Administrators Summit:Administrators Summit:Birth to FiveBirth to Five

•Gayle Stuber, Early Childhood Coordinator•Carol Ayres, Section 619,Part B Coordinator•Janet Newton, PAT Coordinator•Tiffany Smith-Birk, Part C Coordinator

AgendaAgendaI. WelcomeII. Early Childhood (Birth to Five)

Program DescriptionsIII. Connections: How we get children

ready for schoolIV. Local Presentation: Community at

WorkV. LUNCHVI. Small Group Discussion: Your

community at workVII. Next Steps

Getting what you needGetting what you needHow can a teen parent find support?How does a family new to the

community find out what programs are available for their preschooler?

How can a family find help for a child who has an identified special need—or a child who MIGHT have an identified special need?

Early Childhood OptionsEarly Childhood Options

What are the options at each age group?

Who are the authorizing agencies?How does a parent get into a

program? How can parents/families find out

about options available?

Early Childhood at a Early Childhood at a GlanceGlancePrograms have

different funding sources, purposes and requirements.

Programs collaborate and coordinate services to meet the needs of families and children.

IV. KANSAS EARLY IV. KANSAS EARLY CHILDHOOD: DIRECT CHILDHOOD: DIRECT SERVICE PROGRAMS SERVICE PROGRAMS

Early ChildhoodEarly ChildhoodBirth to age 8Includes ALL childrenFocuses on children within the

context of their family and community

Focuses on the WHOLE child (all developmental domains)◦Language/literacy/communication◦Social/emotional◦Physical Health and Development◦Cognitive

Birth to Three programsBirth to Three programs

Parents As Teachers

Early Head StartPart C (tiny-k)Healthy FamiliesHealthy Start

Parents As TeachersParents As Teachers

A universal home-based parent education program for families with children Prenatal to Age 3 designed to support parents in their role as their child’s first and most important teacher.◦Provides children the best possible start

in life◦Prepares children for school success

Kansas EARLY HEAD START is designed to Kansas EARLY HEAD START is designed to individualize the unique strengths and needs individualize the unique strengths and needs of each child and family. of each child and family. Program services include:Program services include:

quality early education parent education comprehensive health and mental health

services, including services to women before, during, and after pregnancy

nutrition education family support service child care for families who are

employed, attending school or a job training program

IDEA Part C, Early Intervention program

Housed at the Kansas Dept. of Health and Environment

37 local early intervention networks provide services to identified children and families.

Growth over the past 15 years with over 7200 children and families being served in 2008-09.

Part C: MissionPart C: MissionPart C early intervention builds

upon and provides supports and resources to assist family members and caregivers to enhance children’s learning and development through everyday learning opportunities.

Part C: Key Principles1. Infants and toddlers learn best through

everyday experiences and interactions with familiar people in familiar contexts.

2. All families, with the necessary supports and resources, can enhance their children’s learning and development.

3. The primary role of a service provider in early intervention is to work with and support family members and caregivers in children’s lives.

Key Principles (continued) Key Principles (continued) 4. The early intervention process, from

initial contacts through transition, must be dynamic and individualized to reflect the child’s and family members’ preferences, learning styles and cultural beliefs.

5. IFSP outcomes must be functional and based on children’s and families’ needs and family-identified priorities.

Key Principles (continued)Key Principles (continued)6. The family’s priorities, needs and

interests are addressed most appropriately by a primary provider who represents and receives team and community support.

7. Interventions with young children and family members must be based on explicit principles, validated practices, best available research, and relevant laws and regulations.

Birth – 3: natural environmentRefers to settings that are typical for

infants and toddler without disabilities or delays. Natural environments include:

Families’ homes,Early care and education programsOther community settings where

families spend the most time with their children

Natural environments--Natural environments--The context for intervention, which is

the child and family’s typical and valued activities and events.

Includes parents and caregivers as partners in the child’s communication.

Natural environments refer to “the process”: children learn through participating in their everyday activities and meaningful experiences with their family and caregivers.

