Value of PA's Early Learning System

The Value of PAs Early Learning SystemLEARNING OBJECTIVES: Participants will create, share and evaluate statements about the value of PAs early learning system.

Since 2003, PA has worked towards building a quality early learning system focused on achieving positive outcomes for children.

How many of you work for programs that provide two or more OCDEL programs?

Do you talk about the programs separately, or do you talk about how they work together?

Do you ever talk about what OCDEL does? How many of you have ever heard or seen a definition of OCDEL?

1OCDEL promotes opportunities for all Pennsylvania children and families by building systems and providing supports that help ensure access to high quality child and family services.

The Office of Child Development and Early Learning (OCDEL) promotes opportunities for all PA children and families by building systems and providing supports that help ensure access to high quality child and family services.

OCDEL is our state level agency that was formed to bridge the Departments of Education and Welfare, enabling cross-communication to bring all the pieces together to discuss issues across early childhood programs.

2The PA Keys to Quality works to create a quality improvement system in which all early learning programs and professionals are encouraged and supported to improve child outcomes. You may also have heard about the PA Key and your Regional Key?

The mission of the PA Key is to create a quality improvement system in which all early learning programs and practitioners are encouraged and supported to improve child outcomes. Improvements in programming are designed to increase the capacity to support children's learning and development; to increase educational attainment among practitioners; and to enhance professional skills and competencies in support of children's learning and development.

The Pennsylvania Keys to Quality consists of a statewide PA Key and six Regional Keys and is a system of supports for Keystone STARS and other programs including:

professional development opportunities for early childhood and school-age;

independent Environmental Rating Scale (ERS) assessments for early learning and school-age programs; and community engagement and outreach.

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This graphic shows how the system was initially developed, but it was difficult to use this image to talk about the value of the system.

That is why today we are going to focus on three main areas of PAs early learning system.

4PAs Early Learning SystemWhat does it look like to you?

What does PAs early learning system look like to you?

In small groups/pairs, each group draws an image of what they think is a good representation of PAs early learning system. Each group has flipchart paper and markers. After groups work for 5 minutes, go around and ask each group to share its picture and explain a little more about why they chose to include, or not include, particular pieces of the system. Request feedback on drawings from all participants. What elements were the most common? Which design was most surprising or unique? Do any pieces appear to be missing to anyone?5PAs Early Learning SystemWhat happens if a piece falls behind or out of line?

What happens if all the pieces of a system arent kept in line or falls behind?6Video plays of Lucy in the chocolate assembly line.7PAs Early Learning SystemImplements standards for higher quality & greater accountability

Targets children & families who are most in need and/or at risk

Engages families, schools, and communities to promote quality early learning opportunities

As you saw from everyones drawings, there are many pieces to the puzzle that comprises our early learning system. That is way too much information to try to give to someone when talking about Pennsylvanias early learning system.

That is why today -- we will not focus on the individual programs. Rather, we will concentrate on communicating about the VALUE of our early learning system as a whole. We will do this by targeting three main points.

PAs early learning system

Sets the standard for quality early education and strives for higher quality and greater accountability;

Targets children and families who are most in need and/or at-risk; and

Engages families, schools, communities and leaders to promote quality early learning opportunities.

8PAs Early Learning System1) Implements standards for higher quality & greater accountability

PAs early learning system

Sets the standard for quality early education and strives for higher quality and greater accountability;

Why are standards so important? Why would your audience care? Lets dig deeper into talking about the value and benefits of having standards

9Standards for Higher QualityLearning Standards

Professional Development Standards

Program Standards

Reflect evidence and research-based best practices!PAs early learning system has value because it promotes quality by its very design whether its one program or multiple programs, our system allows them to work together seamlessly because they follow standards for quality.

Standards are the foundation for quality. There are three main sets of standards Program Learning and Professional Development Standards.

These evidence and research-based Standards provide requirements for teacher quality, program quality, curriculum, observation and assessment.

10Standards for Higher QualityPA Learning Standards for Early Childhood from birth through Grade 2

Used by all OCDEL programs

Aligned with 3rd-12th grade academic standards

Guides instructional practice

Supports learning in class & at home

PA Learning Standards for Early Childhood sets standards for the classroom instruction of children:

All OCDEL programs use early learning standards, which are aligned with our 3rd -- 12th Grade academic standards, to guide instructional practice. PAs Learning Standards for Early Childhood for Infant-Toddler, Pre-Kindergarten, Kindergarten, First Grade and Second Grade outline the approaches to learning, (emerging) literacy and numeracy, science and social studies, creative expression, social and physical skills that a child develops throughout the year and provides guidance for activities to support this development in the classroom and at home.

