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1 Quarterly Meeting September 29, 2011

2 8:30 AM – 9:00 AM - Welcome 9:00 AM – 12:30 PM - School Readiness Discussion 12:30 PM – 1:30 PM - Lunch (status report during lunch) 1:30 PM – 3:00 PM - Data Project Discussion 3:00 PM – 3:45 PM - Workforce Items 3:45 PM – 4:00 PM - Goodbyes and next steps 2 Agenda

3 Imagine it is the year 2015, you are in a building downtown, the elevator opens, and into the elevator steps the Govenor. He recognizes you and says, I hear that TELC really moved the needle forward on improving school readiness. Looking back on that experience, what was your greatest ah-hah moment on the Council? You have only 30 seconds to answer his question before the elevator door opens and he leaves. How did you answer him? Getting Started

4 Defining School Readiness

5 Agenda TopicBeginEnd Getting started8:308:45 Chair's perspective 8:458:55 Deliverables & process 8:559:00 Selection criteria 9:009:20 White Paper overview 9:209:40 Break 9:409:55 Definitions to consider 9:5510:15 Group Instructions 10:1510:20 Group work 10:2011:00 Group report outs 11:0011:20 Selection & review 11:2011:40 Next steps 11:4011:55 Closing 11:5512:00 Morning Agenda

6 Process

7 Councils purpose for a school readiness definition White Paper as the resource document Criteria for selection of a Council definition Best-fit definition Deliverables

8 1.Purposeful- meets the needs of the grant projects 2.Current- aligned with current thinking in the field of early childhood 3.Understandable- users can easily understand it 4.Measureable- can be realistically measured in a timely & affordable manner 5.Good enough- Though not perfect, it aligns with the overall values & direction of the organization that I represent 6.Other… Selection Criteria

9 Defining School Readiness National Trends in School Readiness Definitions

10 Background Information Trends in Definitions –Type of definition –Kindergarten entry –Individualization of learning –Ready children, families, schools, and communities –Child development domains –School readiness indicators –Adoption and implementation 10 Agenda

11 First national definition of school readiness –National Education Goals Panel (1991) Currently, 21 state definitions –At least 3 in development Updates are rare Kindergarten readiness vs. school readiness 11 Background

12 Vision statements Maryland (2000), Texas (2003), Kentucky (2010) Skill sets for children Georgia, West Virginia (2008), Louisiana (2011) Family, school, and community supports North Carolina (2007) and Colorado (2008) Fusion models Wisconsin (2003) and Virginia (2008) 12 Trends

13 Kindergarten Entry Kindergarten eligibility Wisconsin (2003), New Mexico (in development) Individualization of Learning NAEYC Maryland (2000), West Virginia (2008) 13 Trends

14 Ready Children, Families, Schools, and Communities North Carolina (2007) and Virginia (2008) National Education Goals Panel (1991) School readiness is childrens readiness for school, schools readiness for children, and family and community supports and services that contribute to childrens readiness for school success. National School Readiness Indicators Initiative (2005) –Ready Child Equation: Ready Families + Ready Communities + Ready Schools = Children Ready for School 14 Trends

15 Child Development Domains 15 Trends NEGP Physical and motor development Social and emotional development Approaches to learning Language development Cognitive development Head Start Physical development and health Social and emotional development Approaches to learning Language development Literacy knowledge and skills Mathematics knowledge and skills Science knowledge and skills Creative arts expression Logic and reasoning Social studies knowledge and skills English language development, for ELL students

16 School Readiness Indicators Childrens skills Family, school, and community supports 16 Trends

17 State departments of education Legislative mandates State Advisory Councils Kentucky Tennessee Oklahoma New Mexico 17 Adoption and Implementation

18 24 states with definitions Type of definition –Vision statements –Indicator-driven definitions –Support systems –Fusion models Trends in definitions 18 Key points

19 Definitions to Consider

20 Texas West Virginia Virginia Maryland Louisiana Alternative Definitions to Consider

21 Vision statements Maryland (2000), Texas (2003), Kentucky (2010) Skill sets for children Georgia, West Virginia (2008), Louisiana (2011) Family, school, and community supports North Carolina (2007) and Colorado (2008) Fusion models Wisconsin (2003) and Virginia (2008) 21 Trends

