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Universal Pre-K Initiative Forum Presentation

  1. September 28, 2016 Goodwill Industries of Northwest NC
  2. The Road Map I. Advocacy Strategies II. Quality Standards III. Funding IV. The Way Forward
  3. MAKING THE CASE … • Universal Pre-K Benefits the Entire Community – For Business, Education, Faith, Community, and Other Opinion Leaders (Grass Tops), as well as – Parents, Grandparents, Extended Families, and the General Public (Grass Roots) … by Fashioning Messages I. Advocacy Strategies
  4. When it comes to ensuring children begin kindergarten with the knowledge and skills they need, do you think NC should be doing more, less, or is doing enough? Source: First Five Years Fund, July 26-30 survey of 500 registered voters I. Advocacy Strategies
  5. Advocacy Campaign – Grass roots community engagement • A campaign to reach all households of all walks of life. • Face-to-face, person-to-person base-building, as well as • Text, email, Facebook, Twitter, and other forms of social media • Reaching families and voters from all walks of life. • Examples include – Neighborhood networks and organizations – Local school groups – Parent Teacher Associations (PTAs) – Adult education programs – Houses of worship and other faith groupings – Professional and civic organizations
  6. Messaging for Specific Audiences • Universal Pre-K will benefit children throughout their school years and into adulthood. • High Quality Programs are Effective –The earliest months and years represent a critical window of opportunity to develop a child’s full potential – socially, cognitively, and academically. • Pre-K Nurtures a Child’s Mind at the Most Critical Time – In the earliest years of life, well before entering kindergarten children develop faculties and skills when they are most cognitively adaptive and rapidly developing new neural pathways.
  7. 1. Universal Pre-K will benefit children throughout their school years and into adulthood (cont.) • Benefits That Last a Lifetime – – improved post-secondary educational attainment, – increased • income, • home ownership, • health status, and • less contact with the criminal justice system • Simply Take Health, as an Example– – NC’s historic Abecedarian Project – Four Decades of Great Outcomes • healthier than adults who did not receive early childhood education. • Indicators include – lower rates of high blood pressure, – obesity, – hypertension, – diabetes, – heart disease, and – stroke. Messaging for Specific Audiences
  8. 2. Universal Pre-K provides far-reaching economic and social benefits to the community. • Reduces: Remediation, enabling schools to focus on student progress rather than redress. • Reduces: Dropout rates, special education costs, medical costs, and use of law enforcement, courts, and incarceration; • Increases: Lifetime earnings and health outcomes; • Produces: A more prepared – citizenry, – workforce, and – military Messaging for Specific Audiences
  9. 3. Quality Pre-K prepares children to succeed in school. • Increases: Social and emotional maturity. • Increases: Math and literacy. • Reduces: Behavior problems and special education participation. • Reduces: Number of children held back in school. • Supports: All children reading and computing at grade-level by grade 3, one of three principal goals of our school district. Messaging for Specific Audiences
  10. 4. Quality Pre-K helps close the achievement gap. • Closes: Achievement gaps among students of different demographic and socio-economic backgrounds. • Especially beneficial for minority and lower-income households. • Accelerates: Social-emotional development, cognitive skills, language development, and exposure to new words. • The NC Pre-K Program shown to reduce the achievement gap by 31% in math and 37% in reading. Messaging for Specific Audiences
  11. 5. Universal Pre-K supports working families. • Reduces: Portion of $8400 /child /year burden. • Enhances: Parenting skills by bringing families in contact with resources that can support parents earlier in their child’s development. • Pre-K facilities often function as hubs for community health and the early identification of developmental and health issues. Messaging for Specific Audiences
  12. 6. Universal Pre-K improves public safety. • Disrupts: School-to-prison pipeline. • Adults who do not have a high school diploma are three times more likely to be incarcerated than adults who have graduated. • Attracts: Judges, sheriffs, police chiefs, district attorneys, court counselors, juvenile defenders, and other public safety and justice personnel to the Champions Table. Messaging for Specific Audiences
  13. 7. Universal Pre-K provides a significant return on investment • Nobel Laureate James Heckman calculates long term savings of $7 for every $1 spent on early childhood education. – Examples of how savings accrue: • Decreased need for special education services • Reduced costs for remediation • Higher levels of educational attainment, increased earnings, and less need for public assistance • Decreased contact with criminal justice system • Improved health outcomes • Potentially greater return in NC because of high quality of the NC Pre-K program (Thank you, Timothy Bartik, Duke University!) Messaging for Specific Audiences
