1. Massachusetts State Advisory Council (SAC) on Early Childhood Education and Care Review of Grant, Work Plan Updates, and Year One Budget Considerations March 7, 2011 1

2. Background The Improving Head Start for School Readiness Act of 2007 requires the Governor of each “State” to designate or establish a council to serve as the State Advisory Council on Early Childhood Education and Care for children from birth to school entry. To be eligible to receive a grant, a state had to prepare and submit an application for a three-year period that addresses select criteria. The State Advisory Council is responsible for leading the development or enhancement of a high-quality, comprehensive system of early childhood development and care that ensures statewide coordination and collaboration among the range of programs and services in the State including: child care, Head Start, IDEA preschool and infants and families programs, pre-kindergarten programs and services. 2

3. Background, continued. Original application was submitted in May, 2010. We were notified in late August that we had been awarded $1,137,560 for the three year project period. In mid-August we were invited to submit a supplemental application. (Not every state had applied or applied for the full amount of funds in the original application process.) We were notified in late September that we had been awarded an additional $164,277 for the three year project period. The revised three year total is $1,301,837. 3

4. State Advisory Council (SAC) Functions: A. Needs assessment B. Early education and care collaboration C. Early education and care enrollment & outreach D. Unified data collection E. Quality improvement in early education and care F. Professional development G. Early education-higher education workforce preparation partnerships H. Early learning standards 4

5. Six Focus Areas for ARRA SAC Grant 1. Early Childhood Information System development and use 2. Needs Assessment 3. B-8 Community Planning and PreK-3 Partnerships 4. Early Education/Higher Education Workforce Preparation Partnership 5. Policy and Best Practices for Children & Families with Limited English Proficiency and/or Developmental Delays or Multiagency Involvement 6. ARRA Council Implementation Support and Accountability 5

6. SAC Goal 1 – Early Childhood Information System development and use: Data development, analysis, and use, including continued development of an interagency Early Childhood Information System and the assignment of child, workforce, and program identifiers coupled with the analytic capacity to examine and report on data collected on young children’s needs and programs. Includes a continued partnership with UMass Lowell and the Open Indicators Project. SAC GOAL 1 Related Updates: 1. Early Childhood Information System (ECIS) 2. Open Indicators Consortium 6

7. EARLY CHILDHOOD INFORMATION SYSTEM (ECIS) Define, catalog and establish data sharing standards and formats that integrate existing data and define new data sets for children birth to 8 that will include: Data analysis of extant EEC data Technical staff at PCG is working with EEC IT staff to examine EEC’s extant data and data model, for data quality issues, missing and redundant data elements, and opportunities for expansion. Strategic planning for data exchanges with other agencies and organizations via working group Strategic Planning Institute, Presented by EEC in collaboration with The Harvard Graduate School of Education November 18 & 19 at Harvard University 7

8. Open Indicators: The Fundamental Mission and Civic Engagement Goals Enable data visualization of any available data anywhere by anyone for any purpose to provide data visibility and increase access to increase data understanding and knowledge to support exploration and comparisons to enable planning and accountability to support communication and collaboration to enable innovation and creativity to facilitate data dissemination and distribution to solve complex problems needing multiple people and organizations Fill the vacuum of highly consumable, quality data for the use of stakeholder communication Data Rich, Insight Poor provide visual and analytic information for public debate and community problem solving promote collaboration on program and budget planning support greater governmental, foundation, organizational transparency and accountability 8

9. Open Indicators Outcomes to Date: EEC becomes a member of the Open Indicators Consortium at UMass Lowell Support provided for presentation of ECIS at Harvard University in November. Training of EEC staff on geo-coding and use of WEAVE Technology Support for development of Access presentation to the Board, April 2011 Next Steps: Additional development of EEC staff capacity, Support for all EEC/ECIS data delivery 9

10. SAC Goal 2 – Needs Assessment Consulting Design and implementation of the required needs assessment with a special emphasis on multi-risk families with infants and toddlers Needs assessment will be conducted and analyzed throughout the tenure of the SAC ARRA grant. SAC Goal 2 Related Updates: Wellesley hired to design two multi stage Needs Assessment models 10

