What we want for each child, and what each child is currently getting

1. What we want for each child,and what each child is currently getting� Boston�s Birth to FiveSchool Readiness Planning InitiativeECE SubcommitteeJuly 10, 2007

2. A high quality, well-aligned early childhood education that� You�ll see as we go through that I have taken and rearranged the items on the quadrant to follow a flow of Access to the program based on capacity and meeting families� needs Once you�re in the program what is it�s quality How does it meet each child�s individual needs How are parent�s engaged? And then how do you transition out of the program? So starting with accessYou�ll see as we go through that I have taken and rearranged the items on the quadrant to follow a flow of Access to the program based on capacity and meeting families� needs Once you�re in the program what is it�s quality How does it meet each child�s individual needs How are parent�s engaged? And then how do you transition out of the program? So starting with access

3. Includes quality options for all early childhood stages (2A)In the last 9 years, ECE capacity in Boston has increased across all settings by at least 4,748 spaces.

4. Includes quality options for all early childhood stages (2A) Currently we have enough capacity for 81% of our Preschoolers. UPK Demand estimates suggest you need to match 80% of your PreK population to be at �universal�.

5. Is offered in an accessible setting that meets the family�s needs (location, cost, schedule) (2B)Most parents rate their current care and education arrangements as excellent or good. Highlight what we don�t know � enough non-traditional care, right neighborhoodsHighlight what we don�t know � enough non-traditional care, right neighborhoods

6. Is offered in an accessible setting that meets the family�s needs (2B) - some other ways of looking at it Number of care arrangements per child Affordability Cost & Subsidies Number of kids on the EEC Waitlist Could also consider, but don�t have data right now Number of vacancies Turnover in slots

7. 61% of Boston children experience 1 or 2 care and education arrangements per weekin addition to their parents.

8. Arrangements for a particular setting:Boston Public Schools � K1 Out-of-School Time Services 1,467 four year old children are currently enrolled in BPS K1 classrooms and 3,897 five year olds are enrolled in BPS K2 classrooms (Total = 5364 children) [Fall 2006]. 1,212 OST slots are available, enough for 23% of the 5,364 children. In a recent survey of families using the K1s and K2s, In over 50% of families all adults worked full time. About 50% of all families who did not already have extended day services would use an affordable after school program. M. Cowden in her analysis based on the family survey calculated �2076 slots still are needed to meet the current demand of K1 and K2 families. If K1 enrollment climbs to a [projected] 3,500, then an additional 1,016 slots will be needed. In addition, at least 73% of all families will need affordable or subsidized OST services.� (p. 2) The number of K2 slots will remain approximately the same for the next five years, but BPS plans to expand K1 to 3,500 slots, or enough to meet the needs of every Boston family who requests a space School Based Full Day/School Year Programs Provided by BPS �������� Baldwin Early Learning Center �������� Haynes Early Education Center �������� Hernandez School � School Based OST Programs Provided Full Day/School Year By BPS and Community Partners �������� Gardner Extended Services School/Oak Square YMCA �������� Guild School/East Boston YMCA �������� Perry School/South Boston Neighborhood House � Community Based Full Day/Full Year Pilot K1 Program �������� Colonel Daniel Marr Boys and Girls Clubs � Community Based OST Services �������� ABCD Head Start �������� South Boston Neighborhood House (SBNH) The number of K2 slots will remain approximately the same for the next five years, but BPS plans to expand K1 to 3,500 slots, or enough to meet the needs of every Boston family who requests a space School Based Full Day/School Year Programs Provided by BPS �������� Baldwin Early Learning Center �������� Haynes Early Education Center �������� Hernandez School � School Based OST Programs Provided Full Day/School Year By BPS and Community Partners �������� Gardner Extended Services School/Oak Square YMCA �������� Guild School/East Boston YMCA �������� Perry School/South Boston Neighborhood House � Community Based Full Day/Full Year Pilot K1 Program �������� Colonel Daniel Marr Boys and Girls Clubs � Community Based OST Services �������� ABCD Head Start �������� South Boston Neighborhood House (SBNH)

9. Budget experts recommend, child care costs should equal about 10% of the budget. The cost of child care in Boston ranges from 16% to 32% of families� incomes, for just 1 child�s arrangements. Boston Public Schools has added a significant amount of capacity in the past couple years, that is free for the times that it is offered.Boston Public Schools has added a significant amount of capacity in the past couple years, that is free for the times that it is offered.

