CCELP California Comprehensive Early Learning Plan

Transcription

1 36. San Diego County 11/08/12 and 11/19/12 Hosted by: San Diego Child Care and Development Planning Council Primary facilitator(s) name: Phone: Don Bolce Number of attendees not CCELP Element(s) that you focused on: including facilitator(s): All 41 participants 1. Access 2. Food and Nutrition 3. Child Assessment to Support School Readiness 4. Collecting and Tracking Child Data 5. Developmental Screening and Services to Children with Special Needs 6. Dual Language Learners 7. Early Childhood Mental Health 8. Facilities 9. Family and Community Engagement 10. Finance, Governance, and Other Systems Issues 11. Kindergarten Transition 12. Program Quality Assessment 13. Workforce Development 36.I. Getting Started Visioning activity Please list statements and themes from your meeting here. Please use bullet On October 8, 2012, the San Diego County Child Care and Development Planning Council held its regular meeting and included as part of its agenda the conducting of a Local Input session for the. The agenda was the following: 9:45 am CCELP Background and Presentation Doug Regin ~ Brief Overview of CCELP ~ Introduce session objective 10:00 am Clarifying and Building on Plan Elements Debbie Macdonald Present meeting s preselected CCELP element(s) and group activity A] Access to Quality Early Learning and Care C] Child Assessment to Support School Readiness E] Developmental Screening and Services to Children with Special Needs I] Family and Community Engagement L] Program Quality Assessment M] Workforce Development Prioritizing Final Plan Elements- Voting process 11:00 am Report Back/ Share Results of Small Plan Element Groups 11:30 am Meeting Follow-Up/Next Steps Reconvene- Monday November 19, 2012 Share next steps 36.II. Clarifying and Building on Plan Elements CCELP Element: A. Access to Quality Early Learning and Care Page E-107

2 1. A.1. Include early learning and care in a comprehensive Preschool to Grade A.19. Provide higher reimbursement rates in a tiered system for programs A.22. Raise the quality of early learning and care programs through a A.3. Advocate for and establish a set-aside or guaranteed minimum percentage A.21. Provide financial and non-financial incentives... This group consisted of 27 participants Expand PFA- Pre-School for All to all programs in all counties based on parental choice. AP/ Cal-works families be required to use high quality programs based on QRS. Middle/ low-income families/ children need quality programs- more $ to Title 22 programs not State and/or federally funded. Equitable reimbursement rate across all types of programs. Stop segregating low-income children from other pre-school children/ programs. Streamline the enrollment process [paperwork] for various funding sources. Quality starts with a licensing regulation and oversight systems that support requirements for quality, healthy and safe programs, which help all children, prepare for school and life. CCELP Element: B. Food and Nutrition 1. B.5. Child care providers should strengthen their relationships with various public B.15. Expand nutrition and physical activity training in child care programs. 3. B.2. Develop policies to ensure consumption of five fruits and vegetables each day. 4. B.6. Establish California nutrition and physical activity standards based on B.7. Collaborate with the federal government to modify the federal Child and... B.2- insert fresh in front of fruit and vegetables Combine B. 6 &7 B.11- isn t this already a requirement? CCELP Element: C. Child Assessment to Support School Readiness 1. C.3. Promote the use of child assessments by ECE caregivers and teachers to improve C.2. Identify and address children s needs earlier in their lives through ongoing C.1. Invest in training and technical assistance to counties on how to report DRDP C.4. Implement a statewide evaluation of ECE programs using independent assessors C.5. Use caution when taking estimates of a program s effect on child outcomes... This group consisted of 6 participants Page E-108

3 Promote alignment of ECE assessment tools such as DRDP with K-12 assessment tools Invest in sharing/ linkages of ECE assessments with K-12 teachers Promote Coordination of assessments between agencies to decrease duplication and over assessment Promote the Inclusion of Parents in the assessment process with young children Ensure accommodations/ adaptations are considered in the assessment of children with special needs. CCELP Element: D. Collecting and Tracking Child Data 1. D.1. Fund the implementation of a P-16 longitudinal data system, including a unique D.3. Use a child identifier to allow linking across program data sets and to determine D.2. Include infants and toddlers in a longitudinal child data system. 4. D.7. Develop a system that connects early learning and education with juvenile justice... CCELP Element: E. Developmental Screening and Services to Children with Special Needs 1. E.1. Take steps to ensure that screening for developmental and health problems E.4. Include training on working with children with special needs in teacher preparation. 3. E.3. Improve outreach to children with special needs. 4. E.2. Standardize screening tools to facilitate revising assessment results... This group consisted of 41 participants Additional Staff will be needed to complete activities within this element Case Management needed; Connect with local state funded R&R s Promote parent education through the R&R s; Provide Resource Support for R&R Clarify Role of Private Providers Provide On-going Professional Development and Mentoring Expand concept to Medical, Social Emotional Establish a clear statewide definition Support Collaboration among Agencies Connect to Medical Home, other resources Consider changes to licensing regulations to include all children CCELP Element: F. Dual Language Learners 1. This group combined F3-8 into a new element F.9- A comprehensive approach following research based practices with additional funding made available to agencies writing a 3 year plan in response to state level RPF s inclusive of classroom practices, parent engagement and Page E-109