11. For the Needs Assessment, Wellesley will: Design two study models for identifying the needs of young children birth to age eight and assessing the “quality and availability of early childhood education and development programs and services for children from birth to school entry.” Review other states’ needs assessments that address children birth to age eight including the unique needs of multi- risk infants and toddlers Meet and consult EEC, in order to identify the key research questions to answer (indicators to measure) through the needs assessment. Focus on the needs of young children birth to age eight, and assess the quality and availability of early childhood education and development programs and services for children from birth to school entry. Project the cost for implementing each component of each study model in a needs assessment Provide a timeline for each component of each study model in a needs assessment Identify additional tools to understand the needs of vulnerable children and families (or outline the process for identifying such tools) 11

12. SAC Goal 3 – B-8 Community Planning and PreK-3 Partnerships Co-Investment Funding Partnership Contracts with the Philanthropic Sector Support for community birth through age 8 (B-8) strategic plans, anchored in local data on: Child/family needs, and The quality/effectiveness of Pre-K through Grade 3 aligned systems linking local schools, local providers, and families through grants to communities. Development of tools and assessments which are aligned based on child development including standards, to be used locally between the early education and public schools SAC Goal 3 Related Updates: 1. ESE/ EEC Pre K – 3 Partnership 2. Head Start and the Public Schools 12

13. Head Start and Public School Partnerships A state-wide series of meetings between public preschool and Head Start representatives with a focus on full implementation of the required activities of the federally required Head Start – LEA Memorandum of Understanding: Educational activities, curricular objectives, and instruction Public information dissemination and access to programs for families contacting the Head Start program or any of the preschool programs Definition of service areas Staff training, including opportunities for joint staff training on topics such as academic content standards, instructional methods, curricula, and social and emotional development Program technical assistance Provision of services to meet the needs of working parents, as applicable Communication and parent outreach for smooth transitions to kindergarten Provision and use of facilities, transportation, and other program elements 13

14. ESE/EEC Pre K-3 Partnerships 14 EEC and ESE are hosting a Birth to 8 Leadership Institute Early Educator Fellowship series. EEC is offering equal numbers of Fellowships to elementary school principals and community based early education providers. Three leadership meetings with national experts and state leaders will be held on March 26, 2011; April 30, 2011; and June 4, 2011. Through these meetings, Fellows will focus on three areas of timely importance to the Commonwealth: child growth and development; literacy, and dual language learners. More than topical meetings, Fellows will become part of a statewide learning community with access to national experts and state leaders. Educators are eligible for the Fellowship if they are: An elementary school principal; A director of a program such as Head Start, center-based and out-of- school time care programs, and family child care systems; or An early care and education professional in specialty areas such as mental health or early intervention (for limited spots as observers).

15. ESE/EEC Pre K-3 Partnerships 15 Leadership Institute for professionals serving children ages birth to eight in PreK-3 rd grade public school and community-based settings Total applications: 160 108 accepted and enrolled 49 rejected 3 accepted but declined District Demographics of applicants: 52 (33%) Commissioner’s District 15 (9%) Level Four school 4 (2%) in close proximity to a Level Four School 89 (56%) no answer Geographic Diversity of applicants: 36 (23%) Metro Boston 36 (23%) South Shore 14 (9%) Western MA 34 (21%) Central MA 40 (25%) Northeast Sector diversity of applicants: 35 (22%) from Public School systems 62 (39%) from Community-Based programs 19 (12%) from Private Preschools 5 (4%) from Head Start 6 (3%) from Family Child Care 33 (21%) Unknown Data as of 3.1.11

