CRADLE TO CAREER: LEAGUE OF WOMEN VOTERS

EDUCATION STUDIES KICK-OFF 2013

SATURDAY, NOVEMBER 2 , 2013

Early Learning In Oregon

Today

Evidence for EarlyEvidence-Education GapOregon’s Early LearnersOregon’s Developing System

Children are Born Learning

Critical aspects of brain architecture are shaped before and soon after birth

Many fundamental aspects of brain architecture are established well before a child enters school.

Early Matters

Genetics + Environment + Experience = brain architecture

Early is Important

Early environments and experiences have an exceptionally strong influence on brain architecture.

Difficult for new/different experiences to alter.

Experiences during sensitive periods of development play an exceptionally important role in shaping the capacities of the brain.

Early is Important

Evidence –Education

“Learning” begins at (before) birth.Learning potential is reached with

High quality, stimulating experiences in early years Building on this strong foundation with age

appropriate experiences during school age yearsAcceptance of poor quality care in the early

years.Education reforms will have greatest impact

if they include early years.

Evidence-Education

1. Developmental assessments can identify those children/families most in need of enhanced experiences.

2. Provide support before problem behavior or development begins or ASAP thereafter.

3. Evidence-based programs (esp. for families with limited income and education) can enhance early learning experiences for young children.

4. Early and effective intervention for the most vulnerable children will generate the greatest financial payback.

Oregon’s Early Learners

In Oregon

45,000 children born each year315,000 ages 0-640% at risk (n=~120,000)$380+ million per year focused on prevention$1.7 billion per biennia on young

children/familiesServing 25-33% of at-risk children

Of every 10 kids in Oregon… Medicaid pays for

5 of every 10 births

4 are not ready for Kindergarten

Rates of Childhood PovertyData Source: Children First for Oregon

2008 2009 2010 20110

0.05

0.1

0.15

0.2

0.25

Children in Foster Care: RankingData provided by: National Kids Count

California 1Texas 2New York 3Florida 4Illinois 5Michigan 6Pennsylvania 7Ohio 8Arizona 9Indiana 10Missouri 11Washington 12Oregon 13

3rd Grade Reading ProficiencyData Source: Oregon Department of Education

2007 2009 2010 2011 201260%

65%

70%

75%

80%

85%

Commission on Children

and Families

RN

Early Childhood Matters Advisory Committe

e (E.O.)

DHS OHA

JCPAC

JJAC

Early Childhood

Group

36 County Commissions

HS/HFOPK/Head Start

programs

Employment Dept.

Childcare Division

StandardsMonitoring

QualityCCDBG

Commission for Child

Care(advise, report)

Health Matter

sLearning

MattersFamily Matter

s

CCR&R

Dept. of Ed

OPKEI/

ECSE

Board of Educatio

n

State Interagency Council EI/ECSE

Oregon’s Historical Early Learning System

Oregon’s Early Learning System

Charting A New Course

Our Challenge

Oregon’s Developing Early Learning System

40% of adult Oregonians will have earned a bachelor’s degree or higher (now 30%)

40% of adult Oregonians will have earned an associate’s degree or postsecondary credential (now 18%)

20% of all adult Oregonians have earned at least a high school diploma, an extended or modified diploma, or the equivalent of a diploma (now 42%)

40%

40%

20%

Oregon Education Goals

Oregon’s Developing Early Learning System

Goals:Kindergarten ReadinessReading at grade-level in 3rd GradeStable and Attached FamiliesCoordinated, Integrated System

Legislation

HB 909 [2011] Created the Early Learning Council, charged with developing an outcome plan.

HB 4165 [2012] Directed improvements to early learning services and delegated ELC oversight of the Early Learning System.

HB 2013 [2013] Further direction for implementing.

HB 3234 [2013] Creates Early Learning Division within Oregon Department of Education.

22

Oregon Education

Investment Board

Early Learning CouncilYouth

Development

Council

DHSERDC

New Early Learning Structure

OREGON DEPT. OF EDUCATION Early Learning Division

OHA

Key Areas of focus

Connection to health careCommunity lead system coordination (Hubs) Ensuring high quality child careConnection to K-3

Connection to Healthcare

Bridging Early Learning-Healthcare Gap

Shared goal: Kindergarten readinessShared metrics to track progressJoint staffing to support transformationShared learning collaboratives Statewide screening and early identification

Child &

Families1.

Universal Screening:

Find the Children

2. Work with families to identify what they need 3. Link them

to who will best address their needs

4. Account for Outcomes

27

Ensuring High-Quality Childcare

Early Learning and Development Programs – includes licensed center and family child care, Head Start, Oregon Pre-K, paid care in nonrelative’s home, and group activities

Informal Care – Care in a child’s home by a relative or nonrelative, care in a relative’s home, and unpaid care in nonrelative’s home

Only with Parents – includes children whose parents reported “no child are or educational program, paid or unpaid, for this child”

Ensuring High-Quality Childcare

Quality Rating and Improvement System (QRIS)1. Ensure children have opportunities/access to high

quality early learning environments. 2. Assist programs and informal care providers provide

high-quality care and education.3. Assist parents and caregivers find high-quality care.

QRIS: Access to Quality

Licensed

Commitment to Quality

Supports

Ince

ntiv

es

Connection to K-3

Kindergarten Readiness Assessment• Pilot in 2012, 16 elementary schools and 1228

students• Statewide Rollout Fall 2013• Looks at the whole child: literacy, early math, and self-

regulation

Connection to K-3

Early Literacy Initiative• Online and Print Materials & Curriculum  • Access to School and Public Libraries• Engagement, Instruction & Professional Development

Opportunities

• Kindergarten Partnership & Innovation Fund• Grants to communities for innovative approaches• Promote community-school partnerships that result in

measurable increase in readiness for kindergarten.

33

Connection to Health Care

Early Screening

High Quality Environments(QRIS)

Kindergarten Assessment (2013)

Full Day Kindergarten (2015-2016)

Reading at grade level in 3rd grade

Early Learning in Oregon

“A ship is safe in harbor, but that's not what ships are for.” William G.T. Shedd

35

Pam CurtisDirector, Center for Evidence-based Policy

Chair, Early Learning Councilcurtispa@ohsu.edu