3-5 year old Programs3-5 year old Programs

Head Start (3-5)Four Year Old At-

RiskPre-k Pilot (4’s)Part B, Section

619 (3-5)

Head StartHead StartProvides comprehensive services,

including early learning experiences to children and families that meet the criteria for participation: poverty

Collaborative partner with many other pre-K programs

3-5 year olds are targeted.Has performance outcomes and

program standards that must be met by programs.

Four Year Old At-Risk Four Year Old At-Risk ProgramProgram

Initiated in 1998 to provide a high quality pre-kindergarten experience to children who meet at least one of eight at-risk criteria:◦ Poverty ◦ Single parent families ◦ SRS referral ◦ Teen parents ◦ Either parent is lacking a high school diploma or GED◦ Child qualifies for migrant status ◦ Limited English proficiency ◦ Developmentally or academically delayed based on

validated assessments.

Pre-K Pilot ProgramPre-K Pilot Program

Purpose: Programs collaborate with community partners to provide a high quality early learning experience so that children will enter school ready to succeed. The Pre-K Pilot requires existing programs to work together to meet the needs of young children and their families.

Early Childhood Special Early Childhood Special Education, Section 619 Part Education, Section 619 Part BB

Section 619 of Part B of IDEA, defines the preschool program which guarantees a free appropriate public education (FAPE) to children with disabilities age three through five.

Under this program preschool children who have disabilities are entitled to Special Education and Related Services in the Least Restrictive Environment (LRE).

The IDEA Preschool Program (Section 619) supports education services for young children with disabilities when they turn 3.  It addresses individual needs within the context of developmentally appropriate activities, including early learning experiences in language, pre-reading and writing skills, play, and other social emotional areas.

EI/ECSE Child OutcomesEI/ECSE Child OutcomesPercent of children who

demonstrate improved:◦Positive social-emotional skills

(including social relationships).◦Acquisition and use of knowledge

and skills (including early language/communication and literacy for preschool).

◦Use of appropriate behaviors to meet their needs.

Kindergarten to 3Kindergarten to 3rdrd Grade GradeAll Day, Every Day Kindergarten2008-09: 80% of Kindergartners

attend all-day, every day kindergarten

All Day, Every Day kindergarten is NOT funded for school districts.

Kansas Data show that in all day, every day format: ◦Teachers use more best practices◦Children learn more (KELI) across the year

How we get children How we get children ready for schoolready for school

Connections:

CONNECTIONS: SPP/APREvery state has to develop on an

annual basis:◦A State Performance Plan (SPP)◦An Annual Performance Report (APR)

Both Part C and Part B have to develop an SPP and APR◦Collaboration provides a strong

foundation for a better SPP and APR

Kansas Early Learning Guidelines and Standards provide structure and continuity across early childhood settings—and are aligned with the K-12 content standards.

The Kansas Early Learning Standards provide a common language across all settings and early childhood providers/educators.

Connections—state and Connections—state and locallocal

School Readiness ProjectSchool Readiness Project

•What we know about the skills and abilities of entering Kindergartners

•Data driven decisions: Programs using the data to improve child and family outcomes

Instruments UsedInstruments UsedChild Assessment

◦ Kansas Early Learning Inventory (2005-08)◦ Standardized assessments (2007-08)

Classroom Practices◦ Kindergarten Teacher Practices (2005-08)◦ CLASS (Classroom Assessment scoring

System) (2007-08)Parent and Family ReportsAdministrative Structures Information

Top 3 skills of entering Top 3 skills of entering KindergartnersKindergartners

2005-06◦Work habits, Oral communication,

Attentive behavior2006-07

◦Oral communication, social emotional skills, work habits

2007-08◦Social emotional, oral communication,

work habits

Lowest skill areaLowest skill areaEntering kindergarten children

show the lowest level of skill in written language.

This is appropriate because it is not expected or developmentally appropriate to expect 5 and 6 year old children to write short words.

Are there differences in skill Are there differences in skill level at Kindergarten entry?level at Kindergarten entry?

Children from low-income families, those who speak English as a second language, and those with IEPs do not have as high a level of skills in all domains of learning.

Children who attended preschool for a greater number of years prior to Kindergarten scored higher on many of the more academic areas.

Children who were read to by an adult (before Kindergarten) every day had higher literacy scores (2005-08) and scored higher on all academic achievement areas (2007-08).