22 Texas Definition of School Readiness (2003) Children being ready to succeed by being able to function completely in a school environment in the areas of early literacy, early math, and social skills as objectively measured by Children's Learning Institute approved assessments. Texas School Ready! Vision statement With other ECE initiatives 22

23 West Virginia Definition of Kindergarten Readiness (2008) West Virginia defines kindergarten readiness as a stage of transition that encompasses the childs various learning experiences and general knowledge, physical well-being, social and emotional development, and familiarity and ease with expressing themselves and understanding language. Children develop holistically and at an individual rate. As a result, children enter school with varied levels of skill and learning experiences. These variances are further impacted by the resources children have access to prior to entering school including home, family and community supports. Since each childs degree of readiness differs and is highly individualized, kindergarten readiness also entails the capacity of schools to be prepared to serve all children effectively regardless of a childs individual developmental level in each of the five developmental domains of school readiness. The five developmental domains of school readiness are: Health and physical development, Social and emotional development, Language development and communication, Cognition and general knowledge, and A childs individual approaches to learning. Kindergarten readiness Developmental domains Support systems 23

24 Virginia Definition of School Readiness (2008) School readiness describes the capabilities of children, their families, schools, and communities that will best promote student success in kindergarten and beyond. Each component – children, families, schools and communities – plays an essential role in the development of school readiness. No one component can stand on its own. Ready Children. A ready child is prepared socially, personally, physically, and intellectually within the developmental domains addressed in Virginias six Foundation Blocks for Early Learning: literacy, mathematics, science, history and social science, physical and motor development, and personal and social development. Children develop holistically; growth and development in one area depends upon development in other areas. Ready Families. A ready family has adults who understand they are the most important people in the childs life and take responsibility for the childs school readiness through direct, frequent, and positive involvement and interest in the child. Adults recognize their role as the childs first and most important teacher, providing steady and supportive relationships, ensuring safe and consistent environments, promoting good health, and fostering curiosity, excitement about learning, determination, and self-control. Ready Schools. A ready school accepts all children and provides a seamless transition to a high-quality learning environment by engaging the whole community. A ready school welcomes all children with opportunities to enhance and build confidence in their skills, knowledge, and abilities. Children in ready schools are led by skilled teachers, who recognize, reinforce, and extend childrens strengths and who are sensitive to cultural values and individual differences. Ready Communities. A ready community plays a crucial part in supporting families in their role as primary stewards of childrens readiness. Ready communities, including businesses, faith based organizations, early childhood service providers, community groups and local governments, work together to support children's school and long term success by providing families affordable access to information, services, high quality child care, and early learning opportunities. Fusion model Developmental domains Support systems Indicators 24

25 Maryland Definition of School Readiness (2000) School readiness is the state of early development that enables an individual child to engage in and benefit from first grade learning experiences. Oldest state definition Vision statement With other ECE initiatives 25

26 Louisiana Definition of Kindergarten Readiness (2011) At the beginning of kindergarten, it is expected that children will demonstrate: Cognitive abilities, which include knowledge and skills in: o early literacy, such as phonological awareness, print concepts, alphabetic understanding vocabulary, listening comprehension, and emergent writing o basic numeracy concepts, such as rote counting and number awareness, sorting, classifying, comparing, patterning, and spatial relationships Basic science concepts, such as making observations, exploring the world using their senses, and using appropriate scientific vocabulary related to topics Basic social studies concepts, such as self-awareness and their relationship to family and community, and an awareness of money and time Response to and participation in music, movement, visual and dramatic arts experiences and activities Abilities, either assisted or unassisted, that show an awareness of health, hygiene, and environmental hazards, in addition to gross and fine motor skills Social and emotional competencies, including self-regulation, self-identity, self-reliance, respect for others, and interpersonal skills Approaches to learning, such as reasoning and problem-solving, engagement, persistence, and eagerness to learn Kindergarten readiness Developmental domains Indicators 26

