Lane Early Learning Alliance

3171 Gateway Loop

Springfield, OR 97477

tel 541.741.6000

fax 541.726.4150

earlylearningalliance.org

Lane Early Learning Alliance

Governance Consortium September 9, 2016

3:30-5:30pm Lane ESD (1200 OR-99, Eugene, OR 97402)

NOTES

Present Noreen Dunnells, United Way of Lane County Debi Farr, Trillium Health Plan Leslie Finlay, Early Learning Stakeholder/ Relief Nursery Liz Jaqua, Parent Representative Judy Newman, Early Childhood CARES Chris Parra, Bethel School District Darcy Phillips, Cornerstone Community Housing John Radich, Department of Human Services George Russell, George Russell & Associates, LLC Annie Soto, Head Start of Lane County John Stapleton, PIVOT Architecture Larry Sullivan, Lane ESD Absent: Gustavo Balderas, Eugene 4J School District Marian Blankenship, Pacific Source Health Plans

Karen Gaffney, Lane County Government Tina Gutierez-Schmich, Bethel School District Todd Hamilton, Creswell School District Alicia Hays, Lane County John Lively, State Representative Kathy Moxley-South, Early Learning Stakeholders/ University of Oregon Sue Norton, Lane Community College Sue Rieke-Smith, Springfield School District Jennifer Wilks, Parent Representative Staff: Anetra Brown, United Way of Lane County Lindsey Hayward, United Way of Lane County Taylor Ludtke, United Way of Lane County Public: No members of the public present

I. Call to Order

The meeting was called to order at 3:35 PM

II. Welcome and Introductions

Lindsey Hayward welcomed the group and everyone introduced themselves. The group welcomed

our newest member, Leslie Finlay who is representing the Early Learning Stakeholders and Relief

Nursery.

III. Public Comment

No members of the public were present.

IV. Consent Agenda

August Meeting Minutes

Action requested: Motion to approve, accept or ratify items listed on consent agenda as submitted. Motion: John Radich motioned to approve the consent agenda. Support: Debi Farr seconded the motion to approve the consent agenda.

Lane Early Learning Alliance

3171 Gateway Loop

Springfield, OR 97477

tel 541.741.6000

fax 541.726.4150

earlylearningalliance.org

Ayes: Liz Jaqua, Larry Sullivan, Darcy Phillips, Annie Soto, Chris Parra, Noreen Dunnells, John Stapleton, and Leslie Finlay Nays: None Abstentions: None

V. Updates

Work Groups/Innovation Teams o Early Learning Stakeholders met on August 25

th and spent their time together celebrating

accomplishments, reviewing the group charter, and planning for next year’s meetings.

Social Innovation Fund (SIF) o A Learning Collaborative was held in August with school district representatives attending to

discuss the successes and challenges faced these last few months implementing KITS. Attendees reported that they thought this was a helpful gathering to learn from other districts. They provided feedback to Oregon Social Learning Center (who is providing coaching on the KITS program) on what adjustments should be made next year to make implementing the groups a smoother process.

o We will continue to schedule site visits until KITS graduations in October. This is a vital way of providing information on KITS to potential donors and increasing the understanding of what KITS is by combining a presentation from the co-developer of KITS with observation of both the kindergarten readiness and parent groups. If you have yet to view a KITS group, we will be sure to extend an invitation in September or October.

o The SIF annual convening was yesterday and today in Washington, D.C. and provides an opportunity to connect with other SIF Intermediaries. Our CFO, SIF Program Manager, the developer of the KITS Program, Bethel Education Foundation’s Executive Director, and one of our evaluators is in attendance representing our grant.

Systems of Care Wrap around Facilitator o There is an opportunity to apply for a matching grant to support a wraparound coordinator

position for the Early Learning Alliance. This person would work with families to connect them with community resources. The Early Learning Alliance is planning to partner with Direction Services since they already offer the wrap around coordination training. The Early Learning Alliance is required to provide a 50% match of approximately $12,500.

Connected Lane County (CLC) o There is great energy around all of the regional collaborative efforts. Steering Committee is

meeting next week and will start to flesh out some of the work of the bridge work groups. o Connected Lane County is also hosting a regional convening in partnership with the STEM Hub

and the Early Learning Alliance in December. This will be an opportunity to share with the business community about the regional partnerships happening in our community and how all of the collaborative efforts can better engage them. More details to come.

