Phase
of Conversion
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Research
Questions
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Motivation
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What
motivates grant recipients to prepare for and convert slots?
What
data do grant recipients use to make decisions about conversion
and assess community needs?
How
do grant recipients determine if they are meeting community
needs?
Who
is engaged in the decision to request a slot conversion? What
roles and responsibilities do they have?
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Application
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What
facilitates a successful conversion application?
What
technical assistance, resources, or other supports are available
and useful to grant recipients? What opportunities exist for
improving these?
Who
is engaged in the application process? What roles and
responsibilities do they have?
What
data do grant recipients leverage when preparing and applying for
conversion?
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Preparation
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How
do grant recipients plan for Early Head Start (EHS) service
implementation?
How
do grant recipients plan for workforce-related or facilities
changes that are needed to appropriately serve infants, toddlers,
and pregnant women?
Who
is engaged in the preparation process? What roles and
responsibilities do they have?
What
facilitates or hinders successful preparation to deliver EHS
services following the conversion of slots?
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Post
Conversion/ Implementation
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To
what extent are grant recipients successful at implementing
high-quality EHS services following conversion?
What
facilitates and hinders successful implementation of EHS services
following the conversion of slots?
Who
is engaged in post-conversion implementation of EHS services?
What roles and responsibilities do they have?
What
are the characteristics of grant recipients that successfully
implement high-quality EHS services following conversion?
What
technical assistance, resources, or other supports are available
and useful to grant recipients? What opportunities exist for
improving these?
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Do
answers to the above questions vary based upon factors, such as:
History
or experience implementing Early Head Start;
The
proportion of enrollment slots or classrooms undergoing
conversion to Early Head Start;
Community
characteristics and need (e.g., enrollment supply and/or demand,
availability of public pre-K or other early care and education
programs); or
Program
characteristics (e.g., program option(s) offered, organizational
capacity, program size, or characteristics of children and
families served).
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