Early Childhood Special Early Childhood Special Education makes a Education makes a differencedifferenceChildren with diagnosed disabilities (EX:

autism, ED, hearing impairment) who received ECSE services score higher in academic areas than their peers who are identified during the Kindergarten year.

ECSE programs have a positive effect on children’s entry level skills in the following areas:◦Symbolic development◦General knowledge◦Written language◦Math skills

Parent Survey: 3 year Parent Survey: 3 year resultsresults

◦Most children were in some sort of child care during the year prior to their Kindergarten year.

◦Approximately 1/3 of parents indicated it was either somewhat or very difficult to find quality child care.

◦Approximately 2/3 of parents reported that they read to their children at home every day

◦52-60% of the children who attend preschool or child care, received at least 1 or 2 years of care.

Parent Involvement Makes a Parent Involvement Makes a DifferenceDifferenceThe more home literacy practices, the

better the children did on all KELI domains.◦ Read to child ◦ Talk with child about activities◦ Child pretends to readIn general, children whose parents

read to them on a daily basis had higher literacy scores and scored higher on

all measures of academic achievement in Kindergarten.

Higher 3rd grade reading scores

Parent Involvement Makes a Parent Involvement Makes a DifferenceDifference

The more transition activities the parents used, the better the children did on all KELI areas.

◦Contacted school for Kindergarten information

◦Met with Kindergarten teacher◦Participated in Roundup activities◦Took child to school before first day

Parent Education Makes a Parent Education Makes a DifferenceDifference

27-28% of parents indicated that they participated in the Parents As Teachers program.

More than one year in PAT positively impacted Symbolic Development, Math Concepts, Written Language, and Oral Communication .

Parents who participated in PAT were more likely to read to their children.

Children who are read to every day enter Kindergarten with higher literacy skill levels.

Preschool Experiences: Preschool Experiences: 2007-082007-08Parents were asked if their child

participated in Early Head Start. 23% of children attended.

Early Head Start (23%): Significant differences on all scale scores on all KELI domains.◦Academic domains◦Social domains

Preschool Experiences: Preschool Experiences: definitions & % of children definitions & % of children (2007-08)(2007-08)Formal (33.3%)

◦ Center-based◦ Preschool (including Head Start)

Informal (19.3%)◦ Family Child care◦ Relative Care

Mixed (24.5%)◦ Both Formal and Informal

No Experiences in child care (22.8%)

Formal Preschool Experience Formal Preschool Experience Makes a DifferenceMakes a DifferenceChildren (58%) who were in

either formal (preschool or center-based) or mixed (formal and informal), were rated significantly higher in the academic areas on the KELI than children (42%) who only participated in informal care (family child care, relative care) or were not in child care at all.

Preschool Experiences: # of Preschool Experiences: # of YearsYearsChildren attending preschool or

childcare for a greater number of years prior to Kindergarten tended to score higher on Math, Written Language, and General Knowledge.

Children attending a fewer number of years of preschool & child care tended to score higher on the Attentive Behavior scale.

Preschool attendancePreschool attendanceGreatest effects were found for

children attending preschool or child care for 4 or more years.

Prior experience with preschool or child care did NOT promote skills in the areas of social emotional development or work habits (06-07).

NOTE: in 2005-06, prior experience did not promote skills in attentive behavior also.

School Readiness Project: 4 School Readiness Project: 4 year At-Risk & Pre-K Pilotyear At-Risk & Pre-K PilotThree years of data on Four year

Old At-Risk programOne year of data on Pre-K Pilot

◦Three years from Children’s CabinetUse data to:

◦Help develop Kansas Preschool Program

◦Use to develop training and professional development

Preliminary: Four Year Old Preliminary: Four Year Old At-Risk (2006-08)At-Risk (2006-08)FALLLower Skill areas

◦ Social emotional◦ Symbolic

Development◦ Oral

Communication◦ Written language

Higher skill areas◦ General knowledge◦ Attentive behavior◦ Work Habits

SPRINGLower Skill areas

◦ General Knowledge◦ Math◦ Symbolic

DevelopmentHigher Skill areas

◦ Social Emotional◦ Written Language◦ Oral

communication◦ Work Habits

Impact of Four Year Old At-Impact of Four Year Old At-Risk ProgramRisk Program

Children (325) from 2007-08 Kindergarten cohort who attended at-risk program.

