for completing and what the staff will complete and when;
- An invitation to coordinate with early learning program(s) and their personnel to review program registration and attendance policies with families;
In the event a family is not interested in a formal program for their next steps, or if they may not be eligible, provision of community or electronic resources families can access independently;
- Support and encourage parents in next steps, such as careers or schools; and
- Provision of other supports as determined locally.
For more information on Transition Plans please reference announcement:
| 373 downloads | 1.0 | 12-09-2016 12:32 | Download |
Upload:
Please upload the document named in the following manner:
Agency Name – Transition Plan | in the Family Support Data System.
Example(s):
| 159 downloads | 2.0 | 01-17-2024 8:19 | Download |
| 152 downloads | 1.0 | 01-17-2024 8:24 | Download |
Transition Checklist Example - Transition Checklist Example.xlsx| 131 downloads | 1.0 | 01-17-2024 8:24 | Download |
| 158 downloads | 1.0 | 01-17-2024 8:22 | Download |
State Level Reports
This section includes statewide reports provided by OCDEL to Family Support Programs.
Expand State Level Reports| Name | Downloads | Version | Last Modified | Download |
|---|---|---|---|---|
| Name | Downloads | Version | Last Modified | Download |
| 284 downloads | 1.0 | 01-13-2021 7:58 | Download | |
| 379 downloads | 1.0 | 11-30-2021 10:14 | Download | |
| 477 downloads | 1.0 | 02-12-2018 9:11 | Download | |
| 313 downloads | 1.0 | 10-26-2020 9:19 | Download | |
| 413 downloads | 1.0 | 01-07-2019 9:29 | Download | |
| 394 downloads | 1.0 | 02-12-2018 9:12 | Download | |
| 402 downloads | 1.0 | 01-07-2019 9:29 | Download | |
| 327 downloads | 1.0 | 02-12-2018 9:12 | Download | |