NOVA and University of Oregon/Head Start Two Generation Grant o Head Start has been partnering with the University of Oregon Brain Development Lab for the past

12 years on a research project focused on two generational programming and its impact on long term child outcomes. One major finding from the research was that children performed better when their parents were more involved in their learning. The research also showed that children’s positive classroom behaviors and learning skills were more likely to improve if parents were reinforcing the behaviors and learning at home.

Lane Early Learning Alliance

3171 Gateway Loop

Springfield, OR 97477

tel 541.741.6000

fax 541.726.4150

earlylearningalliance.org

o Head Start is being featured next Wednesday night, September 14

th on NOVA School of the

Future at 9:00pm on PBS. You can also attend a screening of it at the Whittaker Head Start on September 16

th at 3pm.

o The UO Brain Development Lab will present their research at the Early Learning Stakeholders meeting on September 22 at 3:30 pm at DHS.

VI. Preschool Promise Judy Newman gave the group a brief update about Preschool Promise and shared a press release from the Early Learning Division (see attached). At this point all 175 of the slots have been filled and children will continue to shuffle around until school starts on September 19

th. To fill the slots the

enrollment committee read through each application and used a scoring process in areas where there were more applicants than capacity. The enrollment scoring priorities were based on: race/ethnicity, English language learners, four year olds with no previous preschool experience, children with a disability, foster care, and homelessness.

Contracts—drafts are complete and we’re waiting on the approval of the Early Learning Division

Start Up—all of the furniture is ordered at this point and any additional startup costs can be invoiced for through United Way

Staffing—all of the lead teachers are hired at this point and most of the teaching assistants. There is still a need for bilingual staff

What Providers Need Before Signing the Contract: o Program calendars that add up to 900 hours o Secured insurance o Waiver applications and quality improvement plans completed o Licensing granted to new sites o Mandatory trainings for staff such as mandatory reporting, CPR/First Aide, etc.

VII. Parent Engagement Plan

Taylor Ludtke presented on the ELA’s parent engagement plans, following up to the discussion that the group had at a previous meeting (see attached). She noted that most of our direct engagement with parents is through the partner agencies who actually run the funded programs and not necessary on the hub level. There is significant amount of indirect parent engagement through surveys, social media, and printed materials. The most significant gap is that there is little interaction between the early learning hub and parents directly. In response to this gap, Taylor will be working with our Preschool Promise Coordinator, Ann Salminen, to develop and Preschool Promise parent advisory group. The goal would be to develop a group of parent leaders out of this cohort to help the hub be better informed as it develops programming moving forward. The group also mentioned that there needs to be alternative ways for parents to give input to the program outside of the classroom. An example could be if a parent had a concern but didn’t feel comfortable speaking with the teacher, there needs to be a process from the hub level to collect that information and follow up with the parent.

VIII. Impact of the Election The group spent some time discussing the impact of the upcoming presidential election. Lane ESD has been working with the school districts to create a communication strategy around positive messaging of inclusion and tolerance for families that are experiencing discrimination or feel marginalized (see attached). Each of the different sectors shared about how they have engaged families in dialogue that supports equity and inclusion of all families. Some examples of that was

Lane Early Learning Alliance

3171 Gateway Loop

Springfield, OR 97477

tel 541.741.6000

fax 541.726.4150

earlylearningalliance.org

referring parents back to school policies, getting families registered to vote, and offering extra supports and resources to families. The group acknowledged that regardless of what’s happening politically, the focus should always be on having respectful dialogue. Discrimination, harassment, and bullying are still things that the districts are required to hold student accountable to. Safety is the priority, not necessary political viewpoints. The group suggested that the Early Learning Alliance follow the example of Lane ESD and adopt some of the language that is already being developed. They will be sharing a draft version of this language at the next Curriculum Leader’s meeting in a few weeks.

IX. Governance Meeting Feedback The group conducted a dot voting process for future meeting topics. The number of votes for each topic is included below and will be utilized to create a meeting calendar for the year.