PA was one of the first states to establish learning standards for birth through 2nd Grade and commission an independent study to ensure alignment of all standards.

PA is also including pre-k in its common core standards.

ASK: Now, you all work hard and follow these standards. Its important that you can talk about why standards are so important. Talking about standards can be simple, similar to talking about concrete examples about what quality looks like in your program.

First, what is an activity or project in your program that you are particularly proud of, something that is really popular with children and parents? Perhaps you host a special art show in combination with a meeting or special event?

When you talk about one of your program activities, be sure mention how its not just a fun thing for kids to do, but that its also based on research and evidence-based best practices to help young children develop and start school ready to learn!

Who has a popular learning activity that really gets families excited? Tell us about it and try to explain how it relates to the early learning standards.

PA Early Learning StandardsUsed by all OCDEL programsAligned with 3rd 12th grade academic standardsGuides instructional practiceSupports childs learning and development in the classroom and at home

11Standards for Higher QualityProfessional Development Standards

Career Track for Professionals

Early Learning Career Lattice

PA Quality Assurance System (PQAS)

Teacher Certification / Act 48

Professional Development Standards provides higher quality by providing a Career Track for Early Childhood Teachers: Teacher education and experience is a key factor in providing a quality early learning experience. However, in child care settings, teacher pay (and likely education level) is typically very low. New teacher education requirements coming into effect through 2013 have prompted an increased need for early learning professionals to earn credentials, college degrees, and teacher certification.

PA is working to meet the need and support teacher quality by:

Creating the Early Learning Career Lattice and establishing three professional credentials for early childhood teachers and directors. {Directors Credential, School-Age Professional Credential, and Early Intervention Language Coach Credential.} PAs Directors Credential is approved by NAEYC.

Establishing the PA Quality Assurance System (PQAS), creating standards for instructors serving early childhood and school-age professionals in PA.

Another example of PD standards that have come under our system of care is teacher certification. Early learning professionals earn certification and need to earn Act 48 credits each year. 12Standards for Higher Quality

Professional Development standards help to increase teacher quality, which as you know also strengthens program quality and the quality of childrens learning.

This chart shows that more early childhood professionals are earning credentials and degrees than ever before.

The number of early childhood teachers earning their Child Development Associate (CDA) credential has doubled since 2006-07.13Standards for Higher QualityProgram Standards

Keystone STARSPA Pre-K CountsHead Start CertificationNurse-Family Partnership

Program Standards refer to handout on OCDEL initiatives.

What standards are followed for each initiative?

STARS follows STARS standardsPA Pre-K Counts have a series of guidance for requirementsHead Start follows federal Head Start standards in addition to some extra PA requirementsCertification follows DPW child care regulationsNurse-Family Partnership follows a national model

Programs such as Head Start Supplemental, Keystone STARS, PA Pre-K Counts and Early Intervention document and report childrens progress throughout the year as part of the evidence-based standards of the programs. Pennsylvanias Environment Rating Scales (ERS) Assessors and STARS Designators verify their reliability at least annually.

14Greater AccountabilityEarly learning data management & reporting systemUse data to improve classroom instructionUse data to identify special needsUse data to talk to familiesIncreases program efficiencyReduces fraud, waste, abuse

Pennsylvania embraces accountability in its early learning system to ensure children are receiving the best quality early childhood education possible.

The Early Learning Network (ELN) is a comprehensive data and reporting system aligned with our Standards that coordinates outcomes from OCDEL programs, shows results of authentic assessments and tracks outcomes for children from birth until they enter kindergarten.

It enables PA to document how our quality early learning system is contributing to positive outcomes for children. It also supports the PELICAN (Pennsylvanias Enterprise to Link Information for Children Across Networks) system. PA is one of few states that meets all 10 indicators for national standards for data quality.

Child observation, assessment and documentation of progress: Programs assess childrens development upon entry and progress throughout the year; Use information to guide learning activities and share with families; Help identify children with special needs early and provide services when they are most beneficial. Pennsylvanias early learning data management and reporting system has increased the efficiency of state programs and reduces fraud, waste and abuse by standardizing and automating activities such as eligibility determination, provider payment, receiving and tracking complaints against child care providers, maintaining waiting lists for services, and tracking grants and budgets.

ASK: Why is it important to be able to explain why data collection and reporting are critical pieces of the PA early learning system? Because providers can use data they report in ELN to talk to families and improve classroom instruction.

The vision is to link info about childrens participation in, and outcomes from, their early learning programs to their school-age participation and outcomes, such as PSSA scores. For example, children whose data is entered into the ELN are assigned the PA Secure-ID they will use throughout their public school careers.