10. How many children qualify for subsidies depend on the stringency of the eligibility criteria. Many children meet the income requirements, few children meet the income + full-time employed parent requirements. Raises the question about how will we help more children access the system given the current restraintsRaises the question about how will we help more children access the system given the current restraints

11. There are more kids on the waitlist than 18 months ago.Although the waitlist is a snapshot in time, and there are still unresolved data entry and duplication questions about families on the waitlist. (Unresolved question: If it�s taking longer to fill slots, b/c of the centralized waitlist?)

12. Subscribes to agreed-upon standards of quality across all settings and builds relationships across educators in all professional settings (2F) There is no one common set of standards, the requirements differ by funding stream. Examples, Licensing regulations DOE Standards and Guidelines NAEYC / NAFCC PRISM UPK standards Different educator qualifications requirements Educator relationships - Data?

13. Includes quality options for all early childhood stages (2A) EQUIP Benchmark Areas Accreditation Lead Teachers and Teachers with a BA or higher Teachers Receiving Training or Education for College Credit in the past year Facilities Parent Engagement Salaries Regulation Reform Fall 2007 to collaborate with members of the Boston early education community to systematically evaluate, set goals for, and improve upon the quality of early childhood programs Accreditation - highlight that 48% of programs are accredited and this equals 60% of our Preschool capacity Teachers - Workforce, currently a push for PreK Teachers to earn Bachelors. We have done a lot of work looking at the necessary barriers and supports to help teachers earn this post-secondary credential. Glad to share if we choose to focus on this area. Shortly also raises questions about compensation which is the last EQUIP Benchmark Salaries - Gone up but still not at self-sufficiency? Facilities - may be time to shift this from building new capacity to improving the quality of existing capacity Parent Engagement - as you�ll see in a minute this is an important issue but don�t have a good measure Also wanted to highlight as we�re talking about quality that our state is currently in the midst of Reg Reform, which will effect the floor for qualityto collaborate with members of the Boston early education community to systematically evaluate, set goals for, and improve upon the quality of early childhood programs Accreditation - highlight that 48% of programs are accredited and this equals 60% of our Preschool capacity Teachers - Workforce, currently a push for PreK Teachers to earn Bachelors. We have done a lot of work looking at the necessary barriers and supports to help teachers earn this post-secondary credential. Glad to share if we choose to focus on this area. Shortly also raises questions about compensation which is the last EQUIP Benchmark Salaries - Gone up but still not at self-sufficiency? Facilities - may be time to shift this from building new capacity to improving the quality of existing capacity Parent Engagement - as you�ll see in a minute this is an important issue but don�t have a good measure Also wanted to highlight as we�re talking about quality that our state is currently in the midst of Reg Reform, which will effect the floor for quality

14. Shortly Boston Quality Inventory data will be available - looked in depth at quality within Boston�s ECE settings.

15. Is responsive to special needs, individual development, and varying learning styles (2D) Child Outcome Assessment Tool use in Boston ECE Child Outcome data used to individualize curriculum, plan professional development, and continuous quality improvement According to a recent Boston EQUIP survey, 81% of the survey respondents reported that their program conducts some form of assessment and/or observation and recording. 55% of respondents reported using/beginning to use High/ Scope COR Ounce Scale/Work Sampling, Ages & Stages, and Creative Curriculum The overwhelming majority of community-based programs (88%) were using the Creative Curriculum Developmental Checklist and the Boston Public Schools are using at least Work Sampling The average length of use for the four tools was 54 months, with a range of 1 month to 10 years

16. Is responsive to child�s family structure, culture and language, building on these as assets (2C) 78% of parents rated their early child care and education as excellent or good with regards to the ethnicity, language, and religion. The ethnicity and culture of teachers in community center-based programs mirrors those of the children served. BPS? Family structure?

17. Integrates effective engagement of the family in the child�s care and education (2E) There are a few examples around the city of programs doing this well � Head Start, Parent Child Home Program However we do not have a common definition and set of best practices for what this looks like to measure the extent to which this is happening. The DART felt that this was an area where the research documents the importance of this practice, however little information is available about what is being done in Boston programs.

