Presentation on theme: "“Early Childhood: The Gateway to Student and School Success” Presentation by: Rhea Williams-Bishop August 29, 2012 Dropout Prevention & Special Education."— Presentation transcript:
“Early Childhood: The Gateway to Student and School Success” Presentation by: Rhea Williams-Bishop August 29, 2012 Dropout Prevention & Special Education Conference Jackson, MS Education + Innovation = Transformation
Presentation Overview Vision and Mission of MSCEI MSCEI’s Work in Early Education Early Childhood Development and Learning ECE 101 Using Title I to Finance Early Childhood Programs Q and A
MSCEI History Established in 2008 in the aftermath of Hurricane Katrina Tasked with assisting MDE in meeting its goals Focus specifically on the MS Delta Promise school districts (14 school districts/communities) Funded primarily by the W.K. Kellogg Foundation
Our Vision The Center for Education Innovation envisions a Mississippi in which all of its children become productive citizens of a global society in the 21 st century. Education + Innovation = Transformation
Our Mission The Center for Education Innovation supports and connects families, early learning environments, schools and communities to resources, technical assistance, and best practices that prepare vulnerable children to become productive members of a global society. Education + Innovation = Transformation
Center’s Focus Areas Leadership Development & School Improvement Teacher Quality & Student Achievement Child Development & Early Learning Community, Family & School Engagement Building Support for Public Education Education + Innovation = Transformation
Program Pathways Leading, Teaching, and Learning for Excellence Community, Family, and School Engagement Early Childhood Development and Learning
Overarching Goals 1) Support children’s academic readiness for Pre-K through 12 th grade 2) Promote a culture and climate that supports and demands excellence in education 3) Confront the underlying challenges that hinder academic excellence (i.e. health, poverty, equity, etc.) 4) Inform and impact education policy
Primary Sites of Focus Areas Child Development and Early Learning Jackson Metro Area and Sunflower County (Indianola School District, Drew School District, and Sunflower School District) Community, School, and Family Engagement Bolivar County (North Bolivar School District and West Bolivar School District) Leading, Teaching, and Learning for Excellence Greenwood and Holly Springs
National Affiliations/Models/Best Practice Programs CLASS NBCDI NROPI TEACH/WAGES High Scope Ready Schools Assessment Play Works HIPPY Reach Out and Read Positive Parenting Program Early Developmental Instrument Watch, Know, Learn Teach Up Everfi Voices for America’s Children Communities In Schools COSEBOC
Urgent Issue Areas Other issue areas that we are compelled to address due to the urgent nature of the direct impact on students and schools: Conservatorship process K – 12 Education Policy Early Education Policy Impact of Charter Schools and Consolidation P-16 Process Common Core training and preparation Dropout Prevention Opting in or out of higher level classes State Subject Area Testing Examining the growing district concerns re: Teach for America Lack of/Quality of Professional Development for current/existing teachers Need for more extensive school board training
Community Engagement Partners Center’s Focus Areas Leadership Teacher Quality Early Learning Community Engagement Building Support Education + Innovation = Transformation
Building Support for Education Goal: To build public will to support public education and early childhood education by implementing well designed programs and strengthening collaborative partnerships that can be replicated statewide. Highlights: Education Matters Infomercials and Public Awareness Campaign Supporting school districts in conservatorship Commissioned Godwin Group Early Education Survey Addressing education policy issues Education + Innovation = Transformation Center’s Focus Areas Leadership Teacher Quality Early Learning Community Engagement Building Support
Early Childhood Development and Learning Goal: To ensure that all entities involved in the education of young children are working together on their behalf, garnering, and leveraging resources for the maximum benefit to all children. Education + Innovation = Transformation Center’s Focus Areas Leadership Teacher Quality Early Learning Community Engagement Building Support
Early Childhood Development & Learning Highlights: Mississippi Learning Lab development of a strategic plan Growth of business community support for early education Building a state-wide movement for young children and their families Allies for Quality Care Program Building on the work of SPARK MS Major player in the field of early education Member of the State Early Childhood Advisory Council Mississippi Building Blocks advisory board member Mississippi Low Income Childcare Initiative board member Excel by 5 board member Center’s Focus Areas Leadership Teacher Quality Early Learning Community Engagement Building Support Education + Innovation = Transformation
