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AUGUST 14, 2012 JUDY NEWMAN CO-DIRECTOR OF EARLY CHILDHOOD CARES STRATEGIC ADVISORY FOR UWLC SUCCESS BY 6 [email protected] 541-346-2639 "Riding the Waves of Change; What we know and what we don't know."

 "Riding the Waves of Change; What we know and what we don't know."

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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 [email protected] 541-346-2639. Exciting time for early childhood!. - PowerPoint PPT Presentation

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Page 1:  "Riding the Waves of Change; What we know and what we don't know."

AUGUST 14, 2012JUDY NEWMAN

CO-DIRECTOR OF EARLY CHILDHOOD CARES

STRATEGIC ADVISORY FOR UWLC SUCCESS BY 6

[email protected]

 "Riding the Waves of Change; What we know and

what we don't know."

Page 2:  "Riding the Waves of Change; What we know and what we don't know."

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.

Page 3:  "Riding the Waves of Change; What we know and what we don't know."

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

Page 4:  "Riding the Waves of Change; What we know and what we don't know."

Beliefs and Attitudes

Parenting is a private issue Health and safety of children is everybody’s responsibility

I was parented so I know how to parent

Parenting skills are learned – every parent can use classes

Not much is going on with an infant until they walk and talk

A infant’s brain is developing at an incredible rate

If I ask for help my children may be taken away

It is okay to ‘ask for’ and ‘receive’ help

Childcare need only provide basic needs and safety

Children need environments and activities that support healthy brain development

Old New

Page 5:  "Riding the Waves of Change; What we know and what we don't know."

Over the years laws relating to public education have included early

childhood opportunities to some

degree…

Page 6:  "Riding the Waves of Change; What we know and what we don't know."

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).

Over the Years

Page 7:  "Riding the Waves of Change; What we know and what we don't know."

• 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.

• 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.

Page 8:  "Riding the Waves of Change; What we know and what we don't know."

Yet public funding is not keeping up with our knowledge….

Page 9:  "Riding the Waves of Change; What we know and what we don't know."

What is happening in Oregon in Early Childhood?

Page 10:  "Riding the Waves of Change; What we know and what we don't know."

The Oregon legislature passed Senate Bills 909 and 242 in 2011 and House Bill

4165 and Senate Bill 1581 in 2012.

This legislation creates a

seamless cradle to college education system for

children from birth to 21 years

in Oregon

Page 11:  "Riding the Waves of Change; What we know and what we don't know."

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.

Page 12:  "Riding the Waves of Change; What we know and what we don't know."

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.

Page 13:  "Riding the Waves of Change; What we know and what we don't know."

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.

Page 14:  "Riding the Waves of Change; What we know and what we don't know."

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.

Page 15:  "Riding the Waves of Change; What we know and what we don't know."

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.

Page 16:  "Riding the Waves of Change; What we know and what we don't know."

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.

Page 17:  "Riding the Waves of Change; What we know and what we don't know."

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.

Page 18:  "Riding the Waves of Change; What we know and what we don't know."

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.

Page 19:  "Riding the Waves of Change; What we know and what we don't know."

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

Page 20:  "Riding the Waves of Change; What we know and what we don't know."

What is happening now?

Data system and outcomes groupKindergarten readiness assessment group-

complete Recommendations, pilot elementary schools have been

selected for Fall 2012 and Fall 2013 entire stateEL and SICC process to make recommendations-

sub groups from each, just getting ready to begin.

Family support manager capacity- in processGlobal budget –in process due September 30,

2012

Page 21:  "Riding the Waves of Change; What we know and what we don't know."

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

Page 22:  "Riding the Waves of Change; What we know and what we don't know."

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.

Jada Rupley from the state of Washington.

The Race to the Top Grant may provide resources and supports mainly in the TQRIS implementation.

Page 23:  "Riding the Waves of Change; What we know and what we don't know."

Opportunities

Page 24:  "Riding the Waves of Change; What we know and what we don't know."

Challenges

Page 25:  "Riding the Waves of Change; What we know and what we don't know."

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18Average Age of Child

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Brain Growth & Public Spending

Percentage of Total Brain Growth Cumulative Percent of Public Spending on Children 0-18

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0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18Average Age of Child

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Percentage of Total Brain Growth Cumulative Percent of Public Spending on Children 0-18

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