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"Riding the Waves of Change; What we know and what we don't know." . August 14, 2012 Judy newman Co-Director of Early Childhood CARES Strategic Advisory for UWLC Success by 6 jrtn@uoregon.edu 541-346-2639. Exciting time for early childhood!.
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"Riding the Waves of Change; What we know and what we don't know." August 14, 2012 Judy newman Co-Director of Early Childhood CARES Strategic Advisory for UWLC Success by 6 jrtn@uoregon.edu 541-346-2639
Exciting time for early childhood! Over the past 20 years public awareness about the critical importance of the early childhood years of life has grown dramatically.
How has this happened? Technologies used in brain research From Neurons to Neighborhoods Economists report that investments in the early childhood years result in impressive returns. Mainstream media- news, magazines, talk shows
Over the years laws relating to public education have included early childhood opportunities to some degree…
Over the Years 1965 - ESEA- Title I – Funds can be used for preschool activities and parent education. 1964- Head Start – publicly funded preschool for very low income children 1995 Early Head Start - – publicly funded services for very low income infants and toddlers 1986 – IDEA added the mandate to provide services for preschool age children with disabilities (ECSE) and fiscal incentives to provide services to infants and toddlers with disabilities (EI).
2000 (approximately)– Child Welfare (CAPTA) included a requirement to refer all birth to 3 year old children with a substantiated case of abuse or neglect to EI. Children entering foster care were mandated to have a mental health assessment. • 2004 in Part C of IDEA the same mandate was added. • Many cities, counties and states offer publically funded preschools for children from families with a low income and/or other risk factors and a few offer universal preschool.
This legislation creates a seamless cradle to college education system for children from birth to 21 years in Oregon The Oregon legislature passed Senate Bills 909 and 242 in 2011 and House Bill 4165 and Senate Bill 1581 in 2012.
The aim, the framework, the focus The aim of the cradle to college system is to achieve the goal of 40/40/20 for Oregon children. The framework for the system is based on the work of the the Early Childhood and Education Transition Teams and the Early Learning Design Team The focus of today is on the Early Learning part of this system.
Assumptions of the Early Learning System: Starting early is the most efficient and effective way to improve Oregon’s graduation rates. Focus efforts on children who are “at risk” such as children living in poverty, children of color, children with parents who have a mental illness or developmental disability because these children have the lowest graduation rates.
Assumptions of the Early Learning System: Early childhood programs are currently not organized into a system and they are not coordinated and can be duplicative. There are 19 programs administered through 9 state agencies. It is estimated that about 80,000 children birth to kindergarten age need services and we currently serve less than half of them.
Key Components of the Early Learning System: Ensure the early identification of children and families who are at risk based on identified critical indicators. Identify early learning goals and collect and evaluate data to ensure that they are being achieved. Establish kindergarten readiness assessments and early learning benchmarks.
Key Components of the Early Learning System: Serve a geographic area that represents one or more elementary school catchment areas. Establish family support managers who coordinate support services and act as an intermediary between the service providers and the families. Develop contracts with early childhood service providers that require measured progress towards established goals.
How do we Make this happen? The original idea was to consolidate all of these programs, including funding and administration in one place, under the direction of the OEIB and the EL Council. This was modified as federal and state statutory requirements and restrictions related to the administration and use of funds were realized.
The current proposed process is an incremental approach. Timelines are slowed down to allow time to examine and consider the best actions and alternatives for each program.
Common Features • All reports are submitted to the Oregon Education Investment Board (OEIB) and the interim committees of the Legislative Assembly on education and human services. • And all processes shall be public and transparent and shall solicit and consider the input of stakeholders and interested persons.
What is happening now? Early Learning Council Work groups +Screening Tools – report done +Child Care and Early Education – (Work of Child Care Commission which was abolished June 30, 2012 ) +Community Based Coordinator of Early Learning Services (Hubs)- meeting, report due February 4, 2013 and Local CCFs abolished by January 1, 2014
What is happening now? • Data system and outcomes group • Kindergarten readiness assessment group-complete • Recommendations, pilot elementary schools have been selected for Fall 2012 and Fall 2013 entire state • EL and SICC process to make recommendations- sub groups from each, just getting ready to begin. • Family support manager capacity- in process • Global budget –in process due September 30, 2012
What is happening now? Adopt the Head Start Child Development Early Learning Framework (for 3-5 year olds) for the EL System and initiate revisions to the early childhood foundation standards for children birth through three years of age. (June 30, 2013) Implement tiered Quality System for Child Care in the Early Learning System by January 1, 2103. (The Child Care Division is responsible for this.) A data system group has been meeting- recommendations- TBA
What can you do? Get Involved at the local level in conversations and planning. Attend EL Council meetings to learn and educate. The Early Learning Systems Director in the Governor’s office has been hired and started work this month. JadaRupley from the state of Washington. The Race to the Top Grant may provide resources and supports mainly in the TQRIS implementation.