Supporting Partnerships to Assure Ready Kids (SPARK MS) SPARK early education efforts are ongoing through Center support Continuing to target vulnerable children ages 0-8, their parents, community-based organizations, child- serving institutions, and business leaders Maintaining past gains acquired in the original five SPARK-MS school district catchment areas of Cleveland, Hollandale, Mound Bayou, North Bolivar and Pearl Expansion districts include: West Bolivar, West Tallahatchie, Humphreys County, and Clarksdale Center’s Focus Areas Leadership Teacher Quality Early Learning Community Engagement Building Support
MS Learning Lab Overview: The MS Learning Lab (MSLL) was created as a means of effectively addressing the early education needs of MS children from birth to age eight. The MSLL accomplishes this through the ongoing coordination and networking of key agency and individual stakeholders representing early education efforts statewide. A strategic plan has been designed to provide a viable context for outlining current and future efforts that should result in the development of a “formal” early education infrastructure for MS. Center’s Focus Areas Leadership Teacher Quality Early Learning Community Engagement Building Support Education + Innovation = Transformation
MS Learning Lab Partners State Partners Alcorn State University Barksdale Reading Institute Children’s Defense Fund—Southern Regional Office Delta Council Delta Health Alliance Parent Campaign Excel by Five Hardin Foundation Jackson State University Kids Count Mississippi Mississippi Building Blocks Mississippi Department of Education Mississippi Department of Human Services -Division of Early Childhood Care and Development Mississippi Head Start Association Mississippi Economic Council Mississippi Institutions of Higher Learning Mississippi State University – Social Science Research Center Early Childhood Institute Extension Service Stennis Institute of Government National Strategic Planning and Analysis Research Center (nSPARC) Parents for Public Schools State Early Childhood Advisory Council Supporting Partnerships to Assure Ready Kids—Mississippi University of Mississippi – William Winter Institute Mississippi Low Income Child Care Initiative Fidelis Policy Group Godwin Group Chevron National Partners W. K. Kellogg Foundation Birth to Five Alliance Ounce of Prevention Fund DCA, Inc. High Scope Foundation Dreyfus Foundation Augenblick, Palaich and Associates Insight Center for Community Economic Development Committee for Economic Development Fight Crime – Invest in Kids Mission Readiness UF Lastinger Center for Learning AIR - American Institutes for Research NACRRA - National Association of Child Care Resource & Referral Agencies Center’s Focus Areas Leadership Teacher Quality Early Learning Community Engagement Building Support Education + Innovation = Transformation
Statewide Early Education Campaign Godwin group survey of 1,000 voting Mississippians Key messages developed by the Learning Lab Information sent out to all candidates for governor and members of the legislature Planned activities through out the summer and fall building up to the legislative session Culminated with press event and Day at the Capitol in the February Center’s Focus Areas Leadership Teacher Quality Early Learning Community Engagement Building Support Education + Innovation = Transformation
Allies for Quality Care Quality initiative serving 15 childcare centers: 75 infant, toddler and pre-k classrooms with a total enrollment of 661* children located in Hinds and Rankin Counties. $2.2 million dollar initiative funded by the Mississippi Department of Human Services, Division of Early Childhood Care and Development Collaborative effort between the Center for Education Innovation, the Early Childhood Institute, the Mississippi State Extension Service and Mississippi Building Blocks Center’s Focus Areas Leadership Teacher Quality Early Learning Community Engagement Building Support Education + Innovation = Transformation
Allies for Quality Care (continued) Addresses the programmatic needs of child care centers through evaluation and intense technical assistance. Centers will be assisted with: (1) improve the learning environment in each classroom, as evidenced by improved ITERS/ECERS scores, (2) improve the nutritional quality of food provided to children, as evidenced by menus and shopping plans approved by a nutrition specialist, and (3) develop operating budget for the program, including the identification and implementation of available cost-saving measures. Center’s Focus Areas Leadership Teacher Quality Early Learning Community Engagement Building Support Education + Innovation = Transformation
