Goal 2: Support professionals to provide high quality services to children 0-5 and their families


Outcome 2A

Providers Have The Knowledge, Skills And Capacity To Identify Concerns Early And Link Families To Appropriate Resources

Indicator 1: Screening [more]

Number of agencies and providers who began screening or are now trained to screen for

  • Maternal Depression
  • Child Developmental Concerns
  • Substance Abuse
  • Domestic Violence
 2010-2011 Results

Eleven grantees conducted child development screenings. For two of the agencies, this was a new activity.

Outcome 2B

Providers Offer Integrated, Culturally Appropriate Services That Use Proven Approaches

"I wasn't very familiar with the multitude of agencies that provide early childhood mental health services. I am now, and can definitely provide clients with correct and good information about referral services, as well as a "warm hand-off" since I know now quite a few practitioners in the field."
-First year Harris trainee

Indicator 1: Trainings, TA, Consultations [more]

Summary of reach of trainings, technical assistance and consultations to providers who serve families with children 0 to 5 years of age:

2010-2011 Results


128 service providers were trained by grantees.

9 Mental Health Consultants and 34 providers from disciplines such as social work, social service, public health or nursing agencies serving 634 children participated in the 2-year Harris Early Childhood Mental Health Training.

1,584 ECE providers ( 572 center-based and 385 family child care) were trained in 32 different topics including improving envionmental quality, improving business practices, working with diverse families and specific programmatic curricula.


1,715 family support and pediatric providers were trained in 27 different topics including developmentally-oriented pediatrics, autism and sensory processing and the impact of depression on infant attachment.


Indicator 2: Changes in Knowledge, Skills, Attitude [more]

Number of service providers receiving TA, consultations and trainings who demonstrate changes in knowledge, skills and/or attitude


Both trainees and trainers learned from each other. 

"[Harris training] helped me think more about how I can help staff learn about theories and practice and has expanded my ability to support staff in their work. It has also led me to re-evaluate some of our agency practices and work to make them be more useful"
- First year Harris Trainee 

“My relationship-based awareness increased my ability to focus on inquiry to understand the meaning of behaviors in the children, center staff and families."
- Second Year Harris Trainee

 "What a truly great group of ...[family daycare providers]. They are engaged and eager learners. They had great questions and concerns and were just terrific. I learned so much from them."
- ECE trainer

Indicator 3: Changes in Practice [more]

Number of service providers receiving TA, consultations and trainings who report changes in practice

2010-2011 Results

Through a learning community, Partnering for Change, 6 agencies received peer support and agency-specific consultation regarding cultural competency. Pre and post assessments in 4 of the 6 agencies showed increases in 48 of the 50 items at post-assessment. Greatest increases occurred for the following items:

  • There are guidelines or protocol to ensure that cultural responsiveness is part of all service/program planning.

  • The organization has policies and procedures for fostering culturally sensitive and non-discriminatory behavior between staff, board and volunteers

  • Cultural responsiveness is included in new staff orientations

  • Data collected from clients is used to improve the cultural responsiveness of services

"It was critical to have the Partnering for Change support and guidance to deepen the level of work that...[our] agency engages in related to cultural competence... There is no question that without the...[Partnering for Change] program...our agency would not have engaged in this work at this level and would not have the tangible outcomes that we now enjoy."
-Post PfC Assessment, May 2011

Training was provided on Early Childhood Mental Health through the Harris Training Institute. One training participant reported: 

"[The trainer] helped me a lot with one of my students who has a behavioral issue (defiant and attention seeking). She...[pointed] me in the correct direction of how to approach the grandfather using reflective questions about his grandson's behavior. It helped me gain a better understanding of the student." - 2nd Year Harris Trainee

 A new training series was provided this year on coaching practices in ECE classrooms.  One participant reported: 

"I have become more intentional and am developing clearer action plans with agencies. I am being more strategic about the way I engage in conflict."
- ECE Coaching Training participant 

Indicator 4: Workforce Diversity [more]

Description of workforce development activities designed to increase the number of providers that reflect the diversity of clients served by programs in Alameda County

How Do We Compare?
In 2006, race/ethnicity of Alameda County Children 0-5



Children served by F5AC Corps AA Program


2010-2011 Results

First 5AC continues to serve diverse children and providers.  The Harris ECMH Training program provides an example of this diversity.  


The Reflective Facilitators in Training (RFIT) program, a component of the Harris ECMH Training, focused on developing the leadership skills of providers of color.  6 providers were trained this year. RFIT trainees presented on the topic of Diversity in Supervision at the National Training Institute (Zero to Three) in December 2010.


Race/ethnicity of 281 children served by agencies participating in Harris Training:


Hispanic/Latino: 41-45%%

African American/Black: 35-36%

White: 3-8%

Multi-Race 3-11%

Asian: 2.5%

Other: 1%


Primary languages spoken by 284 children served by agencies participating in Harris Training:


English: 52-55%

Spanish: 39-41%

Tagalog: 3%

Cantonese, Punjabi, Thai, Mandarin, Urdu: <1%


This Annual Report's Main Sections: