Governor’s Office of Early Childhood Early Childhood Advisory Council Meeting June 19, 2019

1. Governor’s Office of Early Childhood Early Childhood Advisory Council Meeting June 19, 2019

2. Welcome to ECI 2019!! We Believe in Kentucky’s kids! Early Childhood Institute 2019 Wednesday, June 19th ECAC Meeting

3. Roundtable Participants: • Renee Shaw- Facilitator • Malcolm Mitchell- Former NFL Player and Children's Book Author • Secretary Derrick Ramsey- Education Workforce Development Cabinet • Linda Hampton- Governor’s Office of Early Childhood • Commissioner Wayne Lewis- Kentucky Department of Education • Beth Caron-NGA’s Center for Best Practices • Bruce Atchison- Education Commission of the States • Senator Danny Carroll- Kentucky State Senate • Jay Brewer- Superintendent of Dayton Co. Schools • Sarah Lamonie- ZERO TO THREE • Karen Ponder- BUILD Initiative • Brad Clark- Hope Street Group • Marsha Basloe-CCSA • Lori Connor- Tadros- CEELO • Deborah Bergeron- Office of Heart Start • Assistant Secretary Johnny Collett- Office of Special Education • Bryan Sunderland – Deputy Chief of Staff, Governor’s Office • Travis Burton-Kentucky Chamber of Commerce • Vincent Costanza- Teaching Strategies Gold The Early Childhood Roundtable Discussion Sponsored by The National Governor’s Association

4. Committee Hearings • Government Contract Review Legislative Research Commission • May 14, 2019 • House Interim Committee on Education • June 5, 2019

5. Dayton Independent Schools • The GOEC staff visited Dayton Independent Schools and met with Superintendent Jay Brewer on Monday, May 13, 2019. • The GOEC discussed policy with the Superintendent and staff, while interacting with children in the preschool and Head Start programs.

6. Office Transitions • Effective June 27, 2019 the Governor’s Office of Early Childhood will be transitioning into the Education Workforce Development Cabinet.

7. Kentucky PDG UPDATE Early Childhood Advisory CouncilApril 25 2019

8. Every day, every year is important: Starting Before Birth to Ensure Young Children are Successful June 19, 2019 Lori Connors-tadros, senior project director center on enhancing early learning outcomes, national institute for early education research, rutgers university

9. Agenda What is a P (prenatal through 3rd grade (P-3) framework? What outcomes can you expect from P-3 approach? What are examples of implementing a P- 3 approach? How can you prioritize P-3 in your strategic plan? What resources are available?

10. I. What is a P-3 framework? Source: Building State P-3 Systems: Learning From Leading States, page 2. Retrieved from http://ceelo.org/wp-content/uploads/2016/08/ceelo_pdg_P3systems_AligningEarlyEducFINAL.pdf

11. II. What Outcomes Can You Expect? • We do not have any empirical evidence to date on the outcomes you can expect from a prenatal through grade 3 approach. In fact, very few states have set a “prenatal” to grade 3 vision (e.g. CO, IL) though some communities have a P-3 vision. • “First 10” -- early childhood as the entire first decade of life, from prenatal development up to age 10. (https://first10.org/why-first-10/) • We do have research and evidence on specific practices that support continuous, coherent learning and supports for children and families. • Defining success, and the specific outcomes to be achieved, is best determined at the local level. CPCPC.org

12. III. What does P–3 look like in practice?

13. What States Can Do • A 2016 study of P-3 systems in Oregon, Pennsylvania, and Massachusetts revealed that while each had a different state governance structure and authority over funding and programs, there were some key strategies to aligning the early education system. These were: • New leadership and patterns of collaboration across the state agencies charged with early childhood education, birth to age 5, and K-3 instruction needed to be established. • Incentives were needed for aligning local policy and practice from birth to grade 3, either through grants or with dedicated funding and support to local entities. • State policy was balanced against local flexibility to support innovation and responsiveness to local needs while fulfilling the state role for accountability and oversight.

14. Nevada Birth -3rd Grade Pilot • 3 Sites located in Washoe (Reno), Clark (Las Vegas), and Churchill (Rurals) • Elementary school plus 1 or more community site that serves 0-5. • Includes public and charter schools, as well as private, community, and state-funded PreK • Course Instructors with On-the-ground Liaisons/Coaches

15. Lesson 1: State Created Coherence Across Initiatives

16. Lesson 2: State Incentivized Local Stakeholders

17. Lesson 3: State Used Findings from Pilots to Create System-Wide Framework

18. Illinois Birth Through Grade 3 Continuity Project

21. P – 3rd Grade Makes Sense But . . . Raymont Anderson

22. Your system…any system is perfectly designed to produce the results you are obtaining. (Adapted from Carr, 2008)

23. Going for the Gold Coherence Source: Collective Insights on Collective Impact

24. IV. Considerations for State Leaders How do we create governance structures to support prenatal-through-age-8 services?    •   How can funding support most vulnerable children, while benefiting all “progressive universalism”?      •  What are the operational costs of blending and braiding funding at the state and local level? What resources are needed to support quality in educational standards and curricula?    • What are the skills and competencies that the workforce needs at each of these levels (working with infants and toddlers, pre-kindergartners, kindergartners, and children in the first, second and third grades)?    •    How might we build a system of diverse pathways toward advancement in careers in teaching and leading?    •    What incentives are out there to recruit and retain specialization in early childhood? How do we define and document quality/success?