  14. 8. Universal Pre-K builds upon our existing system • Our NC Pre-K Program integrates multiple funding streams – federal Title I & Head Start, and state NC Pre-K – under one, state-sanctioned, evidence-informed, high quality service model. • “The Jewel of North Carolina’s Education System,” NC Pre-K is consistently ranked nationally as one of the top five Pre-K programs in the country, based on meeting all the critical indicators of a high quality program. – High quality curriculum, high facility and material standards, low student- teacher ratios, and highly-trained educators with sound foundational requirements, certifications, and continuing professional development. – Better verbal skills, more developed social-emotional skills, longer attention spans, and other factors leading to success in school. – Reduced remediation and of special education services. Messaging for Specific Audiences
  15. 9. Building upon our existing Pre-K system positions our community to compete for new state and federal Pre-K funds • Anticipates: increased state and federal funding for early childhood, particularly Pre-K. • In the past year alone, Congress has: – Reauthorized Children’s Health Insurance Program (CHIP) and Maternal, Infant, and Early Childhood Home Visiting program (MIECHV); – Included support for early childhood education in the Every Student Succeeds Act (ESSA), which also authorizes Preschool Development Grants for states; and – Appropriated nearly $1 billion in new money for Head Start and Early Head Start. • State legislature has restored more than $20 million in recurring, early education investment since 2014. • Positions Forsyth County for additional public investments as funds become available at the state and federal. Messaging for Specific Audiences
  16. So, Let’s Get to Work … Rallying and deploying our grass roots and grass tops champions, and the messages they will carry! • What are the several, interconnecting paths forward to produce, disseminate, and respond to our messages and potential counter- messages? • How to best recruit and retain champions from all walks of life? • Events • Data • Websites • Videos • Apps • Print & Visual Media (free & purchased) • More…
  17. Ready, Set … Table Talk … • What’s working for you in this argument or case statement? • What can strengthen the argument or the plan? • What kinds of resources can you or your organization contribute in helping to make our case?
  18. II. Quality Maintaining and Improving High Standards While Expanding Pre-K Availability • “Children’s experiences before they enter school matter – research shows that children who experience high-quality care and education, and who enter school well prepared, are more successful in school and later in their lives.” (NC Foundations Task Force. 2013. p.1)
  19. NC Programs and Initiatives • North Carolina has numerous programs and initiatives that promote children’s learning and development. • Although focusing on somewhat different areas of development, all are designed to improve the quality of programs and services in North Carolina and, in turn, benefit young children and their families.
  20. Ensuring High-Quality • Work group identified common components that have been determined to characterize high-quality programs, environments, and experiences for young children • To ensure high-quality experiences for young children, there are several areas in which Forsyth County needs to continue to place emphasis.
  21. Common Ideals • Attract and retain teachers by helping them to gain the specialized knowledge required and earn degrees in early childhood education, resulting in improved compensation.
  22. Common Ideals • Use high-quality, research-based and developmentally appropriate standards, curriculum and assessments in all settings;
  23. Common Ideals • Ensure that programs engage families and support children’s comprehensive needs;
  24. Common Ideals • Build on the use of existing state systems to deliver preschool programs in high-quality child care, Head Start, and school settings.
  25. Component: Curriculum • The National Association for the Education of Young Children (NAEYC) describes a curriculum for young children as an “organized framework” that delineates the following: – The content that children are to learn; – The process through which children achieve the identified curricular goals; – What teachers do to help children achieve these goals; and – The context in which teaching and learning occur.” (NAEYC, 2009).
  26. Component: Curriculum • Curriculum in preschool settings can be defined as “everything that students learn.” • It can be implicit or explicit, planned for or spontaneous [and] • Play is truly the most important part of a curriculum for young children (, 2016)
  27. Component: Curriculum Indicators of appropriate curriculum for young children • Children are active and engaged; • Goals are clear and shared by all; • Curriculum is evidence-based; • Valued content is learned through investigation and focused, intentional teaching; • Curriculum builds on prior learning and experiences; • Curriculum is comprehensive; • Professional standards validate the curriculum’s subject- matter content; and • The curriculum is likely to benefit children (NAEYC, 2009)
  28. Component: Screening & Assessment • Effective, ethical, appropriate, and reliable screenings and assessments are a fundamental part of a high-quality preschool experience. • Must be used for the purpose in which they are intended.
  29. Component: Family Engagement Meaningful family engagement in children’s early learning supports school readiness and later academic success. • Increase and support family engagement, partnerships, and two-way communication; • Use an evidence-based Family Engagement Curriculum; • Assign a Family Advocate/Educator to all Pre-K classrooms.