27 Definition Selection Criteria Breakout Groups

28 Selection Criteria StrengthsWeaknesses Purposeful Current Understandable Measureable Good Enough

29 Definition Marry- fits our criteria and we would like it to be explored in next steps Date- close fit but we have some issues. Could be considered later if necessary Dump- without question this is not our definition Existing Texas Definition West Virginia Virginia Maryland Louisiana

30 Summarize todays work as launching point Research/Revise as needed Send draft to Council in mid November 4, 2011 Council return comments by November 14, 2011 Present to the Council December 2 for approval Next Steps

31 Council Status Updates

32 The third deliverable, the TOTS strategic plan, is posted on our webpage The Council will deliberate on moving to Phase II at the 9/29/2011 JRP (Joint Requirements Plan) sessions conclude this week – the Consultant will submit the first draft of the JRP report to staff on 10/3/2011 JAD Sessions begin 10/10/2011 Next Steps: –Council must pick a direction for Phase II Data

33 A draft scope of work for a QRIS consultant has been submitted to the Subcommittee chair – the consultant will research QRIS components and produce a draft procedural design. The Consultant will also organize and run stakeholder feedback sessions Next Steps: –Send draft scope of work to entire subcommittee for feedback –Write RFP and hire consultant –Begin planning for stakeholder sessions on QRIS 33 QRIS

34 Needs Assessment project is up and running. As you may know, the Ray Marshall Center at UT and Former State demographer, Steve Murdock are conducting this research for the Early Learning Council. Staff conducted second progress meeting with Ray Marshall center: Next Steps: –Both the Ray Marshall Center and Rice are having difficulty finding qualified people to hire for this project –Data request from TEA will be time consuming, due to the ERC process; this may delay the project further 34 Needs Assessment

35 4 communities/orgs have been selected: United Way of North Texas, United Way El Paso, United Way Rio Grande Valley, United Way San Antonio Staff conducted a kick off webinar with the communities on 9/14/2011 Funds have been disbursed to the communities Sites have already begun implementing their plans Next Steps: –Staff will conduct a planning call with the grantees on 10/12/2011 –UCLA and United Way Worldwide will conduct a TA sessions for the grantees in San Antonio on 11/1/2011 – 11/3/2011 35 Texas Community Campaign for School Readiness

36 This project has pulled in 25 stakeholders from across the state to create new IT ELGs for Texas; The IT ELGs will be aligned with PK ELGs and K The stakeholder group created around the IT ELG met once in Austin and has prioritized 3 key areas for work on this project: –Development of the IT ELGs. –Communications and outreach. –Professional Development efforts. Work groups have finalized their work plans, which are very exciting The stakeholder groups conducted a very productive meeting on August 26, 2011 in Austin, TX Next Steps: –Staff will begin working on a scope of work for an IT ELG Technical writer, which will be vetted with the subcommittee and the stakeholder group. An RFP will be issued in September –The stakeholder group has a webinar on 10/21/2011 –Staff is working on three mock-ups for a IT ELG logo Infant and Toddlers Early Learning Guidelines

37 Staff has finished breaking down all accreditation standards, and is moving on to state standards and HS standards We will seek full Council input on usability and definitions in the future Staff is investigating a the needs for creating a crosswalk tool that is modular 37 Crosswalk tool

38 New scope of work is still being finalized with staff Databases and other back end elements have been built Web developer is currently working on the HTML code for the registry Next Steps: –Finalize scope of work –Connect HTML and Database –Testing 38 Early Childhood Workforce Registry

39 Staff has produced a third draft of the career ladder; to be discussed with the Council at the 9/29/2011 meeting Next Steps: –Upon approval by the subcommittee it will be sent to the Council, then the public 39 Career Ladder

40 The study will include 90 providers -- computer based training modules, and mentorships for 30 of the participants Staff at CLI has officially consented 90+ participants for the study Staff at CLI has officially consented all the families for the study Staff has begun work with Texas PBS on training modules Next Steps: –Select name for the project –Finish online training modules –Study is set to begin in October 40 Family Child Care Project