8- Trauma Informed Care

4- Research on how to reach families furthest from opportunity

4- Social/Emotional Supports for families

4- Managing Kids with Complex Behaviors

4- P-20

3- Professional Development for Early Learning Workforce

3- Common Understanding of Equity

2- ACES

1- Community Health Improvement Plan

1- Promise Neighborhoods

1- Impact of the Election (continued)

1- Discipline (suspension/expulsions) and Attendance in Preschool and K-3

0- Implications of Affordable Care Act

0- Other Regional Efforts (e.g. STEM Hub, 90 by 30)

X. Adjourn The meeting adjourned at 5:20 PM

Early Learning Division | 775 Summer St NE, Suite 300, Salem, OR 97301

Phone: 503-947-2516 | Fax: 503-947-1955

OREGON DEPARTMENT OF EDUCATION

Kate Brown, Governor

NEWS RELEASE

March 16, 2016

Media Contact: Karol Collymore, (503) 930-1434

Early Learning Council Announces Public Preschool Awardees

Early Learning Hubs Will Implement Preschool Promise in September

(Salem, Ore) – The Early Learning Council, overseeing body for the Early Learning Division, announced

which Early Learning Hubs would receive funding awards to implement Preschool Promise. Preschool

Promise is Oregon’s mixed delivery preschool pilot that will support children and families living at 200%

of the poverty level.

In 2015, Oregon Legislature enacted House Bill 3380, the creation of a new, publicly-funded, high quality

preschool system. The model leverages high-quality, local and culturally-relevant early child care and

education programs. By incorporating a “mixed delivery” approach, the preschool model, now referred

to as Preschool Promise, will provide opportunities for families to access and choose the preschool

program which best meets their needs. The Early Learning Division was tasked with developing the

model, the implementation process, and working with community partners to create access for children

to preschool.

“None of this would have been possible without four years of building an early learning system focused

on kids and families,” said Pam Curtis, chair of the Early Learning Council. “We are moving to the next

frontier of quality preschool for children that are furthest from opportunity.”

After a thorough community engagement process and work with the Early Learning Council, the

preschool model, rules, and implementation process were solidified. The Early Learning Hubs applied in

early 2016 to implement Preschool Promise and recommendations were presented to the Early Learning

Council for their vote at the March meeting. The five regional hubs selected are as follows:

Marion Polk Early Learning Hub

Lane Early Learning Alliance

Southern Oregon Early Learning Services

South Central Oregon Hub

Northwest Regional Hubs

o NW Regional

o Early Learning Multnomah

o Early Learning Washington County

OREGON DEPARTMENT OF EDUCATION

Kate Brown, Governor

o Clackamas

Preschool Promise will reach approximately 1,300 children in Oregon.

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LANE EARLY LEARNING ALLIANCEU

NITED

WAY O

F LAN

E COU

NTY

GOVERNANCE CONSORTIUM

ADVISORY GROUP

Data & Evaluation

ADVISORY GROUP

Early Learning Stakeholders

ADVISORY GROUP

Equity

ADVISORY GROUP

Pediatrician

ADVISORY GROUP

Parent

INITIATIVES

KITSSocial Innovation Fund

INITIATIVES

Preschool Promise

INITIATIVES

LaneKidsParenting Education Hub

INITIATIVES

Triple PPositive Parenting Program

INNOVATION TEAM

Home Visiting Innovation Team

INNOVATION TEAM

P3 Innovation Team

Early Literacy

Cornerstone Housing

Grant

INNOVATION TEAM

Business Leader Partnership

INNOVATION TEAM

Family Resource Navigation

• Parenting Skills Ladder – given to parents towards the end of the online program• Video calls – optional for parents to give feedback about the program• Phone Support – parent educators provide additional support for online program• Universal Communications Campaign – Radio ads, bus ads, posters, flyers, social media, magazine ads

• 12-session workshop for parents that focuses on 3 Ways to increase early literacy skills at home. 3 Establishing school routines to help with transition to kindergarten. 3 How to become involved with their children’s s chooling. 3 How to encourage positive behaviors at home and school. • PSU KITS evaluation parent surveys

• 10-12 week parenting series• Social Media 3 Facebook: 1,580 followers – 1 post per day 3 Twitter: 461 followers – 1 post per week 3 Instagram: 160 followers – 1 post per week• Parent Survey – once per 3 years (last survey 2016)• Parenting Skills Ladder Survey – given to parents at the end of each parenting series• Community events – approx. 5 per year• Website 3 Activity Calendar 3 Blogs in English and Spanish 3 Community Resources 3 Triple P Online