15Greater AccountabilityEarly Learning Outcomes Reporting via approved vendor tool for online assessmentsAligns to standards, reported in early learning data management & reporting systemPrograms can share findings with community organizations & schoolsApproved Vendor Tool for online assessment -- ELOR strategy directly speaks to accountability and data-driven decision making at all levels.

Programs can choose an assessment that meets the need of their program. If theyre using it correctly, they can look at outcomes across individual children, classrooms, and programs, in order to make decisions about what improvements need to be made so that teachers can adjust instruction accordingly.

The outcomes are aligned with the standards and are reported in PAs early learning data management system. Aggregate data can inform the community level and state level. The collection and reporting of data is primarily about showing results.

At a community level: Programs can share their program reports and state level reports with community orgs and schools so they can examine areas to work together on items that could use improvements. State level reports show positive results of quality, which is great news to share with any audience!16Accountability = ResultsFigure presents all available ECERS-R scores, including Keystone STARS, PA Pre-K Counts, and Head Start facilities. Assessments are made at the classroom level. Each data point is a single assessment of a classroom.

Results of PAs early learning system of standards and accountability are illustrated in this chart of ERS scores over the years.

Since 2003, classroom quality scores on the Environment Rating Scale have continued to rise, showing a positive trend of increasing quality in Pennsylvania Pre-K Counts, Keystone STARS and Head Start classrooms.ERS is valuable in communications because it is a nationally-recognized standard that can illustrate the quality of the classroom environment and teacher-child interactions. These are things that can be hard to explain to non-ECE people.

The ERS scales rate elements that promote childrens learning, such as the classroom design; quality of interactions between teachers, parents and children; and how the program promotes acceptance of diversity.

17Accountability = ResultsKeystone STARS

How many of you have talked about Keystone STARS before? What do you say? How do you talk about how Keystone STARS programs are held accountable for results?

PA is one of 23 states to include all core components for a quality rating and improvement system for early childhood programs through Keystone STARS.

Nearly 20% of child care programs participating in Keystone STARS moved up at least one STAR level in 2010-2011, increasing the quality early learning opportunities for children in their programs.

Keystone STARS is a quality rating and improvement system in early learning and school age environments. It builds on the health and safety requirements of certification. Learning programs must meet research-based performance standards for: staff qualifications and professional development; learning program (child observation, curriculum, classroom environment); partnerships with family and community; and leadership and management (business practices). Certified or registered child care providers, Head Start programs and PA Pre-K Counts programs may be eligible to participate. RESULTS: Keystone STAR 3 and 4 programs -- providing high quality early education in child care centers, group and family child care homes for children from birth through school-age: Approximately one in three preschoolers (27%-39%) began the school year in Keystone STAR 3 & 4 programs with age-appropriate skills. By the end of the school year, more than two in three children (68%-76%) showed age-appropriate language, math and social skills after attending Keystone STARS 3 & 4 programs in 2011-12.

18Accountability = ResultsHead Start Supplemental

Head Start Supplemental Assistance Program - How many of you have talked about HSSAP before? What do you say? How do you talk about how HSSAP programs are held accountable for results? HSSAP provides supplemental funding to existing Head Start programs to expand the number of children and families served, or to extend the length of day or program year for children currently receiving services. Children ages 3 and 4 and their families living up to 130% of the federal poverty guidelines are eligible. Preschool Program Specialists provide ongoing monitoring and technical assistance and conduct site visits annually. RESULTS: HSSAP provides comprehensive early education and family support services to high-risk three and four year olds: Approximately one in five preschoolers (8%-18%) began the school year in Head Start Supplemental programs with age-appropriate skills. By the end of the school year, approximately three in five children (60%-70%) showed age-appropriate language, math and social skills after attending Head Start Supplemental programs in 2011-12. 19Accountability = ResultsPA Pre-K Counts

How do you talk about how PA Pre-K Counts programs are held accountable for results?

PA Pre-K Counts meets or exceeds nearly every quality benchmark identified by the National Institute for Early Education Research.

PA Pre-K Counts - Children ages 3 and 4 with families living up to 300% of the federal poverty are identified as being at risk for school failure, and are eligible to apply for PA Pre-K Counts.PA Pre-K Counts provides research-based, high quality pre-k learning experiences for 2.5 or 5 hours a day to leverage existing early education services in school districts, Head Start programs, Keystone STARS 3 or higher child care centers and group child care homes, and licensed nursery schools.

Enrollment for PA Pre-K Counts targets children affected by risk factors that can harm their development and chances for school success. Programs can prioritize enrollment based on additional risk factors such as language, special needs, or other issues. Enrollment is year-round and children may be placed on waiting lists until an opening becomes available.