Allies for Quality Care (continued) A total of 137 staff members and will be provided with a minimum of 6,030 total hours of technical assistance - technical assistance is being provided by 8 Classroom Technical Assistants, 3 Nutrition Advisors and 1 Business Advisor over a 12 month period of time. This year the program is expanding to serve more centers in the Jackson metro area. Center’s Focus Areas Leadership Teacher Quality Early Learning Community Engagement Building Support Education + Innovation = Transformation
“It is easier to build strong children than to repair broken men.” - Frederick Douglass
Passing the Education Buck The college professor says: “Oh my, he’s unprepared and can’t keep pace - on him my PhD is such a waste!” The high school teacher says: “They send him up so silly that it’s tragic and they expect me to work some magic!” The middle school teacher says: “Poor boy, he’s such a fool what did they do in that elementary school?” The elementary school teacher says: “These pre-schoolers are still green as green as can be, honey.” These parents really wasted their pre-school money.” The pre-school teacher says: “Gee, whiz no home training do I see, what kind of mother must she be!” The mother says: “My poor child, it’s such a shame; his father’s folks are surely to blame! “We cannot allow our children to fail in our schools, but we cannot allow our schools to fail our children” from comments made by Dr. Warner- former President of Grambling State University during JSU EPhD Cohort 1 Orientation 2004
Developing the Workforce of 2025 begins NOW The child’s brain is NOT a smaller version of an adult brain. Neurons are not yet fully insulated. Neurons are still moving into positions. Synapse development is exploding. Intelligence is a product of both heredity and the child’s interactions with the environment.
Neurons: the brain’s building blocks Born with 100 billion Waiting to connect Cell body, axon, dendrites and synapses
Making the Connection
This is REAL and PERMANENT
Emotional and Language Development Emotions are set by the limbic system and prefrontal lobes. Both lobes are developed and connected early in life (8-18 months) A brain of a two year old is more active than that of her pediatrician and of her teenage sister Language development occurs in stages-receptive language first, then verbalization
Mississippi’s Public Kindergarten-How Does it Fit? Mississippi has been applauded for offering a full day program in all school districts Mississippi has been criticized for not requiring all five year old children to attend if they are five years old before the cut-off date for school enrollment All of the kindergarten classes in public schools in Mississippi are taught by a certified teacher
Research Speaks to the Importance of Early Childhood Center-based care raised IQ of young children by 15 points (normal range) Control Group: 90 Center-based Program: 115
Research on High Quality Early Childhood Education Indicates.. It is one of the best economic investments that can be made It is a major strategy in reducing school drop-outs It takes time to pay off, but results can be measured after 3-5 years It helps children from economically depressed families more than children from high resource families
And What is Happening to Our Children NOW? A national study found that 60% of children living in rural America enter kindergarten in special education classes 34% % of MS White 4 th grade students and 70% of Black students in 2005 were measured BELOW basic achievement levels on the National Assessment of Educational Progress Reading Test
How We Compare Mississippi has a collaborative pre-kindergarten program. $3 million dollars has been appropriated by the MS legislature for R&R and QRIS. No formal “system of early education”. Arkansas is funded at over $100 million for their early childhood program Louisiana’s LA4 program is funded at $56.5 million Alabama about $12 million Georgia over $350 million Tennessee nearly $100 million Source: Pre [K] Now. (2006) Votes Count: Legislative Action on Pre-K Fiscal Year 2007.
Importance Candidates Share View Q 27. How important is it to you that a political candidate in Mississippi share your point of view about early learning opportunities for young children - is it very important, somewhat important, or not important?
Influence of Facts on Support Q23-2. In regard to this fact, please tell me how much this information influences you to support efforts to improve early learning opportunities for young children in Mississippi using a 1-to-5 scale where 1 means the information "has no influence at all" and 5 means the information "strongly influences" you to support efforts to improve early learning opportunities for young children in Mississippi.
ONE Best Reason to Support Q24. Which one of those facts about early learning for children do you feel is the best reason to support an early learning initiative in Mississippi? (If necessary, read list below.)