  30. Additional Recommendations • Work toward a more consistent and fair compensation system • Support Managers’ Leadership Skills • Provide common training for all child development staff through a comprehensive training plan • Partner with local universities and colleges
  31. Most Critical? All of it! • If we are going to provide the best possible experience for young children and their families in Forsyth County, then we must include all of the components of high- quality. • They all work together to support children’s growth, development and learning.
  32. Table Discussion 1. Which component(s) of high-quality experiences for young children will be most difficult for this community to provide? Why? 2. Which component(s) of high-quality experiences for young children will be the easiest for this community to provide? Why? 3. How can Pre-K programs be designed and staffed to promote parents’ involvement in their children’s education?
  33. Estimating Number of Students Served Year Live Births 2014 4,548 2013 4,522 2012 4,624 2011 4,581 2010 4,693 Year 4-Year-Olds 2015 4,685 2016 4,695 2017 4,675 2018 4,654 2019 4,616 2020 4,448 2025 4,509 Year Kindergarten 2015-2016 4,297 2014-2015 4,621 2013-2014 4,602 2012-2013 4,514 2011-2012 4,304 2010-2011 4,398 2009-2010 3,998 Based on these data we project an age cohort of approximately 4500 children eligible for entry into a universal Pre-K system. III. Funding
  34. Pre-K Student Eligibility Year Enrollment 1 65% enroll 2 80% enroll 3 90% enroll Based on this data we project an age cohort of approximately 4,500 children eligible for entry into a universal Pre-K system. 90% is 4,050 III. Funding
  35. Primary Factors 4 Year Olds Class Size 18 Pupils/class Staffing 1 teacher & 1 teacher assistant/ class Length of School Year 10 months Hours of Operation 6.5 hours/day or 8 hour/day Other factors include: DCDEE facility and costs standards for serving 4-year old children $8,400/student III. Funding Pre-K Cost Factors
  36. III. Funding Current Funding Scenario for Pre-K Programs
  37. 4 Year Olds Enrollment 4,500 90% Rate 4,050 Publically Funded Currently Enrolled 1,184 Universal Pre-K To be enrolled 2,866 Pre-K Cost Calculation COST 2,866 $8,400/student $24,074,400 III. Funding
  38. Pre-K Return on Investment Estimated $48,000 in benefits accrued to the public per child from Pre-K participation, with an estimated return of $7 for every dollar invested III. Funding
  39. Pre-K Funding Options Local Option Sales Tax Increase or earmark local property tax revenue Social Impact bond financing Tax Credits Parent Fees and Sliding Scale III. Funding
  40. Pre-K Current Funding Complexity State Funds Federal Funds How do we simplify? Ideas …. III. Funding
  41. Pre-K Mixed System Private Childcare Give parents options? Good or not? III. Funding
  42. Impact on Current Childcare System For Example— Four-year-old classes help fund high cost of caring for infants How does Universal Pre-K impact childcare programs? III. Funding
  43. What about the Pre-K model that serves all 4- year-old children with sliding scale fee? Is this a preferred model? III. Funding
  44. IV. The Way Forward • Meetingstandardsforhighqualityprograms • Developingauniform,comprehensivesystem • Maintainingamixedsystemofpublic & privateproviders • BuildingSystemCapacity • GainingCommunity-wideSupport • EstablishingUniformCompensationPractices • InvolvingFamilies • AccomplishingTransitions • AttainingDiverseEnrollment
  45. A Path to Universal Pre-K Hold on To Your Hat and Cell Phone … For the Next Slide!
  46. Universal Pre-K in Forsyth County by 2020
  47. The Way Forward… …will require a community-wide planning process that includes all the parties committed to the creation of a quality universal Pre-K system.
  48. THANK YOU Universal Pre-K Initiative Steering Committee Nikki Byers, Executive Director, Imprints Cares Joe Crocker, Director, Poor and Needy Division, Kate B. Reynolds Charitable Trust Matt Ellinwood, Director of the Education and Law Project, North Carolina Justice Center Bob Feikema (convener), President & CEO, Family Services Sharee Fowler, Director of the Department of Not-for-Profit Management and Arts Management, Salem College Khari Garvin, Director, Great Expectations, MDC (for KBR) Katura Jackson, Executive Director, Work Family Resource Center Tanya McDougal, Director of Strategic Initiatives, Forsyth County Department of Social Services Eva Phillips, Ready Schools Coordinator, Winston-Salem/Forsyth County Schools Larry Vellani, Chief Executive Director, Smart Start of Forsyth County Jenny Whitley, Director, Teaching & Learning, Smart Start of Forsyth County

Editor's Notes

  1. NC has approved and recommended a variety of curricula appropriate for use in prek classrooms… p 15
  2. NC has also developed criteria, indicators and a list of recommended tools that are appropriate for use in programs for young children…p. 15-16