RESULTS: PA Pre-K Counts provides high quality pre-k kindergarten to at-risk three and four year olds: Less than one in four children (14%-24%) began the school year in Pennsylvania Pre-K Counts classrooms with age-appropriate skills. By the end of the school year, approximately three in four children (75%-80%) showed age-appropriate language, math and social skills after attending Pennsylvania Pre-K Counts in 2011-12. As mentioned earlier, PAs early learning system has a special focus on children and families who are most in need and most at risk.

Lets review a few more examples about how the system helps those most at risk, who are also those that can benefit most from quality.

20PAs Early Learning System2) Targets children & families who are most in need and/or at risk

PAs early learning system

Targets children and families who are most in need and/or at-risk

Why is this valuable how does it benefit everyone? Why should people care that PAs early learning system targets at-risk families and children?

Children at risk are likely to achieve great gains from quality early learning programs and interventions, which means they would also become more likely to enter school ready to learn. This means that they are also more likely to graduate and become a productive and successful adult who contributes to the community. 21Focus on At-RiskReducing special education needs

PAs early learning system targets resources towards helping children and families most at-risk and most in need of services.

Quality programs in PAs early learning system have been shown to help reduce special education needs:

School districts serving the largest number of PA Pre-K Counts children had a fewer percentage of children entering kindergarten in 2008-09 with Individualized Education Plans (IEPS) to address special needs than districts enrolling no PA Pre-K Counts children.

A lot of schools do keep track of PKC kids entering K with IEPs compared to their peers. Even if we dont have it at the state level, you can collect such local data that can be influential!

Source: Evaluation by the OMG Center for Collaborative Learning from 2008-2009.

CHART: Percentage of kindergartners with IEPs

22Focus on At-RiskMore families of at-risk children choose regulated care

PAs early learning system targets resources towards helping children and families most at-risk and most in need of services.

UPDATE: More families accessing Child Care Works subsidy are choosing regulated care than ever before, with 82% of children living in families receiving TANF child care assistance using regulated child care in 2010-2011, a 51% increase since 2006 (when child care services for TANF, former TANF, and low income families were unified under the CCIS agencies).

How many of you have talked about Child Care Works before? What do you say?

How would you talk about how Child Care Works is held accountable?

What are some reasons why families of at-risk children should choose regulated care?

23Focus on At-RiskRising STARSIncentives to move to high quality STAR 3 & 4 levelsIncreased minimum enrollment of CCW subsidy children to 10% for STARS grants/awardsAdjusted tiered reimbursement for STAR 3 & 4 programs provides greater flexibility to use funds

Pennsylvanias Rising STARS initiative was developed to promote greater access for at-risk children to higher quality child care and better prepare them to succeed in school.

The initiative provides incentives for child care programs to move to high quality STAR 3 and 4 levels and to increase enrollment of children receiving Child Care Works. By adjusting the tiered reimbursement for STAR 3-4 programs, it also provides greater flexibility for programs to use those funds.

Redesign of the Keystone STARS Grants and Awards (retroactive to July 1, 2012)Increased minimum enrollment of children with IEPs, IFSPs, and Child Care Works subsidy from 5% to 10% in order to be eligible to receive STARS grants and awards

Eliminated Start with STARS - it is not recognized as a level of quality; therefore, the resources to administer it can be better used promoting and maintaining quality at higher STARS levels.

At the STAR 1 level, OCDEL will target grants in selected communities to selected providers who are committed to moving to at least a STAR 2 level. These programs will also receive intensive technical assistance and professional development to move to the next STAR level.

At STAR 2-4 levels, there is now a single grant award structure. Adjustment of Child Care Works MCCA (maximum child care allowance) and STARS tiered reimbursement for programs serving children receiving Child Care Works (effective January 1, 2013)

Slightly lower MCCAs across the state for Non-STARS providers and increasing tiered reimbursement for high quality STARS 3 and STARS 4 Providers

Keystone STARS providers will receive the Full-time MCCA reduction back in tiered reimbursement.24PAs Early Learning System3) Engages families, schools & communities to promote quality early learning opportunities

PAs early learning system

Engages families, schools, communities and leaders to promote quality early learning opportunities.

25Engages FamiliesProvides more quality early learning choices to families

Available at many locations

Expanded access via CCW

Services unified under CCIS

COMPASS online system

Quality programs available in every county

Family surveys

The Quality of PAs early learning system engages and positively impacts familiesPAs early learning system has value because it provides more quality choices to families. A major theme in this administration is giving families choices in their childs education an example is the push for school vouchers. It is useful to frame PAs early education system in a way that shows that parent choice is built in.