• Vroom – materials given to each parent• Parent Advisory Council• Coordinated Approach to Child Health CATCH Program

• Raising A Reader Program – weekly parent/ child groups and book bag rotation• Raising A Reader Pre/Post Evaluation• LaneKids parenting series• Family Fun nights• STEM activities• Recruitment for KITS• Kindergarten Readiness activities• FRC Intake Forms• Parenting Skills Ladder

Family Resource Centers

• Family navigation services• Family Resource Nights

• Summer Reading Spots• Raising A Reader with 60 child care providers

• Kindergarten Readiness Booklets – 2,000• Kindergarten Survey – 749

• Direct services provided to parents at ELA partner agencies

• Parent representative

• Family navigation services provided to parents through ELA partner agencies

• Direct services provided to parents at ELA partner agencies

• Preschool Promise Pilot

DRAFT Fostering Civil Discourse in our Schools During and After the Presidential

Election Campaign Season

RESEARCH

In a recent article published by the Southern Poverty Law Center, Maureen B. Costello examines the results of an online survey conducted by Teaching Tolerance, which suggests that the campaign is (1) having a profoundly negative effect on children and classrooms, (2) producing an alarming level of fear and anxiety among children of color and (3) inflaming racial and ethnic tensions in the classroom (Southern Poverty Law Center, The impact of the presidential campaign on our nation’s schools).

Further examination of the survey reveals that while some students are worried about being deported, others have been emboldened by the often divisive rhetoric in the campaign. Similarly, teachers reported an increase in bullying, harassment and intimidation of students whose races, religions or nationalities have been the verbal targets of candidates on the campaign trail. Ms. Costello reports that educators who participated in the survey are perplexed and conflicted about what to do. They reported being stymied by the need to remain nonpartisan and disturbed by the anxiety in their classrooms and the lessons that children may be absorbing from this campaign.

PRACTICE AND IMPLICATIONS

As political opinion grows even more polarized and extreme rhetoric becomes commonplace during this election, we must make a concerted effort in our schools to identify effective avenues in which all our staff and students, regardless of ideology or political affiliation, can respectfully engage in social and political dialogue.

As educational leaders-living in a democratic society, we share the moral imperative and the responsibility to model for our students how to conduct ourselves during the presidential elections and beyond. Along with our pursuit for educational equity, we wish to promote in all our schools a fair and open environment for the exchange of ideas through “civil discourse,” which requires something more than politeness, but rather high levels of standards of conduct towards others.

The following are strategies we can all use throughout the year (not only during the presidential election) to ensure every student is welcome and supported in our schools.

1. Teachers and administrators provide students access to a variety of perspectives on topics-not just election topics. Historically marginalized and underserved students must see and experience positive and diverse representations of their identity. Majority students must see positive and diverse representations of historically marginalized and underserved students.

2. Teachers model and engage their students in civil discourse, which demands that as democratic participants we act respectfully towards each other.

3. Teachers create classrooms where students engage in healthy political discourse and where name-calling, threats and bullying language and behaviors are not acceptable.

4. Teachers avoid the pitfalls of binary arguments, “us vs. them.” Throughout the year (and not only during the elections), teachers teach and model how students can share different ideas and opinions, learn communication strategies, and research ideas and opinions, those which they agree or disagree.

5. Teachers teach and support the school policies on harassment and bullying language-not to punish, but to teach.

6. Teachers create opportunities for students to explore school and community issues and problems, not just current election topics.

7. Teachers engage students across the year in opportunities to develop citizenship skills such as identifying and analyzing public problems, deliberate with other people about how to define and address issues, take constructive and collaborative action, reflect on their actions, and follow the news and current events.

8. Teachers review the importance of democratic principles such as equality, freedom, liberty, and respect for individual rights for all people. This includes exploring who has access to these democratic principles and how these ideas impact the lives of people in underserved populations.

9. Teachers guide students in civic engagement to support and encourage attentiveness to multiple perspectives.

10. Teachers implement inquiry-based learning and acknowledge that students need the intellectual skill to recognize societal problems, ask critical questions, develop robust investigations, consider possible solutions and consequences, separate evidence-based claims from parochial opinions, communicate and act upon what they learn.

For more resources in “Civil Discourse”:

www.tolerance.org/publication/civil-discourse-classroom