18. Promotes quality by building relationships between those professionals and informal care providers (2G) Massachusetts historically has not focused on informal care providers or FFN (family, friend, and neighbor care). Boston EQUIP is working on an estimate of the number of FFN providers in the city. There are best practices around the country about how you reach out to FFN providers.

19. Effectively prepares for and supports the child and family to transition to the next ECE setting and phase of learning (2H) PreK to BPS K: Countdown to Kindergarten Early Intervention to Community-Based or BPS classrooms Early Intervention to Special Education Infant/Toddler to Preschool Family Child Care to Center-Based/School-Based Examples of Countdown�s activities: - Help families identify school options - Outreach about how, when and where to register - Welcome Sessions in BPS schools - Connect families to opportunities to expand on/continue the learning throughout the summer before school starts. - An "I'm Ready!" DVD that every registered family can pick up at their local library to explain what K will be like and what they can do to get ready.Examples of Countdown�s activities: - Help families identify school options - Outreach about how, when and where to register - Welcome Sessions in BPS schools - Connect families to opportunities to expand on/continue the learning throughout the summer before school starts. - An "I'm Ready!" DVD that every registered family can pick up at their local library to explain what K will be like and what they can do to get ready.

20. Partners with key systems serving children and families

21. Ready Schools??? 1. Ready schools smooth the transition between home and school. 2. Ready schools strive for continuity between early care and education programs and elementary schools. 3. Ready schools help children learn and make sense of their complex and exciting world. 4. Ready schools are committed to the success of every child. 5. Ready schools are committed to the success of every teacher and every adult who interacts with children during the school day. 6. Ready schools introduce or expand approaches that have been shown to raise achievement. 7. Ready schools are learning organizations that alter practices and programs if they do not benefit children. 8. Ready schools serve children in communities. 9. Ready schools take responsibility for results. 10. Ready schools have strong leadership. http://www.ode.state.or.us/superintendent/priorities/ready4school/readysch.pdf1. Ready schools smooth the transition between home and school. 2. Ready schools strive for continuity between early care and education programs and elementary schools. 3. Ready schools help children learn and make sense of their complex and exciting world. 4. Ready schools are committed to the success of every child. 5. Ready schools are committed to the success of every teacher and every adult who interacts with children during the school day. 6. Ready schools introduce or expand approaches that have been shown to raise achievement. 7. Ready schools are learning organizations that alter practices and programs if they do not benefit children. 8. Ready schools serve children in communities. 9. Ready schools take responsibility for results. 10. Ready schools have strong leadership. http://www.ode.state.or.us/superintendent/priorities/ready4school/readysch.pdf

22. Capacity in Boston to support this work Boston Community Partnerships for Children Council & Clusters CPCares Innercity Network of Early Education Professionals BAEYC Boston Child Care Alliance Boston EQUIP Child Care Choices of Boston Higher Education institutions ABCD � CDA program Countdown to Kindergarten Early Education for All Boston Ready - UMass School Readiness Initiative - Jumpstart Read Boston

23. Summary As a result of growth in last 7 years, we have enough raw capacity for PreK, unclear what full demand is for Infants and Toddlers Is it accessible to families? They say yes, could differ by age of child, neighborhood, unusual time needs, part time schedule. However, not accessible cost wise, and many families don�t qualify for subsidies Quality � no common standard of quality EQUIP benchmarks � we�re making progress in many areas Shortly will have the findings from the Boston Quality Inventory Some to many programs are using child outcome tools to individualize their curriculum. Don�t know how Boston ECE programs engage parents? How well do we build relationships between educators? How well do we transition kids and families to next setting? Countdown to Kindergarten

24. Possible priority areas: Need strategy for additional PreK expansion, as at possible saturation Focus on quality � Accreditation as possible uniform standard? Professional development for the workforce, compensation Parent engagement � develop new robust models Transitions / Ready Schools

25. For more information:Corey ZimmermanResearch and Policy DirectorBoston EQUIP / Associated Early Care & Education617-695-0700 x 229czimmerman@associatedece.orgwww.bostonequip.org