Ct Naeyc Systems And#B31 Cc4

Ready by Five & Fine by Nine: New Requirements, New Opportunities NAEYC November 18, 2009 Janice M. Gruendel, Ph.D., M.Ed. Yale Child Study Center [email_address] … the story of a state (and a nation)

For young children, these are the worst of times…
Economic recovery to pre-recession levels at the state level will not occur until “late in the next decade.” (NGA, 2009)
States will continue to face record fiscal deficits this year and, likely, through 2013. The risk of continued program cuts remains high.
State early childhood programs will see increased demand from “at risk” children and families who are even more vulnerable due to the recession.
Not all children who enter kindergarten now have the knowledge, skills and behaviors predictive the early school success.
The achievement gap at grades 3 and 4 remains stubbornly intractable.

… and the best of times
New federal fiscal resources are targeted at improving child/student outcomes and the programs that serve them.
Federal resources require states to collect information about children, programs and professionals AND assure the information is accessible, reported and used.
The neuroscience of early development provides a clear roadmap for continued and expanding investment.
We are not starting from scratch. Research continues to clarify the relationship of program quality to desired child outcomes. New models for systems development and the management of children’s programs and services are emerging. And, in each state, we have learned a lot in the past decade.

To escape the ravages of fiscal cuts and to maximize the impact of these new opportunities, we must transform our service, information and management systems, now . The bottom line --- timing is everything.

To have ready children, we need to design an early childhood service system that begins with mothers (prenatally), includes fathers and continues seamlessly through at least the third grade…. Ready Families Communities State = Ready Children Early Education and Care PK-3 Health, Oral Health and Mental Health Care Family Support, including parental literacy & HS completion Early Intervention

… an early childhood information system that can answer key statewide policy, planning and accountability questions for many audiences… Linkable data, pre-natal through the elementary grades Early Education and Care B-9 Health, Oral Health and Mental Health Care Family Support, including parental literacy & HS completion Early Intervention

… and new models of organizing our knowledge, our programs and our practice. Early Education (B-9) and Care: Shared Services & Management Models; P-20 ed information Health -- Health care reform; e-health information Family Support – Linked social service, education and workforce supports; Parent engagement investments Early Intervention -- HIPPA & FERPA adjustments The Goal: Better knowledge and more effective action

And we need to embrace an emerging set of core principles…
1. Science matters
Use the science of child development to guide policy decisions, practice and investment
2. Early Identification and Effective Action
Identify early risks/stressors on the child and family and intervene with (a) early supports to buffer the impact of stressors and (b) targeted interventions to remediate problems and strengthen development
3. Core Systems. Core Interactions. Fidelity
Focus on (a) core system components across sectors, (b) interactions between child and parent, caregiver and/or teacher, and (c) implement with fidelity to proven models
4. Public-Private Partnerships & Co-Investment matters
No one sector can solve the problems of un-readiness and the achievement gap alone. The best partnership involves public-private, state- local stakeholders
5. Governance and accountability matters
Responsibility for “systems building” must exist, and be accompanied by authority
6. Outcomes matter. Target. Evaluate
Do not choose expansion over outcomes & quality. Evaluate progress regularly
7. Data matters
You can’t know about outcomes, cost-effectiveness and Return on Investment (ROI) without data. Focus on data development, interoperability and reporting
8. Sharing knowledge matters
Focus information dissemination on parents, providers and policy makers.
9. Celebrate, every now and then

Some Policy Questions re B-5 1. How many very young children do we have each year with multiple risks? Who are they? How early can we identify them? How are they progressing? 2. Is there a relationship between characteristics of the service workforce and child outcomes? 3. What program characteristics result in age-appropriate development and school readiness? Some Policy Questions at K 1. How many young children enter K with low readiness levels as identified by their teachers? 2. Were they the same “at risk birth cohort” five years earlier? 3. Will they constitute the achievement gap in 3rd grade?
Some Policy Questions at 3rd
1. What are the characteristics of educational programs and other services that led to high performing vs. achievement gap kids at the end of the 3 rd grade?
Will these same students be “achievement gap” kids at 6 th?
We have articulated an initial set of statewide policy questions