Why Look to Title I for Preschool Financing? Title I is a flexible source of funding Title I funds may be layered with federal, state, or local funds to provide high-quality preschool services for additional children or to extend the day. Funds may supplement or expand existing early education programs, including state-funded pre- kindergarten and Head Start, and may by used in conjunction with community-based child care programs. 41
Benefits of Using Title I for Preschool Serve children from birth through age at school entry Reach at-risk children in families with incomes above poverty Fund high-quality programs that meet Head Start educational standards Provide comprehensive services Serve children in community-based settings Fund teacher professional development 42
Title I Grants to States Title I funds are allocated to state education agencies (SEAs) who distribute funds to local educational agencies (LEAs) based on percentages of low-income children. Funds are then distributed to schools within Title I districts. Funding is based on the LEA’s percent of low-income children ages 5 to 17. LEA determines what measure of need to use from a composite of indicators Most districts use the percentage of students eligible for free or reduced price school lunches 43
Title I Funds Services at the District and School Level Schoolwide programs: Title I funds can be used schoolwide if at least 40% of children in a school are low-income. 90% of children served in Title I preschool attend schoolwide programs Targeted-assistance programs: Title I funds must be targeted toward disadvantaged children if less than 40% of children in a school are low-income. 9% of children served in Title I preschool attend targeted-assistance programs 44
How Can Title I be Used for Preschool? At the district level Eligibility based on residence within district, or part of district, and assessment of risk for meeting state academic standards as determined by multiple, educationally-related, objective criteria determined by state. Income is used to prioritize, not determine, eligibility. At the school level Schoolwide programs: Eligibility based on residence within the attendance area of the school. Targeted-assistance programs: Eligibility based on assessment of risk for meeting state’s academic standards. 45
How Can Title I Funds Be Used for Preschool? Title I funds can be used for preschool or to supplement or expand other early childhood education programs, such as state-funded prekindergarten, Head Start, Even Start, or Early Reading First. Title I funds may be used in conjunction with existing programs, including community-based child care programs, and the Child Care and Development Block Grant. 46
How Can Title I be Used for Preschool? In addition to direct educational services, Title I funds can be used to fund: Teachers’ salaries Professional development Counseling services Minor remodeling Leasing or renting space in private facilities Comprehensive services, including access to medical services Diagnostic screening 47 Source: U.S. Government Accountability Office, Title I Preschool Education: More Children Served, but Gauging Effect on School Readiness Difficult.
Title I Preschool Requirements Meet Head Start Standards Include a parental involvement component Title I programs using an Even Start model must integrate ECE, adult literacy or adult basic education, and parenting education into a family literacy program and must comply with Even Start requirements In some Title I preschools, teachers must meet the NCLB “highly qualified” standard 48
Highly Qualified Pre-Kindergarten Teachers? Requirements “do not apply to early childhood or pre-K teachers unless a state includes early childhood/pre-K as part of its elementary and secondary school system.” 49
What Are the Components of High- Quality Preschool? Include requirements for how a program should operate in order to create the conditions and context for early childhood learning and development Sufficient funding to attract and retain well-trained and qualified teachers Professional development and training for teachers Access to comprehensive health services, including diagnostic screenings, for children who need them Infrastructure supports to ensure quality Strategies to help children manage transitions Full-day/full-year options to support working families 50
Title I Stories: Every District is Unique DistrictChildren ServedTitle I Funds UsedHistory of Investment Chicago, IL1,360 3- and 4-year- olds and their parents $6 million in 2007 (2%) 1967-2007 Detroit, MI2,800 4-year-old children in HS and state pre-k classes, which include Title I funds $13 million in 2006 (9%) Unknown-present Pittsfield, MA120 families of 2- and 3-year-olds; 72 4- year-olds $500,000 in 2005 (25%) 1970-2007 Houston, TX131 full school-day classes in 76 schools and early childhood centers $17.4 million in 2006 (21%) 2004-present 51
52 Partnerships and Collaboration—Title I Supports Transition to Kindergarten Title I requires LEAs to have a plan to coordinate and integrate Title I with Even Start, Head Start, and other preschool programs, “including plans for the transition of participants in such programs to local elementary school programs.” Gwinnet County, GA funds a district Title I transition specialist and transition teams in 25 Title I elementary schools. A SPARK grant and Title I funds support the transition work.