16. ESE/EEC Pre K-3 Partnerships 16 Leadership Institute (continued) Total Accepted Fellows: 108 District Demographics of accepted fellows: 44 (41%) Commissioner’s District applicants 14 (13%) Level Four school applicants 3 (3%)in close proximity to a Level Four School 47 (44%) Unknown Geographic diversity of accepted fellows: 32 (30%) Metro Boston 30 (28%) South Shore 8 (7%) Western MA 14 (13%) Central MA 24 (22%) Northeast Sector diversity of accepted fellows: 28 (26%) from Public School systems 51 (47%) from Community-Based programs 10 (9%) from Private Preschools 5 (5%) from Head Start 5 (5%) Family Child Care 9 (8%) Unknown

17. SAC Goal 4 - Early Education/Higher Education Workforce Preparation Partnership Complete development of an early education and care workforce preparation data infrastructure partnership with the Department of Higher Education and with public/private higher education institutions in the Commonwealth of Massachusetts. SAC Goal 4-Related Updates: IHE Mapping Phase I and II 17

18. IHE Mapping Project: Phase I In April 2010 EEC in collaboration with the MA Head Start Collaboration Office contracted with Oldham Innovative Research, Inc to: Create a single repository of information for higher ed. programs that lead to certificates and degrees in ECE or elementary education; Map current network of 2 and 4 year public and private IHEs in MA; Create program profiles 18

19. Phase I: Key Findings from 28 IHEs Degree programs include: 14 associate’s, 9 bachelor’s, and 11 master’s; 15 offer a concentration in ECE and 14 have ECE related certificates; 89% offer evening coursework for non- traditional students; 11% offer courses taught in languages other than English; and 57% of two-year and 50% of four-year align courses with EEC Core Competencies Further coordination and collaboration around the Mass Transfer Compact is needed. 19

20. IHE Mapping Project: Phase II Once again EEC contracted with Oldham Innovative Research, Inc. to: Review and compare required coursework at participating colleges; Identify core set of courses in ECE; Identify inclusion of EEC Core Competencies; Create final report, fact sheets, database of coursework, and recommendations for next steps. Intent to ease transfer between degree programs and among IHEs for educators. Create a clear pathway for degree attainment from certificate, to associate’s, to bachelor’s degree in ECE with minimum loss of credit from one level to the next. Next Steps: Presentation of Findings and next steps by Erin Oldham LaChance of Oldham Innovative Research, Inc. to the EEC Board on March 8, 2011. 20

21. SAC Goal 5 - Policy and Best Practices for Children & Families with Limited English Proficiency and/or Developmental Delays or Multiagency Involvement Development of policy and best practices and recommended models for early education and care serving limited English proficient children and families and/or children with developmental delays or multiple system involvement. Through three in-depth meetings EEC will support Principals and community-based providers in spending time learning together in three areas of timely importance to the Commonwealth: Child growth and development Literacy Dual language learners SAC Goal 5-Related Updates: 1. DLL Study, Development of Policies and Guidelines and Survey 2. Community Strategic Planning 21

22. DLL Survey Results Total Survey Respondents: 347 Demographics: 22 More than 10 years in ECE:61% Hold a college Degree (AA – MA): Some College: CDA : 70% 22% 10% Program Type: Family Child Care: 22% Group/Center based: 38% After School/Out-of-School Time: 12% Public School Preschool: 4% FCC System: 5% Head Start/ Early Head Start 9% Professional Role: Teacher(Assistant – Lead): 30% Director: 30% Family Child Care Educator:21% FCC System Employee: 2% Primary language not English: 20% EEC Regions Represented:All

23. DLL Survey Results: 23

24. DLL Survey Results (continued) “The document effectively described the need for the implementation of research-based policies and guidelines that foster best practices for DLLs in the early education and care programs in the Commonwealth.” 72% Agree, 12% Disagree “Integration of these five types of research based practices will yield positive outcomes for DLLs.” 77% Agree, 10% Disagree “The Policies and Guidelines are comprehensive and support best practices in early education and care programs.” 74% Agree, 10% Disagree “The key questions that guided the creation of the draft document were a reasonable foundation for the development of these draft Policies and Guidelines.” 78% Agree, 7% Disagree 24