Connecticut communities have also framed an initial set of policy questions Category A Sample of Key Questions at the Community Level Health
What is the prenatal experience of pregnant women across hospitals in our towns?
What do we know about health care coverage, dental care, obesity and behavioral health for our young children?
Are young children receiving recommended & required well-child visits with pediatricians in our community
For young children covered by government health programs, what do we know about access, quality and outcomes?
Early Ed & Care
Who needs, requests and attend child care and preschool in our towns?
What do we know about early care programs specific to infants and toddlers?
How can we get information about Head Start outcomes?
Who is teaching in our early care and early education programs?
How can we get description information on funding source, number of children served & attendance for all ECE programs in out town?

To move forward in these turbulent and sometimes uncharted waters, we will need a set of clear goals for our young children…
All Connecticut children, beginning with those born in 2006 will:
Reach age-appropriate developmental milestones each year, birth through five
Enter kindergarten healthy and with the knowledge, skills and behaviors necessary for early school success, and
Demonstrate reading mastery by the fourth grade.
CT Early Childhood Education Cabinet
“ Ready by Five, Fine by Nine”
(July 2006 )

… and a longitudinal early childhood data system capable of providing timely, usable information about what works and how
An Early Childhood Information System (ECIS) collects high-quality early childhood data on inputs and specific outcomes that can be analyzed and used to make decisions (within and beyond 0-5 system).***
*** Language proposed by the Early Childhood Data Collaborative
 National Governors Association
 National Conference of State Legislatures
 Data Quality Campaign
 Council of Chief State School Officers
 National Center on Children in Poverty
 PreK NOW/Pew Center on the States
 Center on the Child Care Workforce

An effective Early Childhood Information System (ECIS) has at least three core components that provide linked data Unique Child Identifiers Child/student & family information SASIDs or SSN (deeply encrypted) Unique Teacher/staff Identifiers Workforce information SSN (deeply encrypted) Unique Program Identifiers Information on dosage, duration and quality STATE (and federal?) Data and Use LOCAL, REGIONAL Data and Use ECIS

When we finally build the ECIS and connect up its core components, we will be able to better advocate for the investment needed to improve our early childhood service sectors
Data are needed to answer:
What is the relationship between student outcomes and an early education and care sector in which wide disparities exist between programs that meet public school teacher qualifications (and compensation) and ECE programs funded through other state and federal resources?
What is the level of quality of the early education “instructional experience” in terms of teacher-child interactions, the use of curriculum standards, the nature of school-family interactions, and the exchange of information about children’s challenges and their progress?

As a field, we face an age old problem… “Water, water, every where, Nor any drop to drink”***
Agencies holding data on individual children and their families
Department of Education (Child ID, K-Inventory, Spec Ed)
Department of Public Health (Vital Records, WIC, other)
Department of Social Services (HUSKY)
Department of Developmental Services (B-3 Program)
Department of Children and Families (Child Welfare)
Agencies holding data on individual teachers and assistant teachers
Department of Education (Staff File)
Workforce Registry (Qualifications, Experience, etc.)
Agencies holding data on early childhood programs
Department of Education (Agency Location/ Vendor Info)
Department of Public Health (Licensing Info)
Department of Social Services (Vendor Info)
United Way of CT (211 Info)
***The Rhyme of the Ancient Mariner (1798)

The data are resident within a wide variety of programs and services… Department of Social Services State Department of Education Department of Public Health Department of Children & Families S-Chip Health TANF CCDBG/Child Care Subsidies Child Care Centers Head Start Collaboration Off. ECE Workforce Registry State preschool Preschool Spec Ed Family Res. Ctrs Child Nutrition K-3 Curriculum & Instruction HS Supplement $ Family Literacy Even Start Early Reading GED WIC Birth Registry Special HealthCare Needs Child Care Licensing School-based Health Centers Child Welfare Children’s MH Parent Programs Home Visiting Foster Care

And, in old and newer data systems that don’t talk well each other.