Matched for risk factors with children (440) who did not attend at-risk program◦ESL◦Poverty (data proxy—free/reduced

lunch)◦Migrant status

Results: Comparison of Results: Comparison of entry/exit scoresentry/exit scoresChildren who attended at-risk

program scored higher at Kindergarten Entry in all areas but General Knowledge.

Children who attended at-risk program continued to be significantly higher in several areas:◦Oral communication◦Work habits◦Attentive behavior◦Social development

Evidence-based Classroom Evidence-based Classroom PracticesPracticesBest Practices that research

suggests should be used on a daily basis.◦Use of centers◦Availability of more hands-on materials ◦Multiple instructional methods◦Student choice◦Time is allowed for children to

complete tasks and to show learning◦Time is allowed to learn through play

exploration

Using Centers Makes a Using Centers Makes a DifferenceDifference

Kindergarten classrooms that use centers on a daily basis promoted greater learning (greater change scores) across the Kindergarten year in math, general knowledge, symbolic development, and written language than those classrooms that did not have centers.

Best Practices Makes a Best Practices Makes a DifferenceDifference

Best practices are more frequently seen in full day kindergarten classrooms

Best Practices have a significant positive effect on:◦ literacy skills, writing skills, and oral

communication ◦ and a marginal positive impact on math and

general knowledge. Together--Best Practices and Full Day

schedule have a significant positive effect on all academic areas of learning.

Kindergarten Makes a Kindergarten Makes a DifferenceDifferenceAll domains of learning improved

scores across the Kindergarten year.Children in full-day/every day

Kindergarten classrooms had higher spring scores in academic areas.

All children improve over the year, but the gap between those who come in with lower skills and those with higher levels of skills, while narrowing, does not disappear.

Teacher Training Makes a Teacher Training Makes a DifferenceDifferenceTeachers provide strong emotional

supports to the children in their classroom.

Teachers are reasonably good at organizing their classroom instruction: behavior management, productive time (on task)

Teachers need training and support for more in-depth instructional strategies:◦ Concept Development◦ Language modeling◦ Providing specific feedback

33rdrd grade State grade State Assessment Assessment Children who enter Kindergarten with

high skills levels, maintain that higher skill level in comparison to peers.

Children who entered Kindergarten with higher literacy levels maintained that higher level on 3rd grade reading assessment.

For both 3rd grade math and 3rd grade reading scores, the academic scores on the KELI are better predictors of results than the social skill scores.

The vision for early childhood in Kansas is simple:

Make high-quality, early learning programs and services available on a voluntary basis for all families with children under the age of five. It is our responsibility to ensure that these services are part of a comprehensive system that results in improved results for young children and their families. We know that such factors as poor nutrition, infections and drugs are serious threats to a child’s developing brain. We must ensure they have access to high-quality environments from birth to the day they start school.

Dr. Alexa Posny, Kansas Commissioner of Education (2009)

Provided by knowledgeable, trained teachers/providers

Focus on the WHOLE CHILDProvide opportunities for active

learning and positive interactions with caring adults

Children learn best when their physical needs are met and they feel psychologically safe and secure.

Quality Early Learning Quality Early Learning ExperiencesExperiences

Early ChildhoodEarly ChildhoodImprove teacher and provider

quality through◦Collaborative professional

development on topics of mutual interest

◦Aligning standards, curriculum, assessments and child outcomes across settings and programs.

Early Childhood in KansasEarly Childhood in Kansas

Use data to change practices by promoting evidence-based practices◦Analyze data jointly ◦Require evidence-based and research-

based practices to be used across settings

Early Childhood in KansasEarly Childhood in Kansas

Promote coordination at the state and local levels◦Sharing data through a joint data

system◦Include Early Childhood professionals

on state and local teams Ready Schools Community collaboration Sharing of community resources and

supports

LUNCH

Your Community at Work

Improve teacher and provider quality

Use data to change practices by promoting evidence-based practices

Promote coordination at the state and local levels