41 TOTS Decisions

42 Head Start re-authorization act priority: develop recommendations regarding the establishment of a unified data collection system for public early childhood education and development programs and services throughout the State Council commits to building data system in the Grant Grant is approved by ACF RFP for phase I is approved and posted Deloitte is selected Project is started with Kick-Off webinar Agency meetings conducted (only 50% successful) Visioning session conducted – Council defines business questions Data summit conducted – significant buy-in recorded according to feedback Strategic Plan finished: (see next slide) Joint Requirement Planning (JRP) Sessions 42 TOTS History

43 Inconsistent data –Data is collected and stored in a variety of formats following different naming conventions and standards leading to additional challenges for data matching and transformations. Duplicate and redundant data –Similar or same data is often collected and maintained in multiple systems creating challenges to identify and maintain a single version of truth record. Inaccurate or missing data –Inconsistent application of business rules when data is collected and stored resulted in inaccurate and incomplete data in some systems. The accuracy and completeness of data has improved over time as systems evolved and matured. No statewide standards for data sharing –There are currently no standardized data sharing agreements, statewide data standards or guidelines for sharing information between agencies. 43 Strategic case for TOTS

44 Data Governance –Crucial to next step –Generates policies and procedures for how TOTS data is shared, secured, compliant with regulatory rules –Provides organizational framework for managing TOTS –Makes rules for inter agency collaboration Technology –Data Models Data Warehouse Federated Data Architecture Master Data Management Hub –Hosting Only answerable after Joint Requirement Planning –Unique ID For students, programs, teachers Critical to ensuring single version of truth Currently different names creates obstacles for matching 44 Strategic Plan findings

45 Integrated Data Warehouse –Original vision of TOTS –Combines data together from agency sources –Most complex to implement but answers most of TOTS business questions Federated Data Architecture –TOTS becomes virtual database –Data resides in agencies, TOTS brings it together on user demand –Limited ability to answer TOTS business questions Master Data Management Hub –Creates unique matching IDs for agency data –Hybrid of data warehouse and federated models –Must still use data warehouse technology to provide reports/queries 45 TOTS Technology Models

46 Joint Requirements Planning (JRP) –Concluding Sept 26 Joint Application Design (JAD) –Beginning Oct 10 46 Steps Currently in Process

47 Based on the strategic plan and the other inputs, we want to walk you through 3 next step scenarios for TOTS 47 Next Step Scenarios

48 The Reinvest Scenario discontinues contract after Joint Application Design (JAD) sessions. Council makes recommendations and reinvests money. Next Steps: –Deliberate and decide on new options for investment of TELC funds –Seek approval for new plan of investment from ACF –Utilize the strategic plan to formulate recommendations for the state on data systems Reinvest Scenario

49 Reinvest Scenario Risks and Opportunities RisksOpportunities Fail to meet the original goal for data systems outlined in the grant Dont invest in a system no one uses – avoid hazards of implementation State continues to lack data sharing in early childhood system Concerns about data security are ameliorated Fail to capitalize on opportunity to inform the future TEA state longitudinal data system with rich ECE data from all sectors Parents and public continue to lack robust data tools to make early childhood decisions ACF denies new priorities and data funds are returned to the Feds Abundance of funds to potentially re- invest in other existing programs or new priorities for the Council

50 The Governance Scenario discontinues contract after JAD sessions and directs resources towards forming a data governance body for Texas early childhood systems. This body would most likely be comprised of Agency decision makers and would be responsible for creating rules and norms for data sharing and data utilization. Next Steps: –Deliberate and decide on the Councils role in support such a body (funding and otherwise) –Outline the Councils intentions and goals related to data governance and seek approval from various agencies and participants –Deliberate and decide on new options for investments of TELC funds –Seek approval for new plan of investment from ACF –Form data governance body –Utilize data governance bodys work, as well as strategic plan to formulate recommendations for the state on data systems –Deliberate and decide on proceeding to a build phase of TOTS, provided the data governance body finds consensus and there is grant time remaining Governance Scenario