25. DISCUSSION Photo source: http://olivetepc.com

26. V. Additional Resources • CEELO Birth Through Third Grade Resources: http://ceelo.org/ceelo-products/b-3/ • Chicago Parent Child P-3 Center - https://cpcp3.org/about.html • Illinois Birth Through Grade 3 Continuity Project: https://education.illinoisstate.edu/csep/b3/ • The Early Childhood Colorado Framework: http://earlychildhoodframework.org/ • National P-3 Center : https://sehd.ucdenver.edu/pthru3/content/p-3-framework-0 • P-3 Learning Hub: https://p3learninghub.org/2016/09/12/a-working-theory-of-change-for-p-3-community-partnerships/ • Foundation for Child Development: http://fcd-us.org/our-work/prek-3rd-education

27. Lori Connors-Tadros - ltadros@nieer.org

28. Improving Child Outcomes through Partnering with Communities

29. Questions to Consider • Does governance matter? • What is the role of community councils and what is unique about the local work? • What are practices that make a difference? • What are important lessons learned in other states?

30. Does local governance matter? According to a recent study by Strategies for Children in Boston: “Early education governance promotes a coordinated and efficient early childhood system and promotes equity and quality in early childhood education.”

31. What is the community’s role? Children live in communities and community organizations and programs work directly with children and families. This makes communities uniquely poised to play key roles in achieving outcomes for children and families.

32. What are practices that make a difference? Consensus is the most effective way to operate in a local coalition for long term benefits. Evidence based programs have shown the best results for young children Active and shared leadership is needed to help local councils move joint work along and find win-win solutions Local coalitions and councils learn from each other when there is a formal mechanism in place for sharing to take place

33. Important Lessons Learned Begin with the end in mind Set expectations and accountability measures at the beginning Build on what is working and keep moving Create a balance of local autonomy and statewide alignment A state support system for local councils must be in place to achieve the best results

34. Leadership for Effective Implementation: Concrete Actions from Leaders Presenters: W. Oscar Fleming March 2019

35. Through this presentation, I aim to: Review the definition and purpose of Implementation Science Identify how leadership can facilitate of hinder effective implementation Explore leadership action shown to advance implementation in complex systems

36. Implementation Defined Implementation: A specified set of activities designed to put into practice an activity or program of known dimensions. “Making it Happen” As opposed to… Diffusion:the passive spread of new interventions, “Letting it Happen” or… Dissemination: the targeted distribution of information and materials to a specific audience, “Helping it Happen

37. Active Implementation Formula EffectiveInnovations EffectiveImplementation Enabling Contexts Positive Outcomes for Families and Children

38. Systemic Implementation Community Innovations Early Childhood Policy Innovations Enabling Contexts Early Childhood Agencies EffectiveImplementation Early Childhood Professionals Innovations Innovations Children & Families Innovations

39. Leadership • Transformational leaders who promote clear roles, effective teamwork, and a culture of learning • Leaders who serve as providers of ‘new knowledge’ • Integration of new programs and processes into “business as usual” by senior leaders Facilitators Barriers and Facilitators • Middle managers who feel unsupported by senior leaders • Leadership lacking in authority • Leadership unsupportive of change • Leadership that neglects to hold staff accountable for the change Barriers

40. Leadership What does this mean for leaders and implementation practitioners? Barriers and Facilitators • Articulate clear roles and responsibilities (e.g., revise job descriptions) • Develop a business process that identifies when and how change initiative (EBP) will align with current ways of work • Develop specific strategy for supporting middle managers

41. Key concepts: Organizational climate Transformational leadership Leadership within the inner and outer contexts Embedding mechanisms Systems and Organizational Leadership Aligning Leadership Across Systems and Organizations to Develop a Strategic Climate for Evidence-Based Practice Implementation. Aligning Leadership Across Systems and Organizations to Develop a Strategic Climate for Evidence-Based Practice Implementation, Gregory A. Aarons; Mark G. Ehrhart; Lauren R. Farahnak; and Marisa Sklar; Annu. Rev. Public Health 2014. 35:255–74. http://www.annualreviews.org/doi/abs/10.1146/annurev-publhealth-032013-182447

42. Strategic Organizational Climate A function of the enacted values and priorities of management, and The contrast between the espoused and enacted values and priorities of management that illuminates the assumptions at the deepest level of organizational culture. Zohar DM, Hofmann DA. 2012. Organizational culture and climate. In The Oxford Handbook of Organizational Psychology, ed. SWJ Kozlowski, 1:643–66. New York: Oxford Univ. Press

43. Core Concepts Inner & Outer Context Transformational Leadership Outer – Systems, Communities Inner – Organization, Teams

44. Primary Embedding Mechanisms

45. What leaders pay attention to, measure, control Sustaining focus on early childhood strategies: Inner: Tracking progress through executive team meetings Outer: Initiate ongoing dialogue with communities about priority efforts/programs

46. How leaders react to critical incidents & crises Maintain focus on early childhood priorities Outer: Engage with system peers/leaders in problem solving in the face of new challenges Inner: Protect and/or shift funding for prioritized strategies

47. Align funding with priorities Inner: Ensure resource available to build staff capacity Outer: Develop aligned contracts that support new practices/approaches How leaders allocate resources

48. Engage other leaders to support the priority Outer: Share data to sustain a focus on priorities within collective action coalitions Inner: Support agency management to develop their leadership capacity Deliberate role modeling, teaching, and coaching

49. Lift up and celebrate success Inner: Use performance data to recognize ESM implementation team progress Outer: Work with community stakeholders to define and acknowledge success How leaders allocate rewards and status

50. Aligning staffing with Title V priorities Inner: Integrate implementation functions into job descriptions recruitment and performance goals Outer: Hire/Appoint respected, known program leaders to guide priority efforts How leaders recruit, select, promote, & excommunicate