Preschool K Ready for K 3rd rd Pass Mastery Tests Ready for PreK Prenatal to Three Born Learning Early Childhood Longitudinal Data System Because extant data reside within various agencies, the ECIS must work across them to define data elements related a common core of child, family and program outcomes … a healthy birth … annual, age-appropriate growth … ready for K … academic mastery by the end of 3 rd grade

Since 2005, state education departments have been building K-12 data systems. These systems must now stretch to include early ed and higher ed. Similarly, the evolving ECIS must link with (and, may flow from) federally funded Statewide Longitudinal Data Systems (P-20 SLDS) Preschool K 3rd - 8th Grade High School Adult Graduate HS Prenatal to Three Early Childhood Information System P-20 Statewide Longitudinal Data Systems College & Career Ready for K Pass Mastery Tests Ready for PreK Born Learning

Federal Requirements for a SLDS
Twelve elements are required, including the following PK-20 items:
A unique student identifier
Student-level enrollment, demographic and program participation information
Student-level information about the points at which students exit, transfer in, transfer out, drop out or complete P-16 education
Capacity to communicate with higher education systems
A data audit system to assess data quality, validity and reliability
Yearly test records of individual students
Information about students not tested
A teacher identifier system that can match teachers to students
For nearly all of these, there is an as-yet undefined or undeveloped early childhood data analog. This is one good place to start!!!!!

ARRA Race to the Top SLDS (P-20) Requirements
There must be a P-20 statewide longitudinal data system
There must be a plan to ensure that SLDS data are accessible to and used to inform and engage key stakeholder, including parents , students , LEA personnel, community members …
SLDS data along with instructional data is available and accessible to researchers so that they can evaluate the effectiveness of instructional materials, strategies, and approaches for different types of students (e.g., students with disabilities, ELL , students whose achievement is well below or above grade level )

FEDERAL FUNDS CAN HELP US CONTINUE TO INVEST…
ARRA and FFY 10 grants
to/ through state government
ARRA State Fiscal Stabilization Fund (Education)
ARRA Statewide Longitudinal Data Systems
ARRA Race to the Top
ARRA Statewide Advisory Council for Early Education and Care
ARRA IDEA Part B and Part C
ARRA CCDBG Grant
ARRA Title I Funds
FFY10 Early Learning Challenge Grants
FFY10 Home Visiting Grants
ARRA and FFY 10 grants direct to local communities/LEAs
ARRA Head Start local program expansion
ARRA Early Head Start local expansion
ARRA Investment in Innovations (i-3) (LEA/community philanthropy partnerships for educational innovation)

BUT TIMING IS EVERYTHING….. ARRA SLDS (SDE) Due to the feds 12.4.09 Could provide some funding for next stage Early Childhood Information System (ECIS) as part of P-20 Statewide Longitudinal Data System ARRA Statewide Advisory Council for Early Ed and Care Submits its own grant Due to the feds by August 10, 2010 CT award: $582,000 one time SAC grant application makes recommendations re: (a) Unified early childhood data system (b) Early care and ed quality improvement
FFY 10
Early Learning Challenge Grants
Not clear who will submit
Likely due in Spring 2010
US Total $8 billion over 8 years
Key components:
Early childhood data system
(b) B-5 quality improvement system (QRIS)
(c) ECE workforce plan
ARRA CCDBG (DSS) $1.8 m funds now in CT for Infant & Toddler quality, and ECE quality improvement Could support:: (a) ECIS and (b) Pilot required QRIS system (Early Care and Ed quality)

Statutory authorization can help: New Connecticut law in 2007 CT General Statutes Section 10-16s (d)(1-3) Section 10-16s(d)(1) The Cabinet will develop and implement an accountability plan for early childhood services by Dec. 1, 2008 Identify and define population indicators, program and system measures re entry to K Section 10-16s(d)(2) The Cabinet will consider data sharing agreements between state agencies Analyze whether data can be combined to assess children’s progress toward school readiness Section 10-16s(d)(3) State funded providers of early childhood education shall employ program measures in 10-16s(d)(1) to evaluate effectiveness of their services Each provider reports results beginning July 1, 2009

