Since 1997, the State's welfare reform plan and the changing composition of families have been major factors affecting childcare needs of Norwich. As more single parents return to work, childcare needs increase and often must be met outside the family. Through CFI, Norwich focused on increasing childcare programs to meet the needs of the community.

To increase affordable school-based childcare, the CFI invited the University of Connecticut Cooperative Extension System to develop a childcare program located in a new modular building at Stanton Elementary School, one of the town's 10 elementary schools. Two other Norwich elementary schools had childcare programs established under the UConn Extension System's community-based, parent-involved childcare model.

One goal of this program was to increase affordable childcare options for parents of school-aged children. The program also wanted to locate after-school care at or near the city's elementary schools to ease the burden of mid-day transportation for parents of kindergartners.

The Norwich Children First Initiative received a Graustein Memorial Fund incentive grant that allowed the purchase of the modular unit to increase the childcare programming space.

The UConn Extension System received funding from the Connecticut Department of Social Services (DSS) to train Aid to Families with Dependent Children/Temporary Assistance to Needy Families (AFDC/TANF) recipients to become childcare assistants as a way of increasing school-based childcare (SACC) programs in Norwich. At the time of the program start-up, the model had already been used in developing the Greeneville and Uncas Elementary Schools school-age childcare programs.

The University of Connecticut supplied the $6,000 start-up costs for purchasing supplies and materials for the Stanton SACC program. Through DSS funding, the Cooperative Extension provided technical assistance to the parent Board of Directors and personnel of each new SACC program for three years. In the first year of support, UConn supplied 100% of the operational needs of the program. All of the tuition fees collected went to the University to offset operational costs. In the second year, UConn supplied 60% of the funding needs, and the program supplied 40% through collected tuition fees. In the third year, UConn supplied 20% of the funding needs and the program 80%. Usually in the third year, programs apply for grants to offset their operational costs. At the beginning of the fourth year, the SACC program became independent from the University as a funding source.

UConn Extension developed SACC programs by working with parents who have their children enrolled in the program. Parents own and operate each childcare program. These small childcare businesses are federally recognized through the Internal Revenue Service as 501(c)(3) nonprofits and become incorporated businesses in the State of Connecticut, meeting all state requirements.

The SACC programs use Norwich Public Schools facilities rent-free. The space may be shared with the cafeteria or gymnasium or even a classroom. Norwich Public Schools provides custodial services, reduced cost for telephone service, and the opportunity to purchase snacks through the school lunch program. A parent-operated Board of Directors and bylaws were developed, and UConn assisted in the development of Policies & Procedures, Registration Packets, and other documents needed to operate a licensed, quality, fee-based program.

Programs obtained sustainability through grants, tuition fees, and donations. Cooperative Extension continued to offer technical assistance on an as-needed basis until the programs functioned successfully and independently.

Some of Norwich's challenges dealt with the fact that the University of Connecticut, Cooperative Extension System developed four programs over five years. Each program experienced developmental and operational growth at different rates and levels because they were started at different times. In addition, understanding the legal operations of a small business was difficult for many parents who were inexperienced in such matters; many became members of a Board of Directors for the first time. Board training was offered to each group to reduce confusion and misunderstanding of operational procedures. However, this is an ongoing process as parents leave program boards and new parents join. In addition, as programs became independent of the University, the training component diminished, leaving programs vulnerable to weak or absent leadership.

Although the basic operational model used in developing SACC programs was consistent, as more parents became involved in program development, the model changed. Fluctuation in growth caused inconsistencies in program policy and board development. Add personnel turnover to the mix and the potential for problems at the three independent programs (Greeneville, Uncas, and Stanton schools) increased.

The Superintendent of Schools was committed to having quality before- and after-school childcare programs in all 10 Norwich elementary schools. Because of this commitment, the Superintendent wanted the SACC programs to consolidate to support consistencies of operations. A proposal developed to encourage program policy, procedure, and fee consistency and to reduce the possibility of financial insolvency. The proposal included restructuring the existing programs, consolidating the three programs into one, and hiring a fiscal agent to assist the operation of each site as the parents needed.

Several CFI/School Readiness Council collaborative members and Norwich Public School administrative personnel came together to discuss how to combine the existing programs with one community-based nonprofit agency as the fiscal agent for all SACC programs. It was decided that:

	The group would present the idea of restructuring the existing three SACC programs to each program Board of Directors for discussion and approval.
	Parents would maintain control of ownership, fiscal responsibility, and policy decisions.
	The fee structures for all programs would be standardized.
	Program Policies and Procedures would be consistent for all SACC programs.

From a business perspective, streamlining the programs into one legal entity would simplify the federal tax reporting requirements and reduce confusion for volunteer parent Board of Directors. It would also streamline the future opening of other SACC parent-owned and -operated programs in the school system. The program directors and parents wanted a structure allowing for collaboration and unification but maintaining program independence. Parents realized that successfully administered programs used outside sources for assistance. From a funding perspective, one larger collaborative program would have greater access to funding than four small independent programs.

At the time of the restructuring discussions, the Stanton parent group faced financial independence from UConn. DSS funding was ending, reducing the three-year financial commitment. UConn could offer minimal financial support during the second year of program operation. During this transitional time, the Stanton parents worked to adjust to the rapid changes they had to face. UConn, Norwich Public Schools, several community CFI/School Readiness Council members, and SACC parents recognized that SACC volunteer parents needed financial, legal, accounting, and professional help in operating their programs.

While the restructuring discussions took place, several factors prompted the opening of a fourth before- and after-school childcare program at the Moriarty School. The Superintendent's desire to open another SACC program, parent requests and the lack of DSS funding from the University spurred the Norwich Public Schools to become the initial owners and operators of this program. The UConn Extension SACC Coordinator supplied limited technical assistance to the Moriarty SACC personnel and parent advisory group until restructuring took place. Independent funding from DSS was made available to purchase start-up materials and supplies.