53 How’d They Do That? The Story Behind Title I Investments Resourceful school leaders Partnerships and collaborations Research and data to make the case for investments Capitalizing on changes in state policies and funding opportunities Leveraging all available funds
Title I Stories: Lessons Learned Build relationships with early childhood partners Champion early education using research and data Dollars are flexible Build on existing resources in communities Invest in coordinated district-wide solutions Invest in early diagnostic assessment and program evaluation Link vulnerable children and families to family supports and health services Leverage state and federal funds—and capitalize on funding opportunities. 54
BeforeAfter How a Pre-K/K Classroom Should Look (SPARK example)
Questions to Ponder Is your school or district ECE ready? Do you have a well trained early childhood expert on your staff? Do you partner with Head Start and early childhood providers that are feeders to your elementary schools? Do you offer joint training with these groups? Are your pre-K – 3 rd classrooms developmental appropriate? Do you assess your Kindergarten students to find out where they are – then provide specific interventions to ensure their progress? What is your kindergarten retention rate? Do you equate more classroom time to more rigor?
MSCEI Staff Betty Bankhead, Office/HR Manager Angela Carson, Allies Business Manager Jeri Knapp, Allies Administrative Assistant/Communications Kate McMillin, Allies Collaboration Manager Koronda T. Smith – Allies Business Advisor Sharon Nettles – Allies Early Learning Specialist Babak Mostaghimi, Community, Family, & School Engagement Ilean Richards, Leading, Teaching, and Learning for Excellence Rhea Williams-Bishop, Executive Director/Director Early Childhood Development & Learning Education + Innovation = Transformation
The Center for Education Innovation 200 South Lamar Street, Suite 100-S Jackson, MS 39201 www.mscei.com 601-354-3356 (O) 601-354-3738 (F)
“We are intentional about the work and are approaching the work with a sense of urgency: one student, one family, one school, one community at a time.” Rhea Williams-Bishop Executive Director
CLASP Resources on Title I Preschool Title I and Early Childhood Programs: A Look at Investments in the NCLB Era http://www.clasp.org/publications/ccee_paper2.pdf Recommendations to Support High-Quality Early Education Programs Through Reauthorization of the No Child Left Behind Act http://www.clasp.org/publications/nlcb_ee_recs.pdf Missed Opportunities? The Possibilities and Challenges of Funding High-Quality Preschool Through Title I of the No Child Left Behind Act http://www.clasp.org/publications/missed_opp.pdf http://www.clasp.org/publications/missed_opp.pdf 60
References Education Week (2007). Quality Counts 2007:From Cradle to Career. Federal Register, Vol. 71, No. 15, (January 2006). Poverty Guidelines. Pgs 3848-3849. Grace,C., Shores, E. Zaslow, M., Brown, B., Aufseeser, D., Bell, L. (2006). Childhood Longitudinal Study: A Chartbook on Rural Disparities in Baseline Data of the Early Childhood Longitudinal Study: A Chartbook. The National Center for Rural Early Childhood Learning Initiatives, Mississippi State University. Mississippi Department of Health (2007). Child Care Licensure Data. Mississippi Department of Human Services (2006). Mississippi Child Care Quality Step System. National Association of Child Care Resource and Referral Agencies (2007).Child Care in the State of Mississippi. National Association of Child Care Resource and Referral Agencies (2007). We Can do Better: NACCRRA’S Ranking of State Child Care Center Standards and Oversight. National Assessment of Educational Progress Reading Results for 2005, Grade 4, Percentage of Students Below Basic Achievement Levels. Newsweek (Spring/Summer 1997) Your Child from Birth to Three, pp 30-31. Pre [K] Now (2006). Votes Count: Legislative Action on Pre-K Fiscal Year 2007. Shores, R. (1997). Rethinking the Brain. Work and Family Institute.