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On Buckets, Banks, and Hearts: Aligning Early Childhood Standards and Systems. Build Conference on Quality Rating/Improvement Systems Minneapolis, MN June 4, 2008 Sharon L. Kagan, Ed.D. Teachers College, Columbia University. Presentation Overview. Part I: Defining Systems
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On Buckets, Banks, and Hearts:Aligning Early Childhood Standards and Systems Build Conference on Quality Rating/Improvement Systems Minneapolis, MN June 4, 2008 Sharon L. Kagan, Ed.D. Teachers College, Columbia University
Presentation Overview Part I: Defining Systems Part II: Defining Standards Part III: The Heart of the Matter Part IV: Role of Standards in Advancing an Early Learning and Development System Part V: Examples Part VI: Next Steps
Part I:Defining SystemsA. The GardenB. The Line ChartsC. The Venn Diagram
Defining Systems • There is a great deal of talk in our field regarding the development of a system. • But we are not always clear regarding a system of what: • Early Care and Education? • Early Childhood Education? • Services for Young Children?
Defining Systems System Type A: The Garden or the System of Early Care and Education
Defining Systems • One conceptualization, advanced in the late 1990s by the Quality 2000 Initiative, built on the work of 350 experts in the field. • It focused on early care and education. • It was graphically represented as a garden.
The Early Care and Education System Programs FPCC PK HS CC FS/FL Infrastructure
The Early Care and Education System Programs HQ FPCC HQ PK HQ FS/FL HQ HS HQ CC Infrastructure Source: Kagan, S. L., & Cohen, N. E. (1997). Not by chance: Creating an early care and education system. New Haven, CT: Yale University Bush Center in Child Development and Social Policy.
Gears: Need to work in all areas to move the infrastructure Personnel & Professional Development Improving Quality and Regulation Financing Informed Families, Informed Public Standards, Assessment, and Accountability Governance ECE/K-12 Linkages
The Early and Education System • It advanced two major propositions, each framed as a formula: System = Programs + Infrastructure and 8-1 = 0
Defining Systems • In building upon this approach, some wanted it to embrace more than young children and the services they received before attending formal school. • These folks said, true to our developmental focus, that we needed to advance a system that focused on children birth through 8. • And we needed to include a broader array of services. • This became known at the Early Childhood Education System.
Defining Systems System Type B: The Line Charts or the System of Early Childhood Education
K-3 Education • Education in • the Early Grades • Early Care and Education • Quality Settings • ECE Professional and Workforce • Development • Informed Families, Informed Public • Accountability/Results Orientation • Adequate ECE Financing The Early Childhood System Comprehensive Services VIII. Health, Mental Health, Oral Health Governance VI. Governance and Coordination BIRTH AGE 5 AGE 8
The Early Childhood System Approach Took Root in the Policy Matters Project • Policy Matters developed 100 key policies in eight domains that, when implemented, would characterize an early childhood system for: • Children birth to age 8 • Both public and private providers • Home-, center-, school-, and community-based programs
Phase I Taking Stock Phase II Political Context Phase III Setting Priorities Assessing the Early Childhood System • Policy Matters takes place in three phases: • I. Taking Stock—the policy audit • II. Political Context—survey analyses • III. Setting Priorities—goal setting
Assessing the Early Childhood System • In the first phase, the policy audit, states assessed their system in eight policy domains: • Quality ECE Settings • Professional and Workforce Development • Informed Families, Informed Public • Accountability and Results Orientation • Financing • Governance • Education in the Early Grades • Health, Oral Health, Mental Health
The Early Childhood System Policy Matters has taken place in Florida, Ohio, Mississippi, North Carolina, Colorado, Utah, and West Virginia.
Phase I Taking Stock Domain I: Quality ECE Settings
Phase I Taking Stock Domain II: Professional and Workforce Development
Phase I Taking Stock Domain III: Informed Families & Informed Public
Phase I Taking Stock Domain IV: Accountability & Results Orientation
Phase I Taking Stock Domain V: Adequate ECE Financing
Phase I Taking Stock Domain VI: Governance and Coordination
Phase I Taking Stock Domain VII: Education in the Early Grades
Phase I Taking Stock Domain VIII: Health, Oral Health, Mental Health
Defining Systems • While the Policy Matters projects was going on, others felt that even this was not a broad enough definition of a system. • They developed another meaning that addressed all service domains for young children.
Defining Systems System Type C: The Venn Diagrams or the System of Services for Young Children
System of Services for Young Children • State Early Childhood Policy Technical Assistance Network • Has written a good deal about planning and governance • Has described an early learning and development system • Supported by many groups • Alliance for Early Childhood Finance, The Build Initiative, The Children’s Project, Center for Law and Social Policy, Council of Chief State School Officers, National Center for Children in Poverty, National Child Care Information Center, National Conference of State Legislatures, National Governors Association Center for Best Practices, Smart Start National Technical Assistance Center, State Early Childhood Policy Technical Assistance Network, Zero to Three
Early Learning Health, Mental Health and Nutrition Family Support Special Needs/ Early Intervention
Governance Standards for Children, Practitioners, and Programs Capacity-Building and Professional Development Planning, Monitoring, R&D Engagement and Outreach Quality Improvement and Accountability Financial Supports Early Learning Health, Mental Health and Nutrition Family Support Special Needs/ Early Intervention
Defining Systems • So, we have several different definitions of system. • None is better or worse than the other. • They are different. • We need to be clear about which we are advancing, taking into consideration: • Feasibility • Strategy • Timeliness • State Variation
Defining Standards • At the same time that some folks were working on developing a system, others were focusing on thinking about standards. • Standards are defined as statements that are used as a basis of comparison in measuring quality, value, or quantity.
What Are Standards? Common Standards… the weight a child should achieve at birth to be considered healthy
What Are Standards? The skills one demonstrates to be certified as a (teacher, doctor)
Lend precision to vague constructs Help to clarify what we want to achieve Provide an opportunity to build consensus Establish a base for measurement Can produce more equitable outcomes But… there are many different kinds of standards Why Are Standards Important?
Buckets of Standards I. II. III. Early Learning & Development Family Competencies Teacher Standards Standards IV. V. VI. Program/School StandardsAccess to Services Systemic Effectiveness
Defines what children should know and be able to do. I. Early Learning & Development Standards Example: Four-year-old children will be able to state name, where they live, parents’ names, and siblings’ names. Note: These are usually manifest in children’s behavior or discourse.
Defines what families should know and do to advance their young children’s health, development, and education. II. Family Competencies Example: A family member should read or tell stories to their children at least three times a week. Note: These are usually manifest in adult’s behaviors or discourse.
III. Defines what teachers should know and do to advance their students’ learning. Teacher Standards Example: All teachers should know how to assess their students’ competence and report such findings to parents. Note: These are usually the basis for teacher preparation programs.