… More statutory help in 2009 PA 09-03 Dept’s of Social Services, Education & Public Health to develop single report form for ECE PA 09-10 Same dept’s to report by Jan 1, 2010 to CGA on ways to simplify ECE reporting PA 09-06 State Dept of Ed to assign unique child, staff and program IDs for preschool and child care programs that receive any public funding in order to track (a) children’s health, safety and learning, (b) workforce characteristics, (c) program characteristics PA 09-241 State Dept of Ed to provide data requested by non- profits within 60 days . reasonable cost can be Assessed PA 09-05 Agencies within CT Health Info Network (CHIN) can transmit personally identifiable information for network development and analyses in response to network Inquiries

There is a clear “cost of failure” if the early childhood field does not move now in the direction of transformative change…
We will continue to perpetuate the “ultimate disconnect” between investment and return
Disparities in development will continue to characterize the early lives of our most vulnerable children
The intergenerational pattern of un-readiness and diminished educational success will continue unabated
Too many children will continue to stand unready at the kindergarten door and too many schools will be unready for them, when we know and can do better…..

The Ultimate Disconnect Age Brain's "Malleability" Spending on Health, Education and Welfare 0 3 10 70 $$

Disparities in Early Vocabulary Growth are Evident Early in Children’s Lives 16 mos. 24 mos. 36 mos. Cumulative Vocabulary (Words) College Educated Parents Working Class Parents Welfare Parents Child’s Age (Months) 200 600 1200 Source: Hart & Risley (1995)

1. If infants and toddlers don’t get quality early learning, they enter preschool behind. 2. If preschoolers don’t have quality early learning experiences, they enter kindergarten behind. 3. When children enter school behind, they are more likely to be held back, need special education, fail state Mastery Tests, drop out of high school and become engaged with the welfare and corrections systems. And then they have children.

10% -- 40% of children born in 2006 are at risk 41,789 Births 18,279 @ 185% FPL (44%) 8,112 mothers w/inadequate prenatal care (19%) 14,132 have an unmarried mother (34%) 3,881 have a teenage mother (9.3%) 4,597 have a mother w/o HS degree (11%) 7,036 referred to B-3 for delays (16.8%) 4,150 accepted/enrolled B-3 as of 3.1.09 (10%) The CT Headline: TOO MANY UNREADY K Teachers rate 23% - 30% of entering K’s at very low readiness levels in language and literacy 2006 No Teacher Rating Entry to K Inventory Scores by Student 2007: Total rated by K teachers: 38,674 11,345 Lowest Literacy Skill Level (29%) 9,699 Lowest Language Level (25%) 2008: Total rated: 40,258 10,111 Lowest Literacy Skill Level (25%) 9,263 Lowest Language Level (23%) Nearly 1/3 rd of CT’s exiting 3 rd graders demonstrate very low level reading skills 2006 12,760 Reading Basic/Below (30.8%) Total tested: 41,460 2007 12,787 Reading Basic/Below (30.7%) Total tested: 41,652 2008 12,998 Reading Basic/Below (31.6%) Total tested: 41,133

AECF defines the DATA DEFICIT America’s “progress in harnessing the power of data to optimize outcomes for vulnerable children and families falls far short of what is possible, far short of what is needed, and far short of what private industry has achieved in its efforts to maximize profits… In particular, this data deficit remains glaring for two types of information essential to improved decision-making: (a) population data on the needs, characteristics, and well-being of vulnerable children and families and (b) performance data measuring the outcomes of government-funded programs and services to support this population. In addition to these data quality issues, human service systems also lag behind in the use of sophisticated management information tools that can spur rigorous analysis and put usable information into the hands of decision making practitioners.”

In Connecticut, about 40,000 children will stand at the kindergarten door each year. Will they be ready? Will we?

We MUST, because the future is now…

Ct Naeyc Systems And#B31 Cc4

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