Each child is unique and the early learning experiences that help each young child reach his/her promise are different. Families need to have access to a variety of quality early learning options so they can make sound choices for their children. PAs early learning system provides families with more quality early learning choices in many ways:

Programs available at home, in child care, Head Start, preschools, and schools.Expanded quality access to more vulnerable children through CCW. (2005)Child care services for all families unified under the CCIS system. (2006)COMPASS online system launched in 2008 for families to search for providers and apply for benefits. Quality programs available in every county. Keystone STARS reversed a 10-year trend of declining quality in child care. The number of quality publicly-funded pre-k opportunities has doubled since 2002.

Many OCDEL programs also are part of statewide family surveys where parents can share their opinions about how effective they think the early learning programs are. OCDEL creates a state level report, along with individual program reports, based on the family surveys which are used to guide and identify areas for family engagement improvements where OCDEL can develop and provide targeted resources. 26Engages SchoolsPartner with schools for smooth transitions to Kindergarten

Early Learning Standards aligned with 3rd-12th grade

Standards Aligned System (SAS): Professional Learning Communities (PLC)

Title I funds for school pre-k

Early Childhood Education Leadership InstituteThe Quality of PAs early learning system engages and positively impacts schools

Connections with School Districts are built & strengthened as Early learning programs are encouraged and supported to partner with local school districts to better prepare for and create a smoother transition to kindergarten. Local networks bring together local schools and early learning programs to help children make smooth transition to kindergarten

Early Learning Standards aligned with 3rd 12th Grade academic standards.

PAs Standard Aligned System (SAS) aligns standards, assessments, and instructional practices within classrooms and across the entire system of education. It also provides an online forum for educators to network and share resources through professional learning communities. How many of you are part of a professional learning community on the SAS website?

Title I funds can be used to run school-based pre-kindergarten.

Early Childhood Education Leadership Institute brings together school and early learning leaders for 5 days of training where they receive the same information which contributes to more continuity and common understanding about best practices in education. Participants become trained facilitators who go on to share best practices with other school and early learning professionals.

These are also strategies to extend achievement through 3rd grade. 27Engages CommunitiesMaximizes impact of public resources via OCDEL

No duplication of staff, systems, or processes

Quality and accountability of ECE programs are well-aligned

Reach and Risk Report

LEARN Partners

The Quality of PAs early learning system engages and positively impacts communities PAs early learning system has value because it maximizes the impact of public resources. Creation of OCDEL: In 2004, PA was one of the first states to create a cohesive office that brought together the resources and expertise for early education, across the Departments of Education and Public Welfare. Because of OCDEL:

PA doesnt have to duplicate staff, systems or processes

Quality and accountability of PAs ECE programs are better aligned. PA monitors programs adherence to performance standards and fiscal requirements through data review and site visits. PELICAN data system helps prevent children being enrolled in two programs for the same time period. Families applying for programs with eligibility guidelines must show documentation that they qualify. These may include documentation of income, work, or education.

Being able to talk about how your early childhood programs are held accountable through the PA early learning system is critical because another major theme in this administration is about creating an accountability system that taxpayers can understand, to better measure educational success and identify those in need of supports, and helping to better assess quality. {PA Education Secretary Ron Tomalis, March 2011 press release}

Reach and Risk Assessment - Report identifies cities and counties where children are most at risk of school failure. OCDEL uses report to determine best areas for new/expanded early education services. Risk levels help determine eligibility for programs like PA Pre-K Counts to better serve communities.

LEARN Partners work together locally and statewide as early learning leaders for community outreach, family engagement and early childhood to school transition. All of which benefits PA communities. 28

ACTIVITY: You have 15 minutes to create a 60-90 second value statement/pitch about PAs early learning system. You will also share a graphic representation of what youre talking about in your statement. There is room on the back of the worksheet to design your drawing, or you can use a flipchart page.

After 15 minutes of working, participants will each present and provide feedback about value statements and graphics. 29

This chart shows Pennsylvanias approach to and positive results from having a cohesive and comprehensive early learning system.

Is this something you think you might add to your materials or share with others?

With whom might you want to share this chart in order to start a conversation about the value of PAs early learning system?

ACTIVITY IF THERE IS TIME: Pair everyone up. One person receives a post-it note with the name of an OCDEL program name on his/her back. The other person describes what the program does and/or how it is held accountable and/or who is eligible to participate without saying the name of the program and the person wearing the post-it tries to guess which program he/she is wearing.

30RESOURCES:

www.pakeys.orgwww.dpw.state.pa.uswww.education.state.pa.uswww.ocdelresearch.org31