4 on-going professional development for all English Learners and Dual Language Learners with respect to home language and cultures. [24= 8x3] 2. This group combined F 1-2 into a new element F.10- A Comprehensive approach to parent education, advocacy, partnership and tools to provide resources necessary to ensure parents as first teachers valuing the child s first language and culture. [15= 5x3] CCELP Element: G. Early Childhood Mental Health/Behavioral Health 1. G.1. Establish a common, cohesive, effective approach for social-emotional development G.5. The mental health system, policymakers, and funders must commit to creating G.6. All agencies implementing evidence-based practices for children birth to G.2. Increase Early Childhood Mental Health Consultation in family child care programs. When establishing a common, cohesive effective approach for social-emotional development across the state pair the Incredible Years with the Social and Emotional Foundations for Early Learning (CSEFEL) model and California s social-emotional Preschool Learning Foundations. Defining Professionals as teachers, administrators, all child care staff as the workforce to be provided with on going in Early Childhood Mental Health training. Emphasize Social and Emotional Health as key focus in child well being, as opposed to often stigmatized labels. CCELP Element: H. Facilities 1. H.10. Local education agencies should use the land they currently have on their K H.2. Expand facilities development and financing models, such as ABCD Constructing H.8. Advocate for child care friendly land use policies and procedures that H.1. Include child care in city/county General Plans. It was noted that elements H1, H5 & H8 are part of the work plans for implementing Strategic Plan. CCELP Element: I. Family and Community Engagement 1. I.1. Require programs to submit plans for how they will partner with families I.4. Provide training for teachers on building partnerships with families. 3. I.7. Consider more direct training for parents in dialogic and interactive reading skills. 4. I.2. Make Title 22 licensing requirements for both family child care providers I.5. Support family engagement in developmental and early learning services... Additional Comments Page E-110

5 This group consisted of 6 participants Change wording on I7 from consider to provide CCELP Element: J. Finance, Governance, and Other Systems Issues 1. J.1. Raise the Standard Reimbursement Rate for state-contracted programs J.4. Provide a rate differential to programs that participate in the QRIS. 3. J.9. Establish and regularly convene regional consortia composed of leaders of local... CCELP Element: K. Kindergarten Transition 1. K.4. School entry policies should focus on offering opportunities for early educational K.1. Provide more guidance to districts on TK standards, frameworks, curriculum K.6. Establish systems to encourage preschool and kindergarten teachers to visit K.2. Provide support to districts on how to provide high quality TK and kindergarten... CCELP Element: L. Program and Quality Assessment 1. L.2. Establish a five-tier block system that assesses five quality elements L.6. Adopt a locally based approach to the development of a Quality Rating and L.5. Support State Advisory Council on Early Learning and Care and advance a statewide L.10. After the Quality Rating and Improvement System (QRIS) is in place, provide L.7. Pilot a rating process that would employ environmental rating assessments... Additional Comments This group consisted of 8 participants Have a timed phase in plan for QRIS- 3 tier to 5 tier Have a combination of Regional Control and State Advisory Quality ECE environments require a paradigm change in teacher continuing education from single workshops to reflective coaching and ongoing technical assistance based on the block QRIS system Align State Mentor Teacher/ Director program to QRIS. CCELP Element: M. Workforce Development 1. M.2. Set higher compensation levels for ECE teachers if ECE teacher education standards M.8. Require credit-bearing courses for associates and bachelors degrees in early M.7. Develop the Early Childhood Educator Competencies, which include the Foundations M.12. Continue the process of alignment and articulation of the ECE curriculum within... Page E-111

6 5. M.14. Establish clear timelines with systemic support for an articulation and transfer... This group consisted of 27 participants Insure quality, developmentally appropriate curriculum for Early Childhood learning. Include more teachers in planning All ECE workforce including Family Child Care providers need to be adequately and fairly compensated and well trained [diverse education and professional development opportunities including lab programs] to provide comprehensive services to children and families. Universal access to high quality ECE and care for all families statewide, regardless of family income level that provides: Comprehensive, whole child approach that provides social/ emotional supports Easy to understand and navigate ECE career ladders and opportunities Easy to understand and navigate ECE System for parents and better parent/ consumer education on choices & quality 36.III. Prioritizing Final Plan Elements Voting Please list the top 5 elements your attendees voted on. Please use a numbered list. 1. Workforce Development 2. Access to Quality Early Learning and Care 3. Child Assessment to Support School Readiness 4. Family and Community Engagement 5. Developmental Screening and Services to Children with Special Needs 6. Access to Quality Early Learning and Care 7. Workforce Development 8. Program Quality Assessment 9. Family and Community Engagement 10. Kindergarten Transition 36.IV. Evaluation Comments What was useful about our work today? Please list the comments you received. Please use a numbered list. This session had non- planning council members in attendance and they welcomed the opportunity to participate. Comments for the various elements are included on the element pages. What suggestions do you have for the other local input meetings? Please list the comments you received. Please use a numbered list. Materials were sent out to a wide range of potential participants to provide them with information prior to the meeting. The same will be done for Session 2 36.V. Facilitator s Evaluation 6. Please rate how easy it was to use this toolkit Page E-112

7 None given 1 Very easy to use Very hard to use X Page E-113