25. DLL Survey Results (continued) 25

26. Community Strategic Planning: Plans to improve educational outcomes for children shifting focus from “child readiness” to working to develop policies and practices that focus on the “readiness” of schools and their leadership to receive children and maximize their opportunities for success. 26

27. Three Areas of Focus: 1. Co-Investment Funding Partnerships Contract with the Philanthropic Sector, $50,000 2. Community Strategic Planning: Birth – 8 community initiative on child growth and development, literacy assessment and dual language learners, $20,000 3. Grants of $3-5K to participating communities for training and tool development, $25,000 27

28. Funding Requirements: Work must be done within a birth – 8 framework Must in relationship with local communities Support/build upon CFCE work related to transition Measurable outcomes Must support or involve 3 “Policy Levers” for Literacy: Teacher Quality Family Engagement Environment/ Community based cultural institutions that support literacy development 28

29. Delivery Options for Discussion and Consideration: Testing in local communities One grant with several parts Separate grants 3 Categories of funding for which level four communities can apply 29

30. Goal 6 - ARRA Council Implementation Support and Accountability Staffing support within EEC to advance the Council’s agenda and to help integrate SAC- funded priorities with the comprehensive early childhood system of early childhood services being supported by the Department’s work. Goal 6 Related Update: 1. EEC staffing has been identified in relationship to each of the SAC Goals. 30

31. Year One (Oct ‘10 – Sept ‘11) Budget Considerations: 31 To discuss today, = $95,000

32. A Joint EEC-ESE Initiative focused on P-3: Proficiency on Grade 3 Statewide Literacy and Mathematics Assessments February 2011

33. 33 Agency Mission Statements provide the foundation that supports all children in their development as lifelong learners and contributing members of the community, and supports families in their essential work as parents and caregivers. strengthen the Commonwealth’s public education system so that every student is prepared to succeed in postsecondary education, compete in the global economy, and understand the rights and responsibilities of American citizens, and in so doing, to close all proficiency gaps. Department of Early Education and Care Department of Elementary and Secondary Education

34. 34 Our unified vision is... …Proficiency on Grade 3 Statewide Literacy and Mathematics Assessments

35. 35 What We Know from Experience and Research Children enter school with vastly different skills. Research shows that gaps in learning exist by 18 months of age. High quality preschool supports children to develop age appropriate skills and be ready to succeed in kindergarten. Children’s overall healthy development is critical to learning. Social and emotional competencies as well as physical health are tied to academic success. The support and involvement of families in their child’s education and development is necessary for successful learning.

36. 36 Policies to Consider and Discuss Universal Preschool Mandated, Universal Full-Day Kindergarten (Offering and Attendance) Class Size and/or Ratio Regulations in K-3 Shift in access eligibility from family income to child need

37. 37 Key Principles in the P-3 Alignment 1.Horizontal alignment 2.Vertical alignment 3.Temporal alignment

38. 38 Principle 1: Horizontal Alignment Horizontal alignment Vertical alignment Temporal alignment Horizontal alignment is created by using consistent learning approaches within an age range or grade. Full-day kindergarten

39. 39 Principle 2: Vertical Alignment Horizontal alignment Vertical alignment Temporal alignment Vertical alignment is created by using consistent learning approaches across ages or grades. 1 st grade K Pre-K 2 nd grade 3 rd grade

40. 40 Principle 3: Temporal Alignment Horizontal alignment Vertical alignment Temporal alignment Temporal alignment is created by using consistent learning approaches across a child’s day.

