Description:
BGCMD offers several programs that inspire kids to raise their voices and contribute to their communities. Leadership groups within BGCMD include Youth of the Year, Keystone Club for teens and Torch Club for preteens. These peer-based groups give kids a platform to develop age-specific projects.
Primary Role of Program in Early Childhood Systems:
Direct Service
Service Area(s):
Adams, Denver, Jefferson
Population(s) Served:
1st Graders, 2nd Graders, 3rd Graders
Outcome-Based Activities The Program/Initiative Provides:
Learning experiences and environments are high quality, developmentally appropriate and affordable
View more programs in Quality/Affordable Learning Environments
Formal and informal care environments and education practices reach the highest levels of quality
View more programs in Quality Educational Practices
Children, including those with high needs, receive timely, comprehensive and affordable academic services and transition supports
View more programs in Individualized Academic Services/Supports
Program evaluates effectiveness of activities and services:
Yes
View program's publically available data at
https://www.bgcmd.org/.
Outcomes access, quality and equity
Family Support & Education
Access
- Family engagement and leadership opportunities exist within programs, schools and communities
- Services and supports promote the well-being and resiliency of parents and caregivers
- Family friendly policies and practices exist in the workplace
- Comprehensive health coverage and services are consistently utilized by pregnant women and children
- Comprehensive health coverage and services are consistently utilized by pregnant women and children
- Integrated and preventive maternal and child physical, behavioral and oral health services are available
- All settings promote mental health and well-being through early identification, consultation and treatment
- All settings promote mental health and well-being through early identification, consultation and treatment
- All settings promote mental health and well-being through early identification, consultation and treatment
- Education, coaching and ongoing training exist for caregivers, teachers and other professionals
- Learning experiences and environments are high quality, developmentally appropriate and affordable
- Education, coaching and ongoing training exist for caregivers, teachers and other professionals
Quality
- Family knowledge and capacity support children’s healthy development and learning
- Families advocate for high quality comprehensive services and supports that lead to future success
- All health care providers, including mental health, deliver coordinated, family focused care
- Settings and practices promote strong relationships, social and emotional development, appropriate nutrition and physical activity
- Formal and informal care environments and education practices reach the highest levels of quality
- Adults understand and support children’s learning and development, including social and emotional
- All settings provide effective transitions across and within programs, schools and systems
Equity
- Education, employment, housing, financial and legal supports contribute to family economic security
- Families, including those with high needs, experience timely and coordinated services and supports
- Families have the ability to plan the number and timing of their children
- All environments are safe, free of toxins, have affordable foods and offer physical activity
- Children with special health, behavioral or developmental needs receive individualized services and supports
- All children are ready for school and achieving by 3rd grade regardless of ability, race, place, income, language and culture
- Children, including those with high needs, receive timely, comprehensive and affordable academic services and transition supports