51 RisksOpportunities Potentially fail to meet the original goal for data systems outlined in the grant Provide resources and impetus for building a data governance structure and ongoing effort in Texas State potentially continues to lack data sharing in early childhood system Concerns about data security are ameliorated, and any future data system has precise agency driven rules for security and sharing data Potentially fail to capitalize on opportunity to inform the future TEA state longitudinal data system with rich ECE data from all sectors Though time is an issue, the data governance body could potentially position TOTS to integrate better with SLDS Parents and public potentially continue to lack robust data tools to make early childhood decisions Data governance body can take a large step forward in making TOTS a reality in a way that is mindful of agency and public concerns related to data sharing ACF denies new priorities and data funds are returned to the Feds Abundance of funds to potentially re-invest in other existing programs or new priorities for the Council Difficult for TELC staff or members to manage data governance deliverables and efforts Data governance body may perform better than Council efforts Data governance body requires and spends funds, but produces no useful outcomes Data governance body exceeds expectations related to outcomes Governance Scenario Risks and Opportunities

52 The bulldog scenario continues contract after JAD sessions, creating business logic models and pseudo code for the actual build of TOTS. The RFP process for the build phase of TOTS is initiated immediately. Next Steps: –Contractor continues work until January of 2012, producing pseudo code and other specs for the build of TOTS –Council staff immediately begins working on RFP for phase II contractor –Council deliberates and decides on hosting parameters for TOTS: if UTHealth is an option, staff begins investigating UTHealth receptivity to hosting –Council staff immediately begins working with agency representatives to hash out potential MOUs for data sharing May need a consultant to assist with this task –Council staff selects vendor to build TOTS Bulldog Scenario

53 RisksOpportunities Final TOTS system is not useful or is unaligned with state interests and needs Meet the original goal for data systems outlined in the grant; Parents and public possess robust data tools to make early childhood decisions Concerns about data security are not ameliorated – MOU process breaks down. Movement on TOTS encourages agencies to make efforts to find agreement on MOUs Hosting concerns are not ameliorated – hosting options are scare or unsatisfactory; long term stability of TOTS is not feasible Hosting agency provides a significant resource to the state and various stakeholders. TOTS is self sustaining due to its significance TOTS consumes a significant amount of resources with little positive return on investment TOTS is the crowning achievement of the Council Qualified vendors for the build phase are scarce or non existent – TOTS build I impaired due to limited options for contractors Phase II produces solutions unforeseen by Phase I and exceeds expectations Bulldog Scenario Risks and Opportunities

54 Purpose: to determine the feasibility of progressing to implementing the business requirements as outlined in the deliverables from Phase I. Phase II is defined as the implementation phase in which UTHealth will produce one or two Requests for Proposals (RFP). The first RFP will request a work-for-hire contract to create the data processing and reporting application for TOTS. The second optional RFP will request proposals for hosting the application. However, implementation comes with key decisions that must be made before the Council proceeds. Or, alternatively, based on the findings from the strategic plan and the results of the decision rubric, the Council may wish to abridge or redefine exactly what Phase II is. The first step in moving to Phase II or an alternate Phase II is for the Council to read and review the Strategic Plan. The next step is for each member to score the following rubric; the results of the rubric will be used as data to begin the discussion and make the decision on how to proceed with the next phase of the project. 54 TOTS Strategic Plan Phase II Decision Criterion

55 Rubric contains 5 domains Score each question within the domains on a 1-5 scale –5s are best ratings –1s are lowest ratings Turn in to staff for scoring and reporting results back to council 55 Decision Criteria Rubric

56 Workforce and Professional Development

57 www.earlylearningtexas.org57 Goals for the Workforce and PD System Develop ECE Professional Development and Workforce Registry Systems New Core Competencies for All ECE Professionals Career Ladder for All ECE Professionals Compensation Study for All ECE Professionals

58 You were given a copy of the career ladder document We need your feedback before we roll it out to the community for feedback Purpose: –a tool to evaluate and chart the progress of professionals registered with the Texas Early Childhood Professional Development System, the Career Ladder will serve a key role –A tool for administrators to set program goals through –A tool for educators to inform their professional development 58 Career Ladder

59 www.earlylearningtexas.org59 Career Ladder

60 Are in development We should have draft items for you on 12/2/2011, if not before 60 Core Competencies

61 www.earlylearningtexas.org61 Relationship of the Core Competencies and Career Ladder to the Professional Development System

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