41. Cross Agency Collaboration on P-3 Standards, Curriculum, and Instruction AssessmentInclusion Family and Community Engagement Leadership and Professional Development Transitions Infrastructure to Provide Access to High Quality Services Linkages between Early Education & Care and K-12 Regulations, Governance, and Finance What does P-3 look like in Massachusetts? A coordinated and collaborative state approach 41

42. 42 Standards, Curriculum, and Instruction (Examples of current and future activities to support P-3 initiative) Standards: Roll-out the 2011 Massachusetts Curriculum Framework for English Language Arts and Literacy and the Massachusetts Curriculum Framework for Mathematics Curriculum: Align the Guidelines for Preschool Learning Experiences and Kindergarten Learning Experiences with the new frameworks Integrate content areas and create interdisciplinary curriculum Develop a birth to literacy curriculum for educators Instruction: Ensure developmentally appropriate practice in P-3 classrooms Provide knowledge of child development to teachers, administrators and assistants Differentiate instruction Implement tiered systems of support Enrich learning experiences for children P-3 Focus on the whole child Use play effectively to promote learning

43. Child-Based and Classroom-Based Assessments (Examples of current and future activities to support P-3 initiative) Develop and use data systems to address P-3 issues Implement comprehensive assessment approaches by using formative assessment, progress monitoring, and summative student data Replicate the Chicago Study focused on Literacy/Mathematics and social-emotional competencies Use Classroom Assessment Scoring System instrument in Head Start programs, as an option in QRIS and in some Quality Full-Day Kindergarten grant classrooms. Implement Quality Rating and Improvement System requirements for evidence-based formative assessments in early education and care programs (infant, toddler, and preschool) and after-school and out-of-school time programs

44. 44 Inclusion (Examples of current and future activities to support P-3 initiative) Administer the Early Literacy Grant Administer the Early Childhood Special Education Grants Create opportunities for collaborative team planning between general and special education Coordinate across program types to support children with disabilities

45. 45 Family and Community Engagement (Examples of current and future activities to support P-3 initiative) Administer the Coordinated Family and Community Engagement Grants (EEC) Create opportunities for staff from EEC and ESE to jointly develop a family and community engagement framework Support the work of the Wraparound Services model and School Turnaround work, including engagement of families Conduct home visits and other non-traditional strategies (e.g., parent groups, resource rooms) Build partnerships among families, schools, and community-based organizations Access behavioral health services and other supports (e.g., mental health)

46. 46 Leadership & Professional Development (Examples of current and future activities to support P-3 initiative) Co-sponsor an Institute on Literacy and Mathematics, weaving the social-emotional and family engagement frameworks into the content Support the CAYL Institute and Principal Leadership forums Create a survey course for Literacy P-3 in collaboration with University of Massachusetts Boston Link the STEM work with the professional development priorities around literacy and mathematics in early education Support principals to develop early education and early elementary expertise Create common planning time for school staff across and between grade levels Support collaborative efforts between early education and care providers and the public schools (e.g., joint professional development)

47. 47 Transitions (Examples of current and future activities to support P-3 initiative) Support student transitions within and across grades Create and use common transition forms between public and community-based preschool programs to share data with kindergarten teachers Provide opportunities for preschool children to visit kindergarten classrooms and kindergarten teachers to visit children in their preschool program Develop a common understanding about student expectations and share that understanding among birth to five providers and K-3 staff

48. 48 Infrastructure to Provide Access to High Quality Services (Examples of current and future activities to support P-3 initiative) Administer the PK-3 Curriculum, Instruction, and Assessment Alignment Project Support the Memorandum of Understanding (MOU) between EEC and Springfield PS to develop a P-3 infrastructure Administer the Universal Preschool Grant Administer the Quality Full-Day Kindergarten Grant Create small class sizes and appropriate adult : student ratios Alignment of schools and after-school and out-of- school time programs related to curriculum, instructional strategies, and professional development

49. 49 Potential Partners to Build P-3 Executive Office of Education Department of Higher Education and Institutions of Higher Education EEC (Policy, Professional Development, Early Childhood Information System) ESE (Title 1, Targeted Assistance, Special Education, Learning Support Services, Curriculum and Instruction, English Language Acquisition, Adult and Community Education) and the regional DSACs CAYL Institute Readiness Centers Davis Foundation United Way Resource and Referral Agencies Massachusetts Afterschool Partnership Strategies for Children Head Start Non-profit Community-based Organizations Independent Family Child Care Providers Massachusetts Elementary Principals Association Massachusetts Association of School Superintendents Massachusetts Association of School Committees